Pub Date : 2024-07-07DOI: 10.20428/ijtd.v14i2.2394
Abdelrahman A. Alfifi, O. Alghtani
The study aimed to investigate the employing e-learning applications in learning difficulties from teachers and supervisors. The study depends on a descriptive approach to describe e-learning applications. A questionnaire was prepared consisting of (37) items in three mains: (1) teachers’ attitudes towards employing e-learning applications in learning difficulties, (2) employing e-learning applications in learning difficulties, and (3) obstacles to employing e-learning applications in learning difficulties). the validity and reliability of the tool were measured. Alpha Cronbach coefficient for the tool is (0.924). The sample was chosen randomly, consisting of (30) teachers and supervisors in Tabuk city. The results showed that the degree of employing e-learning applications came to a moderate degree with a mean (3.36). The first dimension is a large, with a mean (3.53), while the second is moderate with a mean (2.98), also the third is large, with a mean (3.58). The results showed that there were no statistically significant differences between the averages of the study sample in the responses to the questionnaire and in its dimensions refer to variables (job, years of experience, and training). The study recommended the need to plan professional development for teachers of learning difficulties in the light of their needs.
{"title":"Employing e-learning applications in learning difficulties programs from teachers and educational supervisors’ perspective","authors":"Abdelrahman A. Alfifi, O. Alghtani","doi":"10.20428/ijtd.v14i2.2394","DOIUrl":"https://doi.org/10.20428/ijtd.v14i2.2394","url":null,"abstract":"The study aimed to investigate the employing e-learning applications in learning difficulties from teachers and supervisors. The study depends on a descriptive approach to describe e-learning applications. A questionnaire was prepared consisting of (37) items in three mains: (1) teachers’ attitudes towards employing e-learning applications in learning difficulties, (2) employing e-learning applications in learning difficulties, and (3) obstacles to employing e-learning applications in learning difficulties). the validity and reliability of the tool were measured. Alpha Cronbach coefficient for the tool is (0.924). The sample was chosen randomly, consisting of (30) teachers and supervisors in Tabuk city. The results showed that the degree of employing e-learning applications came to a moderate degree with a mean (3.36). The first dimension is a large, with a mean (3.53), while the second is moderate with a mean (2.98), also the third is large, with a mean (3.58). The results showed that there were no statistically significant differences between the averages of the study sample in the responses to the questionnaire and in its dimensions refer to variables (job, years of experience, and training). The study recommended the need to plan professional development for teachers of learning difficulties in the light of their needs.","PeriodicalId":413991,"journal":{"name":"The International Journal for Talent Development","volume":" 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141671739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-07DOI: 10.20428/ijtd.v14i2.2358
Ali Said Al Matari, khalid Humaid Salim Al udhubi, Saliha Al Saadi, Wasin Albalushi, Salma oqab Albalushi
The study aimed to identify the relationship of the effectiveness of the academic support tool (ChatGPT) on stimulating learning for A'Sharqiyah University students in the Sultanate of Oman from their point of view. The researchers used the descriptive survey method. The study sample consisted of (250) male and female students, while the study tool consisted of a questionnaire. The results of the study showed: The degree of practice of A'Sharqiyah students of the academic support tool (ChatGPT) was average, and the results of the study showed that the degree of possession of A'Sharqiyah students to stimulate learning was to a large degree, and there were no statistically significant differences between the averages of the answers of A'Sharqiyah students on the degree of practice of A'Sharqiyah students of the academic support tool (ChatGPT) and the degree of their possession of motivation to learn in the total degree, according to the variables of gender, academic year, and college. There is also a positive correlation between the practice of A'Sharqiyah University students of the academic support tool (ChatGPT) and their possession of stimulating learning, and the study recommended the need for A'Sharqiyah students to activate the academic support tool (ChatGPT) in university life.
{"title":"The effectiveness of the academic support tool (ChatGPT) on stimulating learning for A'Sharqiyah University students in the Sultanate of Oman from their point of view","authors":"Ali Said Al Matari, khalid Humaid Salim Al udhubi, Saliha Al Saadi, Wasin Albalushi, Salma oqab Albalushi","doi":"10.20428/ijtd.v14i2.2358","DOIUrl":"https://doi.org/10.20428/ijtd.v14i2.2358","url":null,"abstract":"The study aimed to identify the relationship of the effectiveness of the academic support tool (ChatGPT) on stimulating learning for A'Sharqiyah University students in the Sultanate of Oman from their point of view. The researchers used the descriptive survey method. The study sample consisted of (250) male and female students, while the study tool consisted of a questionnaire. The results of the study showed: The degree of practice of A'Sharqiyah students of the academic support tool (ChatGPT) was average, and the results of the study showed that the degree of possession of A'Sharqiyah students to stimulate learning was to a large degree, and there were no statistically significant differences between the averages of the answers of A'Sharqiyah students on the degree of practice of A'Sharqiyah students of the academic support tool (ChatGPT) and the degree of their possession of motivation to learn in the total degree, according to the variables of gender, academic year, and college. There is also a positive correlation between the practice of A'Sharqiyah University students of the academic support tool (ChatGPT) and their possession of stimulating learning, and the study recommended the need for A'Sharqiyah students to activate the academic support tool (ChatGPT) in university life.","PeriodicalId":413991,"journal":{"name":"The International Journal for Talent Development","volume":" 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141670306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-07DOI: 10.20428/ijtd.v14i2.2395
Wafaa Saud Al-Mesned, Abdelnasser D. Al-Jarrah, Fatima A. Al Jasim
The study aimed to determine the predictive ability of school engagement and self-efficacy among gifted students in the city of Riyadh, and to identify the significance of differences in the level of school engagement and self-efficacy among gifted students due to the variables of gender and grade. The study used the descriptive approach, and the sample consisted of (350) gifted male and female students, who were randomly selected from schools in the city of Riyadh in the Kingdom of Saudi Arabia. The school engagement scale, prepared by Tarabiyah (2016), and the academic self-efficacy scale, prepared by Al-Shaboul (2016) were used. The results showed that two dimensions of school engagement (cognitive and behavioral) were able to predict self-efficacy among gifted students, as they together predicted (47.3%) of the variance. The results also showed that there were no statistically significant differences in school engagement and self-efficacy among gifted students attributable to the gender variable and the interaction between gender and grade, while it was found that there were statistically significant differences attributable to the academic grade variable, in favor of the third year of secondary school and the first year of secondary school. Based on the results, the study recommended increasing attention to educating gifted students in Saudi Arabia about school engagement and its positive effects on self-efficacy, and including activities that focus school engagement and self-efficacy in the school curriculum.
{"title":"Predicting self-efficacy in light of school Engagement for gifted students at the secondary stage in the Kingdom of Saudi Arabia","authors":"Wafaa Saud Al-Mesned, Abdelnasser D. Al-Jarrah, Fatima A. Al Jasim","doi":"10.20428/ijtd.v14i2.2395","DOIUrl":"https://doi.org/10.20428/ijtd.v14i2.2395","url":null,"abstract":"The study aimed to determine the predictive ability of school engagement and self-efficacy among gifted students in the city of Riyadh, and to identify the significance of differences in the level of school engagement and self-efficacy among gifted students due to the variables of gender and grade. The study used the descriptive approach, and the sample consisted of (350) gifted male and female students, who were randomly selected from schools in the city of Riyadh in the Kingdom of Saudi Arabia. The school engagement scale, prepared by Tarabiyah (2016), and the academic self-efficacy scale, prepared by Al-Shaboul (2016) were used. The results showed that two dimensions of school engagement (cognitive and behavioral) were able to predict self-efficacy among gifted students, as they together predicted (47.3%) of the variance. The results also showed that there were no statistically significant differences in school engagement and self-efficacy among gifted students attributable to the gender variable and the interaction between gender and grade, while it was found that there were statistically significant differences attributable to the academic grade variable, in favor of the third year of secondary school and the first year of secondary school. Based on the results, the study recommended increasing attention to educating gifted students in Saudi Arabia about school engagement and its positive effects on self-efficacy, and including activities that focus school engagement and self-efficacy in the school curriculum.","PeriodicalId":413991,"journal":{"name":"The International Journal for Talent Development","volume":" 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141670897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study aimed at analyzing Arab research standardization of the (TSI). The study used The descriptive approach based on the content analysis, and the Study group included (9) studies. The researchers prepared a data collection form. The study found that researchers prefer individual publishing. Publishing in the periodicals, and the use of the short version. first edition. Four studies were conducted in Saudi Arabia and Egypt. (6) Egyptians and Syrians participated in authorship. All studies were conducted on students. I also concluded that (5) studies used the Random method Study group, the Study group sizes were small, and the equation was identified in one study, and the Study group contained males and females in (8) studies. The translation procedures were clear in only two studies, there are seven studies that used the factor analysis, internal consistency, Cronbach's alpha, extracted norms in four studies, and the Normal distribution was examined in three studies. the detection of the factor analysis of the saturation on five factors and that the indicators (RMSEA), (CFI) were used in four studies. The study referred to many shortcomings and showed that researchers did not adhere to the ITC guidelines and found that the studies contained the risk of bias, so it recommended re-standardization of (TSI).
{"title":"Standardization of The Thinking Styles Inventory (TSI) in the Arab Research: analysis study","authors":"Asma hizam alzahrani, Mohamed Abdalazeem Alhaj Salih","doi":"10.20428/ijtd.v14i2.2396","DOIUrl":"https://doi.org/10.20428/ijtd.v14i2.2396","url":null,"abstract":"The study aimed at analyzing Arab research standardization of the (TSI). The study used The descriptive approach based on the content analysis, and the Study group included (9) studies. The researchers prepared a data collection form. The study found that researchers prefer individual publishing. Publishing in the periodicals, and the use of the short version. first edition. Four studies were conducted in Saudi Arabia and Egypt. (6) Egyptians and Syrians participated in authorship. All studies were conducted on students. I also concluded that (5) studies used the Random method Study group, the Study group sizes were small, and the equation was identified in one study, and the Study group contained males and females in (8) studies. The translation procedures were clear in only two studies, there are seven studies that used the factor analysis, internal consistency, Cronbach's alpha, extracted norms in four studies, and the Normal distribution was examined in three studies. the detection of the factor analysis of the saturation on five factors and that the indicators (RMSEA), (CFI) were used in four studies. The study referred to many shortcomings and showed that researchers did not adhere to the ITC guidelines and found that the studies contained the risk of bias, so it recommended re-standardization of (TSI).","PeriodicalId":413991,"journal":{"name":"The International Journal for Talent Development","volume":" 84","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141671043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-07DOI: 10.20428/ijtd.v14i2.2397
Yassin Ali Muhammad al-Muqalhi, Abdo Mohammed Saleh Ahmed Abdulkarim
This research aimed to measure the level of environmental literacy among public education teachers in Al-Nadira District, Ibb Governorate, Yemen, using a descriptive analytical approach. The study employed an instrument developed by Al-Maqlahi (2023) with 252 items across four elements: ecological environmental knowledge, awareness of environmental pollution problems, positive environmental trends, and literacy about environmental protection and problem-solving. The instrument was validated and applied to a sample of 311 teachers, representing 38.8% of the research population for the 2022/2023 academic year. The results indicated that the general level of environmental literacy among the teachers was low, with average scores falling below the 75% proficiency level in most elements. However, positive environmental attitudes were higher, exceeding the 75% threshold at 81.8%. There were no statistically significant differences in environmental literacy levels based on demographic variables, job, professional experience, qualifications, or specialization. The study recommended enhancing environmental literacy among teachers to better equip them for educating students on environmental issues, promoting the adoption of environmentally informed scientific practices, and encouraging the search for effective and positive solutions to environmental challenges.
{"title":"The level of Environmental literacy among teachers of general education levels (basic, secondary) in the Electricity Directorate of the Yemeni Ibb Governorate considering some demographic variables.","authors":"Yassin Ali Muhammad al-Muqalhi, Abdo Mohammed Saleh Ahmed Abdulkarim","doi":"10.20428/ijtd.v14i2.2397","DOIUrl":"https://doi.org/10.20428/ijtd.v14i2.2397","url":null,"abstract":"This research aimed to measure the level of environmental literacy among public education teachers in Al-Nadira District, Ibb Governorate, Yemen, using a descriptive analytical approach. The study employed an instrument developed by Al-Maqlahi (2023) with 252 items across four elements: ecological environmental knowledge, awareness of environmental pollution problems, positive environmental trends, and literacy about environmental protection and problem-solving. The instrument was validated and applied to a sample of 311 teachers, representing 38.8% of the research population for the 2022/2023 academic year. The results indicated that the general level of environmental literacy among the teachers was low, with average scores falling below the 75% proficiency level in most elements. However, positive environmental attitudes were higher, exceeding the 75% threshold at 81.8%. There were no statistically significant differences in environmental literacy levels based on demographic variables, job, professional experience, qualifications, or specialization. The study recommended enhancing environmental literacy among teachers to better equip them for educating students on environmental issues, promoting the adoption of environmentally informed scientific practices, and encouraging the search for effective and positive solutions to environmental challenges.","PeriodicalId":413991,"journal":{"name":"The International Journal for Talent Development","volume":" 55","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141670884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-05DOI: 10.20428/ijtd.v14i1.2307
Muneera Rashed Ghablan, H. Alrashidi
The present study aimed to investigate the predictive ability of the talent management practices of school principals to the affective organizational commitment of teachers in the State of Kuwait. To achieve this goal, correlation approach was used. The Talent Management Scale and the Affective Organizational Commitment Scale were applied to a random sample of 202 male and female teachers from Kuwait City schools. The results of stepwise regression analysis revealed that development and reward management practices were statistically significant predictors of affective organizational commitment predictive ability to emotional commitment, while identifying critical positions and competence training did not predict affective organizational commitment. The study recommends conducting more studies to investigate the predictive role of identifying critical positions and competence training practices in affective commitment.
{"title":"The predictive ability of government secondary school principals’ talent management practice with emotional organizational commitment from the point of view of teachers in Kuwait","authors":"Muneera Rashed Ghablan, H. Alrashidi","doi":"10.20428/ijtd.v14i1.2307","DOIUrl":"https://doi.org/10.20428/ijtd.v14i1.2307","url":null,"abstract":"The present study aimed to investigate the predictive ability of the talent management practices of school principals to the affective organizational commitment of teachers in the State of Kuwait. To achieve this goal, correlation approach was used. The Talent Management Scale and the Affective Organizational Commitment Scale were applied to a random sample of 202 male and female teachers from Kuwait City schools. The results of stepwise regression analysis revealed that development and reward management practices were statistically significant predictors of affective organizational commitment predictive ability to emotional commitment, while identifying critical positions and competence training did not predict affective organizational commitment. The study recommends conducting more studies to investigate the predictive role of identifying critical positions and competence training practices in affective commitment.","PeriodicalId":413991,"journal":{"name":"The International Journal for Talent Development","volume":"34 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140263767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-05DOI: 10.20428/ijtd.v14i1.2311
Dr. Waleed Ghazi Al-Shammari
This study aims to reveal the creative thinking of primary school teachers in Al-Ahsa Governorate, in addition to identifying differences in light of the variables of experience and major. The descriptive approach was followed in this study. The study was applied to a sample of (340) female teachers. The creative thinking scale adapted by researcher Hawzam Salman (2021) was used. The results of the study concluded that primary school teachers in Al-Ahsa Governorate have a high degree of creative thinking. In addition, the results showed that there were no differences in light of the variables of experience and major.
{"title":"Differences in the Creative Thinking of Primary School Female Teachers in Al-Ahsa Governorate in Light of the Variables of Experience and Specialization","authors":"Dr. Waleed Ghazi Al-Shammari","doi":"10.20428/ijtd.v14i1.2311","DOIUrl":"https://doi.org/10.20428/ijtd.v14i1.2311","url":null,"abstract":"This study aims to reveal the creative thinking of primary school teachers in Al-Ahsa Governorate, in addition to identifying differences in light of the variables of experience and major. The descriptive approach was followed in this study. The study was applied to a sample of (340) female teachers. The creative thinking scale adapted by researcher Hawzam Salman (2021) was used. The results of the study concluded that primary school teachers in Al-Ahsa Governorate have a high degree of creative thinking. In addition, the results showed that there were no differences in light of the variables of experience and major.","PeriodicalId":413991,"journal":{"name":"The International Journal for Talent Development","volume":"119 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140079262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-05DOI: 10.20428/ijtd.v14i1.2309
Mahmod Okasha, Eman Daha
The study aimed at reaching a valid methodology to measure metacognition through alternative tools constructed and validated in terms of multi-method design that combines between qualitative and quantitative methods in measurement. A pilot study was conducted in which the computerized problem solving test was applied on sample of undergraduate students, the qualitative and quantitative data concerning their methods and paths they used to solve the problem in addition their thinking aloud protocols were collected, These data are used in preparing the study tools that applied on a sample consisted of (110) students from the faculty of education in(2013/2014). The study revealed that there was a statistically significant correlation between students' scores in the concurrent methods (TAP) and the offline methods "MRT", "TSQ", The skills measured by the multiple response test were the most contributors to interpreting and predicting performance. The study revealed also that students' post calibration scores was a good indicator of metacognitive monitoring, and it was more accurate than pre calibration for high performing students. Traces data presented valuable information about students' skills and activity at each step of the solution.
{"title":"The Effectiveness of Alternative Tools for Measuring Metacognitive Skills in Terms of the Multi Methods Design","authors":"Mahmod Okasha, Eman Daha","doi":"10.20428/ijtd.v14i1.2309","DOIUrl":"https://doi.org/10.20428/ijtd.v14i1.2309","url":null,"abstract":"The study aimed at reaching a valid methodology to measure metacognition through alternative tools constructed and validated in terms of multi-method design that combines between qualitative and quantitative methods in measurement. A pilot study was conducted in which the computerized problem solving test was applied on sample of undergraduate students, the qualitative and quantitative data concerning their methods and paths they used to solve the problem in addition their thinking aloud protocols were collected, These data are used in preparing the study tools that applied on a sample consisted of (110) students from the faculty of education in(2013/2014). The study revealed that there was a statistically significant correlation between students' scores in the concurrent methods (TAP) and the offline methods \"MRT\", \"TSQ\", The skills measured by the multiple response test were the most contributors to interpreting and predicting performance. The study revealed also that students' post calibration scores was a good indicator of metacognitive monitoring, and it was more accurate than pre calibration for high performing students. Traces data presented valuable information about students' skills and activity at each step of the solution.","PeriodicalId":413991,"journal":{"name":"The International Journal for Talent Development","volume":"123 29","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140079018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-27DOI: 10.20428/ijtd.v13i1.2003
ةيلودلا ةلجملا, قوفتلا ريوطتل
The study aimed to analyze the content of studies that dealt with "thinking styles" in the Arab Educational Information Network (Shamaa). The study used content-based analysis, and the sample covered (50) studies. A tool was developed for data collection. The study results revealed that there was a growth in studies of thinking styles, but this growth was fluctuating. Most of the studies (96%) were published in journals, (66%) were published by single researchers, (57.53%) of the publications were published by male researchers and (40%) of the studies were conducted in Saudi Arabia and Algeria. Furthermore, (34%) of the studies tackled the subject of thinking styles in general without other variables, (78%) focused on students, (44%) focused on the university level, (96%) of them used the descriptive method, (58%) made use of small samples, (66%) relied on Sternberg's Mental Self-Government and (48%) of them used Sternberg's Thinking Styles Inventory. The study concluded with stressing the need to codify standards in the local environment and to pay attention to cross-cultural studies.
{"title":"Thinking Styles in Arab Research: An Analysis of the Studies in the Arab Educational Information Network (Shamaa)","authors":"ةيلودلا ةلجملا, قوفتلا ريوطتل","doi":"10.20428/ijtd.v13i1.2003","DOIUrl":"https://doi.org/10.20428/ijtd.v13i1.2003","url":null,"abstract":"The study aimed to analyze the content of studies that dealt with \"thinking styles\" in the Arab Educational Information Network (Shamaa). The study used content-based analysis, and the sample covered (50) studies. A tool was developed for data collection. The study results revealed that there was a growth in studies of thinking styles, but this growth was fluctuating. Most of the studies (96%) were published in journals, (66%) were published by single researchers, (57.53%) of the publications were published by male researchers and (40%) of the studies were conducted in Saudi Arabia and Algeria. Furthermore, (34%) of the studies tackled the subject of thinking styles in general without other variables, (78%) focused on students, (44%) focused on the university level, (96%) of them used the descriptive method, (58%) made use of small samples, (66%) relied on Sternberg's Mental Self-Government and (48%) of them used Sternberg's Thinking Styles Inventory. The study concluded with stressing the need to codify standards in the local environment and to pay attention to cross-cultural studies.","PeriodicalId":413991,"journal":{"name":"The International Journal for Talent Development","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132653872","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-27DOI: 10.20428/ijtd.v13i1.2002
فاطمة أحمد الجاسم, نجاة سليمان الحمدان
This study aimed to measure the differences in the level of teachers’ classroom practices with gifted and average students at primary schools in the Kingdom of Bahrain. The study used the descriptive method to collect data from a sample of 522 male and female teachers (97 males, 455 females), representing the study population which was 5561 male and female teachers (1286 males, 4275 females). The instrument of teacher’s practices in the classroom was used. It consisted of six elements: asking questions and thinking, providing challenges and choices, assignments that require reading and writing, curriculum modification, enrichment centers and class activities. The results revealed that there were statistically significant differences in the mean scores of classroom activities and the total score between the gifted and average students in favor of the gifted ones at (0.01). The effect size points were between medium and high level. The results indicated that there were three clusters related to gifted students; the third cluster which represents an increased differentiation in classroom practices towards the gifted, and the medium cluster, then the first cluster which is low. The order of clusters towards average students was the middle cluster, the low, then the high cluster.
{"title":"Differences in Teachers’ Classroom Practices with Gifted and Average Students of Primary Schools in the Kingdom of Bahrain","authors":"فاطمة أحمد الجاسم, نجاة سليمان الحمدان","doi":"10.20428/ijtd.v13i1.2002","DOIUrl":"https://doi.org/10.20428/ijtd.v13i1.2002","url":null,"abstract":"This study aimed to measure the differences in the level of teachers’ classroom practices with gifted and average students at primary schools in the Kingdom of Bahrain. The study used the descriptive method to collect data from a sample of 522 male and female teachers (97 males, 455 females), representing the study population which was 5561 male and female teachers (1286 males, 4275 females). The instrument of teacher’s practices in the classroom was used. It consisted of six elements: asking questions and thinking, providing challenges and choices, assignments that require reading and writing, curriculum modification, enrichment centers and class activities. The results revealed that there were statistically significant differences in the mean scores of classroom activities and the total score between the gifted and average students in favor of the gifted ones at (0.01). The effect size points were between medium and high level. The results indicated that there were three clusters related to gifted students; the third cluster which represents an increased differentiation in classroom practices towards the gifted, and the medium cluster, then the first cluster which is low. The order of clusters towards average students was the middle cluster, the low, then the high cluster.","PeriodicalId":413991,"journal":{"name":"The International Journal for Talent Development","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122353225","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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