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Register a new userواقع المكانة الاجتماعية للمعلم في ثقافة المجتمع السوري من وجهة نظر المعلمين أنفسهم (دراسة ميدانية في مدينة الحسكة)
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يهدف هذا البحث إلى محاولة التعرف على واقع المكانة الاجتماعية للمعلم في ثقافة المجتمع السوري من وجهة نظر المعلمين أنفسهم, و التعرف على أثر متغيرات (الجنس و عدد سنوات الخبرة), و معرفة الفروق لدى أفراد عينة البحث خلال عام 2017م.
No English abstract
References used
Ibrahim, Abdullah, 2001 – Aalam alJtamaa, alMarkaz alThakafe alArabi, alDaar alBeadaa al Maghreb
Al-Sanad, Jalal, Al-Ahmad, Adnan, 2011- Aalam alJtamaa alTarboea, Manshorat Jameat Damashaq, Koleat alTarbea
Hamidissa, Said, 2010 – alWaaqa alJtamaa llMoualam ou makantho alJtamaia, Rasalt Doktora fi Aalam alJtamaa alTanmia, Jameat Montessori, Costantinia, Algezara
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This study aimed at investigation the problems of educational
directive in Al Hassaka City in terms of some variables:( sexacademic
rank – experiences ). The study population consisted of
(65) mentors at educational directorate and they are the sa
mple of
the study . The questionnaire consisted of (41) clauses and (3)
domains: Administrative _education _material.
The research aims to identify the effective professional
development programs targeted to teachers of the first episode of
primary education¸ also aimed to know the differences between the
average scores of teachers according to the following vari
ables
(gender and Academic qualification), Research sample consisted of
(330) teachers chosen by simple random method, applied the scale
effective professional development programs, and is prepared by
the researcher and after the verification and Reliability.
This research aims to identify the reality of the right to participate in the kindergarten
of Lattakia, from the viewpoint of the teachers; it also aims to identify the differences in
their views about the reality of the right to participate in the
kindergarten of Lattakia
according to (scientific and educational qualification, years of experience, and training
courses). This research adopts the descriptive approach, and it uses a questionnaire that
consists of (36) phrases as a tool to collect data from the sample of the research which
targets of (230) teachers in the kindergarten of Lattakia (2017- 2018).
The results have shown that:
1- Lattakia kindergartens provide children with the right of getting information
in the first place, followed by the right of expressing their opinions and listening to them.
2- Kindergartens care about providing different resources in getting
information (pictures, books, stories, and others educational aids…).
3- There are statistical differences in the viewpoints of kindergartens teachers
in regard to children right in participating in kindergartens, these differences are due to the
scientific and educational qualification between post-graduate studies teachers and teachers
who hold a diploma in education in favor of master and doctoral degrees teachers.
According to training variable, differences came in favor of the teachers who attended
training courses in kindergartens.
The study aimed to identify the reality and role of implementing the cooperative learning strategy in private schools in Palestine from the teachers ’point of view, and its relationship to some variables: the reality and role of implementing the c
ooperative learning strategy, the steps for implementing the cooperative learning strategy, and the obstacles to implementing the cooperative learning strategy In order to achieve this, a sample was chosen where the study sample consisted of (308) of whom (123) teachers and (185) teachers were chosen by the intentional method from private schools in Palestine, and the researcher used to measure his questionnaire of the reality of moral education that consisted of ( 55) A paragraph distributed into three areas, and use appropriate statistical methods to analyze the information. The results indicated that: The reality and role of implementing the cooperative learning strategy was average as the arithmetic averages ranged between (2.61 - 3.69). ), Where Paragraph No. (9) which states that “Cooperative learning gets the student out of the routine he is used to in the class” came first, with an arithmetic average of (3.69), while Paragraph No. (No. 8) It states: “Private schools increase students’ academic achievement more than hard schools Weme "ranked last, with a mean of (2.61). The arithmetic mean of the field of reality and the role of implementing the cooperative learning strategy in private schools as a whole, and the results showed that the steps for implementing the cooperative learning strategy were medium, as the arithmetic averages ranged between (3.46-3.83), where the procedural steps came in The first place with the highest arithmetic average of (3.83), while the evaluation steps came in the last place with an arithmetic average of (3.46). The arithmetic average of the steps for implementing the cooperative learning strategy as a whole was achieved, and the results showed that the special obstacles The student was moderately and the teacher’s constraints came large, as the arithmetic averages ranged between (2.91 - 3.76), where the teacher’s obstacles came first with the highest arithmetic average of (3.76). ), While student-specific obstacles came in last place, with an arithmetic average of (2.91), and the arithmetic average of the obstacles to the application of the cooperative learning strategy as a whole was reached.
This research aimed at recognize the reality of the Talent Schools in Syria Arab Republic from the view of Students, and at study the different of opinions according to variables (Kind, governorate). To achieve this research goals, questionnaire was
designed including (72) items; distributed to the five areas (Students Admission, scholastic environment, Administrators, teachers, Curricula and Methods of Instruction), then applied to a sample of (380) Students for the academic year 2015/2016. The present research used the descriptive analytical approach.Validity of the questionnaire was established though a jury of (7) of the teaching staff of educational at Damascus and Tishreen universities. The final results showed that the reality of the Talent Schools in Syria were middle degree. In fact there are no found differences about the reality of the Talent according to variables (Kind, governorate). Research suggestions to doing training courses for Teachers of talent schools before joining scholastic teaching, as well as carrying further researches about the problems of the Gifted Students.
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