This study investigated suitability and appropriateness of the social and national education guidebook for students in the first three grades (Grade 1, 2, & 3) from the point of view of their teachers. In the Jordanian education system, the social education textbooks have just been replaced with new guidebooks for social and national education. A Survey was distributed to (85) teachers, and (52) of these were also interviewed. The findings showed that teachers thought the guidebooks were strong in some points but lacking in others. The study recommends the following in light of the results: social and national curriculum standards, taking these National Curriculum Standards for Social Studies (NCS) into consideration as well as involving additional variables. Further research could investigate the teacher's guidebook curriculum with content analysis.
The current study aimed at identifying the effect of dramatizing the teaching unit of Beni Abbas Caliphs in 6th grade History of Arabs and Muslims Textbook on improving students' achievement as well as enhancing their social interactional skills. In order to achieve the objectives of the study,three instruments were developed: dramatizing a teaching unit (namely: Beni Abbas Caliphs), a 25-item achievement test, and a social interactional skills scale. All three research instruments were subjected to validity and reality testing. The present study adopted a quasi-experimental design which entailed an experimental group (N = 46) and a control group (N = 44) from DairAlla directory of Education in the academic year 2011/2012. The study reported statistical significant differences in participants' achievement in favor of the experimental group. Significant statistical differences (=0.05) on social interactional sills scale were reported and in favor of the experimental group. The present study recommends thatMinistry of Education need to dramatize history textbooks and to train teachers on using drama in teaching history.
The current study aimed at identifying the effect of dramatizing the teaching unit of Beni Abbas Caliphs in 6th grade History of Arabs and Muslims Textbook on improving students' achievement as well as enhancing their social interactional skills. In order to achieve the objectives of the study,three instruments were developed: dramatizing a teaching unit (namely: Beni Abbas Caliphs), a 25-item achievement test, and a social interactional skills scale. All three research instruments were subjected to validity and reality testing. The present study adopted a quasi-experimental design which entailed an experimental group (N = 46) and a control group (N = 44) from DairAlla directory of Education in the academic year 2011/2012. The study reported statistical significant differences in participants' achievement in favor of the experimental group. Significant statistical differences (=0.05) on social interactional sills scale were reported and in favor of the experimental group. The present study recommends thatMinistry of Education need to dramatize history textbooks and to train teachers on using drama in teaching history.
This study explores stakeholders’ reactions to the Jordanian Ministry of Education's decision to withdraw the ‘social and civics education’ textbooks for students in the first three grades (containing children aged 6 to 9) in the academic year 2013-2014. A qualitative survey was undertaken in the year following the textbook withdrawal, of how various stakeholders reacted to this decision. The participants of the study (N = 70) were people affected by the textbook withdrawal, namely headteachers, classroom teachers, supervisors, and social studies teachers along with parents, and young children during the years 2015-2016. The participants were selected by the convenience sampling method from the provinces of Irbid, Jerash, Al-Mafraq, Bani Kenana and Al-Ramtha. The overt reasons for the textbook withdrawal were: (a) to reduce the weight of students’ schoolbags; (b) to focus more on mastering reading, writing, and math skills; (c) to decrease the large number of subjects studied by young students; and (d) to avoid an overlap of topics that were sometimes found repeated in the social/national textbooks and those of other subjects. Those interviewed endorsed these Ministerial decisions, but also expressed several reservations. This article draws upon a longer document, which has formed part of the democratic consultation process which marks a Muslim culture.
Objectives: This study aimed to evaluate the efficiency of the pre-service teacher training program (TTP) for the Classroom Teacher and Early Childhood Education majors at Yarmouk University from stakeholders’ perspectives. Methods: The study utilized a mixed methodology approach. The quantitative method with (57) female students from the Classroom Teacher and Early Childhood programs at Yarmouk University, 41 female cooperative teachers, and 10 faculty supervising for 2019/2020 at the Bani Ubaid District Directorate of Education. The qualitative method utilized the Consensual qualitative research (CQR) with a phenomenology paradigm through 21 semi-structured interviews to explore how stakeholders perceived the different challenges and opportunities that affected the efficiency of the pre-service training program at Yarmouk University. Results: The quantitative methods indicated a high degree of effectiveness in meeting the program's expected competencies (planning, teaching, classroom management, and assessment) in both majors. The qualitative data uncovered two main themes about challenges: teaching practices and regulatory and organizational challenges, and three themes in terms of opportunities: reforming competencies to include dispositions, creating a shared vision between schools and TTP units, and building accountability systems to enhance the efficiency of TTP. Conclusions: The study provided recommendations to revisit the pre-service teacher education program competencies, enhance pipeline efforts between the TTP unit and the schools, and monitor the pre-service procedures and regulations on both sites: university and school.
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