The Styles used to evaluate the performance of learners in vocational education course from the standpoint of teachers scheduled "A Case Study in the Formal Schools in Lattakia City"

The research aims to identify styles used to evaluate the performance of learners in vocational education course in the knowledge, skills and emotional areas from the standpoint of teachers scheduled. To achieve the objectives of the research a questionnaire was built, and applied to deliberate sample of all vocational education teachers totaling /15/ teachers. The results are as follows: - Limiting the vocational education teachers on the final calendar in evaluating the performance of learners in vocational education classes. - Due to the variable sex, there are no significant statistical differences between the mean vocational education teachers scores in the basic education level about the styles used in evaluating the performance of learners. - Due to the variable of specialization (Handwork Institute), there are significant statistical differences between the mean vocational education teachers scores in the basic education level about the styles used in evaluating the performance of learners. - Due to the variable of years of experience (more than 7 years), there are significant statistical differences between the mean vocational education teachers scores in the basic education level about the styles used in evaluating the performance of learners.

The Degree of Focus on Practical Skills in Teaching Vocational Education in Schools of Balqa’a Governorate

The study aimed at identifying the degree of focus on practical skills in Teaching vocational education for the fifth, sixth and the seventh grades, and its relationship with variables, such as school gender, teacher’s specialization, workshop status, and the number of students in the classrooms).

The Degree of Features of Reform Representation in the Pre-Vocational Education Textbooks for the First Three Primary Grades in the Jordanian Schools from Teachers’ perspectives

This research aimed at identifying the degree of features of reform representation in the pre-vocational education textbooks for the first three primary grades in the Jordanian schools from teachers’ perspectives. The data were collected via a questionnaire which consisted of (68) items divided into five domains. These were: objectives, content, content presentation, questions, and technical editing. The population of the study consisted of all class teachers equaling (547) in Irbid-first educational directorate. A randomly selected sample of (187) teachers was selected.