International Journal of research in Educational Sciences
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Content and Language Integration: An entrance for Developing Programs of Learning Arabic to Nonnative speakers
No full textالملخص: يعد التعلم المتكامل للغة والمحتوى Content and Language Integrated Learning (CLIL) منهجًا يتعلم فيه الدارس موضوعًا ولغة ثانية في الوقت نفسه. فيمكن تدريس مقرر العلوم- على سبيل المثال- للدارسين باللغة العربية، وفي هذه الحالة لن يتعلموا فقط عن العلوم، بل سيكتسبون أيضًا المفردات والمهارات اللغوية ذات الصلة. ويمكن تحديد الإشكالية في كيفية تنظيم الدروس والوحدات الدراسية لإحداث التكامل في محتوى الدرس مع اللغة، حيث يتم من خلال اللغة نقل المعلومات المرتبطة بالمحتوى، وفهمها، وتوظيف اللغة استقبالا، وإنتاجا. ولإحداث التكامل بين اللغة والمحتوى والثقافة يمكن السير في اتجاهين متتاليين، أو متوازيين: الأول: تطوير درس واحد الآخر: تطوير وحدة في مجال أكاديمي واحد. ويمكن استخدام مجموعة من الاستراتيجيات لجعل اللغة والثقافة والمحتوى مفهومًا متكاملا، منها: اختيار المواد التعليمية بناءً على معرفة الدارسين السابقة. وإعداد الدارسين للتفسير من خلال إثارة اهتمامهم بموضوع الدرس. وتقديم المفردات والمفاهيم الأساسية للدارسين قبل تفاعلهم مع المواد. وإجراء تنبؤات وتقديم دعم غير لغوي للمعنى، والعمل مع النصوص عدة مرات باستخدام مهام تفسيرية مختلفة تركز انتباه الدارسين على اللغة أو الثقافة أو المحتوى.
الكلمات الدلالية: التعلم المتكامل، تكامل اللغة والمحتوى، تعليم العربية للناطقين بغيرهاAbstract: Content and Language Integrated Learning (CLIL) is a curriculum in which the learner learns both a subject and a second language at the same time. For example, a science course can be taught to learners in Arabic. Hence, in this case they will not only learn about science but will also acquire relevant vocabulary and language skills. The problem can be identified in how lessons and units are organized to integrate the content of the lesson with the language. Language helps in transmitting, understanding, and employing information related to the content in receiving or producing the language. To integrate language, content, and culture, it is possible to go in two consecutive or parallel directions: First: Developing a single lesson Other: Developing a unit in one academic field A group of strategies can be used to make language, culture and content an integrated concept, including : Select the educational materials based on the previous knowledge of learners. - Prepare learners for interpretation by arousing their interest about the topic of the lesson - introduce vocabulary and basic concepts to learners before they interact with the material. - Make predictions and provide non-linguistic support for meaning. Also, working with texts several times using different interpretive tasks that focus the attention of learners on language, culture, or content. Keywords: Content and Language Integrated Learning (CLIL), Learning Arabic to Nonnative speaker
Counseling Skills in Intercultural Education: The Case of foreign seas immigrants in Greece
Full text linkThis paper presents some points of view about the counseling psychology skills that are required in intercultural education context. This issue arises from the rather massive migration that has been observed in the European Union countries, since 2007, involving three million persons until 2015. Especially Greece has received directly the largest number of refugees, among the European countries, due to its proximity to Middle East as the Southeastern “Gate” of European Union, amounting to 1.8 million individuals. In addition, 60,000 illegal immigrants and refugees have been trapped in Greece for the last two years. This phenomenon causes extra considerations on behalf of the European and, in particular, Greek counseling agencies and experts. The intercultural education infrastructures of Greece are very limited compared to the existing needs. Less than 0.2% of schools are intercultural ones, while approximately 10% of the country’s pupils are foreigners. In this context, many teachers often discriminate against pupils from other countries and very few schools, besides intercultural ones, dare to organize counseling and support meetings for immigrant parents, usually with the help of volunteer teachers. However, there is also a significant number of teachers who are calling for better and more in-depth information on both general and intercultural counseling, as well as a clear reference to the relevant skills required for this purpose. In intercultural counseling, the counselor and the consulted come from different cultural contexts and have different perceptions. However, counseling can help them to deal with social exclusion. The needs of minority populations and vulnerable social groups, in general, are particularly high in terms of professional development, as they need the appropriate knowledge to lead their members in the search for educational opportunities, opportunities for social participation, vocational rehabilitation, but also clarification of professional goals. The effectiveness of a counselor on intercultural counseling is based on cultural awareness and sensitivity to accept and respect the cultural differences. A counselor must find a way to overcome any inhibitory obstacle, such as language, but the most important thing that needs to be understood is that counseling cannot be practiced in a mono-cultural direction, as it was the case until recently, but has to turn to methods of multicultural thinking and action
A proposed conception to improve organizational agility among heads of departments at King Saud University from the point of view of faculty members
No full textتحتاج المؤسسات التربوية إلى تطبيق نمط الرشاقة التنظيمية نظرا لوجود تباطؤ فى القرارات وروتين فى العمل على مدى سنوات كثيرة لم يحدث تقدما ملموسا مقارنة بدول أخذت فى تطبيق اللامركزية الفعلية واستخدام أنماط حديثة مثل نمط الرشاقة التنظيمية والذى ساعد على تطور الفكر والتطبيق الإدارى وكان له أثر ملموس وواضح على تقدم وتطور المؤسسات والذى أدى بدوره إلى تقدم ورقى الدول . وتعد جامعة الملك سعود من الجامعات الرائدة والتي تحاول اللحاق بركب التقدم علي كافة المستويات وهي تضع في الاعتبار أهمية التحسين والتجديد والتطوير في كافة المجالات الإدارية والتعليمية وأنشطة خدمة المجتمع وتنمية البيئة . يهدف البحث الي تقصى واقع تطبيق الرشاقة التنظيمية لدى رئيسات الأقسام بجامعة الملك سعود من وجهة نظر أعضاء هيئة التدريس ، وتعرف معوقات تطبيقها ،ومتطلبات تحسينه. انطلاقا من أهمية الارتقاء بمستوي الواقع الحالي للرشاقة التنظيمية بكليات الجامعة .ولتحقيق أهداف البحث تم استخدام المنهج الوصفي من خلال تطبيق استبانة علي عدد (642) من رئيسات الأقسام بكليات الجامعة من المجتمع الأصلي (2070) بنسبة (31%) من المجتمع الأصلي.توصل البحث الي عدة نتائج من أهمها أن واقع تطبيق الرشاقة التنظيمية يتحقق بدرجة متوسطة. انتهي البحث الي توصيات يمكن أن ترتقي بمستوي تطبيق الرشاقة التنظيمية بكليات الجامعة .Educational institutions need to apply the style of organizational agility due to the presence of a slowdown in decisions and a routine in work over many years that has not made tangible progress compared to countries that took the implementation of actual decentralization and the use of modern styles such as the style of organizational agility, which helped in the development of thought and administrative application and had an impact Concrete and clear on the progress and development of institutions, which in turn led to the progress and advancement of countries .King Saud University is one of the leading universities that is trying to catch up with progress at all levels, and it takes into account the importance of improvement, renewal and development in all administrative and educational fields, community service activities and environmental development. Faculty members and know the obstacles to its application and the requirements for its improvement, based on the importance of raising the level of the current reality of organizational agility in the faculties of the university. To achieve the objectives of the research, the descriptive approach was used by applying a questionnaire to (642) heads of departments in the university faculties from the original community (2070) with a percentage of (31%) of the original community (Medium). The research concluded with recommendations that can raise the level of applying organizational agility in the faculties of the university
The behavioral characteristics for gifted students in Iraq and its relationship to the mathematical achievement of sixth grade students
No full textملخص البحث Research Summary
يهدف البحث الحالي الى تحديد الخصائص السلوكية لطلبة الصف السادس الابتدائي في مدارس الموهوبين في العراق وتحديد نوع العلاقة بين الطلبة الموهوبين الذين يمتلكون خصائص سلوكية وبين تحصيلهم الرياضي، وبما ان الباحثة مُدرسة في إحدى مدارس المتميزين واحدى المتابعات لآلية القبول في مدارس الموهوبين؛ لذلك ارتات ان تسهم ببناء مقياس الخصائص السلوكية وفقاً لنظرية الذكاء الناجح للعالم الامريكي روبرت ستيرنبيرج (Robert Sternberg) الذي يعد من أشهر الباحثين في مجال الموهبة في العصر الحديث ومن ثم ايجاد علاقتها بالتحصيل الرياضي. أن الكشف عن الموهوبين وتحديد مدخلاتهم السلوكية يعد الأساس المبدئي لتحديد متطلباتهم التعليمية وتحقيق مبدأ تكافؤ الفرص بمفهومه الموضوعي الذي ينص على إعطاء كل طالب ما يناسبه واستثمار الجهد والوقت والمال عن طريق تنمية مهارات الطلبة الموهوبين بدلا من تركها تتلاشى وتهدر في ظل الرعاية الموجودة للجميع مما ينعكس إيجابياً على انجاز الطلبة المرحلة الدراسية في مدة أقل مما هو محدد لها. ووضعت الباحثة عدد من الفرضيات كانت نتائجها يوجد فرق ذات دلالة احصائية لصالح أفراد عينة البحث ايجابياً ومقبولاً لمقياس الخصائص السلوكية، ولاتمايز في مقياس الخصائص السلوكية بالنسبة لمتغير الجنس. وقد يعود السبب إلى طبيعة االطلبة الموهوبين في خصائصهم السلوكية وطبيعة المجتمع البيئي كما انه لاتوجد علاقة ارتباطية بين الخصائص السلوكية للموهوبين وتحصيلهم الرياضي وتوصي الباحثة باعتماد مقياس الخصائص السلوكية في اكتشاف الطلبة الموهوبين في مدارس العراق وتحديد قدراتهم الابداعية والعملية والتحليلية. والاهتمام اكثر بهذه الشريحة المهمة والتي يطمح ان تقود البلاد علميا نحو مستقبل افضل.
الكلمات المفتاحية(الخصائص السلوكية، الموهوبين، التحصيل الرياضي)Research Summary:
The current research aims to determine the behavioral characteristics of sixth grade students in the gifted schools in Iraq, Determine the type of relationship between gifted students who possess behavioral characteristics and their mathematical achievement, Since the researcher is a teacher in one of the schools of the distinguished and interested in following the admission processes to the schools of the gifted students; Therefore, she decided to contribute to building a scale of behavioral characteristics according to the theory of successful intelligence of the American scientist (Robert Sternberg) and then finds the relationship between behavioral characteristics and mathematical achievement. Detecting gifted students and identifying their behavioral inputs is the initial basis for determining their educational requirements and achieving the principle of equal opportunities in its objective sense, which states that each student is given what suits them , investing effort, time and money by developing the skills of talented students instead of letting them fade and wasted in light of the existing educational system , which is positively reflected on the students’ achievement of the academic stage in a period less than what is specified for them. The researcher developed a number of hypotheses, the results of which were that there is a statistically significant difference in favor of the members of the research sample, positive and acceptable for the behavioral characteristics scale. There is no differentiation in the behavioral characteristics scale with respect to the sex variable, The reason may be due to the nature of gifted students in their behavioral characteristics and the nature of the environmental community, as there is no correlation between the behavioral characteristics of gifted students and their mathematical achievement. The researcher recommends the adoption of the behavioral characteristics scale in discovering talented students in Iraqi schools and determining their creative, practical and analytical abilities.
Keywords (behavioral characteristics, gifted, mathematical achievement
The Views of the Ministry of Education’s employees towards the privatization of higher education in the Kingdom of Saudi Arabia in Light of the Kingdom’s Vision (2030) Requirements
No full textهدفت هذه الدراسة إلى الكشف عن آراء منسوبي وزارة التعليم نحو خصخصة التعليم العالي في الجامعات السعودية في ضوء متطلبات رؤية المملكة (2030)، واتبعت المنهج الوصفي التحليلي، وتكونت عينة الدراسة من (144) قياديًا أكاديميًا، وأعدت الباحثة استبانة تكونت من (32) مؤشرًا توزعت بالتساوي على أربعة محاور، هي: دوافع خصخصة التعليم العالي، إيجابيات خصخصة التعليم العالي، سلبيات خصخصة التعليم العالي، حلول بعض مشكلات خصخصة التعليم العالي، وأظهرت نتائج الدراسة أن المستوى العام لتقديرات عينة الدراسة على محاور خصخصة التعليم العالي في الجامعات السعودية بلغ (3.70)، وبدرجة موافقة كبيرة، وتراوحت الأوساط الحسابية لمحاور خصخصة التعليم بين (3.65-3.81)، وكان محور دوافع خصخصة التعليم العالي في المرتبة الأولى، تلاه محور إيجابيات خصخصة التعليم، ومن ثم محور حلول بعض مشكلات خصخصة التعليم وأخيرًا محور سلبيات خصخصة التعليم. وأوصت الباحثة بتقويم برامج مؤسسات التعليم العالي الخاص بصورة دورية ومستمرة من قبل مؤسسات متخصصة مثل هيئة الاعتماد وغيرها. This study aimed to reveal the views of employees of the Ministry of Education about the privatization of higher education in Saudi universities in light of the requirements of the Kingdom’s vision (2030), and it followed the descriptive analytical approach. The study sample consisted of (144) academic leaders, and the researcher prepared a questionnaire consisting of (32) indicators. It was equally divided into four axes: the motives for privatizing higher education, the positives of privatizing higher education, the negatives of privatizing higher education, and solutions to some problems of privatizing higher education. The results of the study showed that the general level of estimates of the study sample on the axes of privatization of higher education in Saudi universities was (3.70), with a great degree of approval. The focus on the positives of privatizing education, and then the focus of solutions to some problems of privatization of education, and finally the focus of the negatives of privatization of education. The researcher recommended that the programs of private higher education institutions be periodically and continuously evaluated by specialized institutions such as the Accreditation Commission and others.  
An application of Systems Science in the context of Greek Environmental Education for planning interventions against volcanic hazards
Full text linkSchools (amid in secondary and primary education) are installations vulnerable to all kinds of hazards. Because within the last 70 years, at least, there has not been any experience of volcanic activity in Greece, this kind of hazard is not extensively referred to, by official plans, local communities as well as teachers and pupils. In this paper and by using the systemic methodology of Systems Inquiry, the authors make an exploratory analysis of school-units located at the relatively short distances of 2 to 50 Km from volcanoes with registered “Volcanic Explosivity Index” (VEI) activity. Data regarding schools, adopted from the official database of the Greek government and Ministry of Education, have been utilized. The results indicate, regarding only the historically registered VEI activity and not the following consequences/phenomena (as for example, a tsunami), that vulnerable schools are located in Sousaki (East Corinth prefecture), Methana, Milos, Santorini, Nisyros and Kos Islands. The possible number of educational personnel, pupils and infrastructures is estimated. New approaches in the context of Greek environmental education are proposed for the presentation of these hazards in the educational personnel
Investigating the Relationship between School factors and Self-regulated Science Teaching in Secondary schools
Full text linkThe purpose of this study was to investigate the relationship between school factors (STRA, &PLC) with teachers’ self-regulated science teaching in secondary schools. Self-report questionnaires for PLC and SR were adapted and for STRA it was developed by the researcher. To make the instruments’ valid and reliable, it was checked by experts and pilot study was conducted. Nine (14.3%) secondary schools out of a total of 63 secondary schools found in South Gondar Zone of the Amhara Region, Ethiopia were selected randomly. After selecting the schools, all science teachers, 322 (chemistry, biology and physics) in the selected schools were taken as participants using comprehensive sampling techniques.302/322=93.8% (of which 71(23.5%) were females, 231(76.5%) were males; 32.5% chemistry;34.4% physics and 33.1% biology teachers successfully responded to the three questionnaires. Pearson correlation coefficient, multiple regression analysis and structural equation modeling analysis methods were employed. The result showed that the model was adequately fit to the data; PLC only was found a significant positive correlation, predictor and effect with teachers’ self-regulated science teaching. Whereas STRA showed low correlation and non-significant predictor and has no significant effect on teacher’s self-regulation. Implications and recommendations are indicate
مقترح للتخلص من التمييز حسب النوع الاجتماعي في متادة الرياضيات
Full text linkEliminating gender bias from mathematics textbooks in Palestinian schools is not an easy task, given that 50% of the names, verbs, actions, professions, or pictures in mathematics textbooks portray traditionally feminine activities, such as sewing and embroidery. In these textbooks, these feminine activities do not involve males. Eliminating gender bias from mathematics textbooks in Palestinian schools is more challenging than we think because these biases are rooted in culturally-based mind-sets. Therefore, upon careful analysis of this important and crucial issue, the researcher suggested a new framework for developing mathematics curricula based on gender balance, which is a gender-neutral approach. 
What Do Students’ of (15-17) Year’s Old Beliefs and Feelings Tell Us about Teaching and Learning Mathematics
No full textهدفت هذه الدراسة إلى الكشف عن معتقدات الطلبة من الفئة العمرية (15-17) عاما عن تعليم الرياضيات وتعلمها، استخدم المنهج النوعي، وصيغ سؤال مفتوح أداة للدراسة، قسم إلى ثلاث أسئلة فرعية. شارك في الدراسة (104) طالبا وطالبة؛ موزعين على الصفوف التاسع والعاشر والحادي عشر (48، 21، 35) على الترتيب. أظهرت النتائج أن الطلبة يعتقدون أن معلم الرياضيات، وأن أساليب تدريسه السبب الرئيس لحب الطلبة أو كرههم للرياضيات، وبعضهم يعتقد بأن الرياضيات صعبة ومعقدة، وآخرين يعتقدون أنها مملة، وهناك من اعتقد بأهميتها. وفي ضوء النتائج يوصى الباحثان بضرورة تأهيل معلمي الرياضيات للتعامل بإيجابية مع الطلبة، وإثراء المحتوى بأنشطة جاذبة للطلبة.
This study aimed to reveal students of (15-17) year’s old beliefs about teaching and learning mathematics, using the qualitative method. (104) male and female students participated in the study; they are divided into the ninth, tenth, and eleventh grades (48, 21, 35) respectively. The results showed that the students believed that the mathematics teacher and his/her teaching methods were the main reason students liked or disliked mathematics. Some of them believe that mathematics is difficult and complicated, while others believe that it is boring; on the other hand, there are those who believe of its importance. In light of the results, the researchers strongly recommend the necessity of qualifying mathematics teachers to deal positively with their students, and enrich the content with activities that are attractive to students
The Reality of Practicing Differentiated Learning in Gifted Classes from the Perspective of a Gifted Student and Her Associates
Full text linkThe study aims to identify the reality of practicing and applying differentiated learning for gifted students through adopting the following: a survey descriptive approach in which a set of qualitative instruments such as interviewing a gifted student, a quantitative instrument, a questionnaire for teachers of the gifted, an observation instrument and the document analysis instrument to check what female teachers present with regard to professional practice of differentiated learning in gifted classes.
From the perspective of the gifted student, practicing differentiated learning in gifted classes was not as expected. Contrary to that, teachers’ responses, according to the questionnaire, showed that they did. The use of the observation instrument was to perceive the practice from another perspective. The study concluded that practicing differentiated learning by teachers was lacking, as they continued to use traditional methods of teaching. To ensure teachers’ understanding of the concept of differentiated learning, the document analysis instrument was used. It was clear that the professional training offered by the school and training office was relatively good, but the real practice didn’t cope with its quality.