This study aims to identify the factors leading to the increase in the effectiveness of teachers in the use of effective teaching strategies and also recognize the difficulties that preclude the use of good and effective teaching strategies. The researcher composed a questionnaire of (16) paragraph to achieve the objectives of the study and to show the effectiveness of teachers in the use of strategies. And also included open-ended questionnaire about the difficulties that faces the teachers in wing effective teaching strategies and that from personal point of view of teachers in the area of Tripoli model And The first results of the question, that of the most important factors leading to increasing the effectiveness of teachers in teaching is the knowledge of the teacher is article scientific topic that CONSIDERED), followed immediately (the ability and skill in teaching and student interest) followed by the stence of review and evaluation method ). while the following paragraphs occupied a muttres recent Descending extent of participation teacher studies and research in the field of specialization , attend and participate in seminars lectures and conferences. To feed due to the learners about the teaching process. It also resulted in the results of the second question for most of the obstacles that could prevent the use of the teacher to a variety of teaching strategies and effective, coding to the views received in descending order parameters were as follows: The large number of students inside the classroom. The short time allotted to the share of the school lack of material Per as screensaver display and others. Separation system is not enough to use the right strategy because the modern strategies require more time than required by traditional lecture method Pusive of students and reliance feacher. .

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The study aimed at identifying the availability level of the transformational leadership traits in the Libyan secondary schools managers (Male Schools), in the city of Derna, through the following features: (Attraction and influence, motivation and inspiration, intellectual stimulation, and individual attention) from the teachers point of view. The study also aimed at identifying the level of Innovation abilities of teachers under study, through the following dimensions: (originality, fluency, flexibility, risk analysis capability, sensitivity to problems, going out of the ordinary), besides, identifying the relationship nature of the influence of the transformational leadership traits on these Innovation abilities ,And to achieve the desired objectives, the study applied the descriptive analytical method. Therefore, the researcher has developed a questionnaire based on some previous studies, which they were sure of their credibility and reliability. The individuals who took the questinnair were a group of teachers at the Libyan secondary schools (males), in the city of Dema. They were about (337) teachers. We relied on the Krejcic and Morgar table (1970) to determine the size of the sample, which were specified as (181) forms. They were randomly and stratified selected, and after the distribution of the questionnaire, (151) form were retrieved as valid for statistical analysis. In analysing the study data, statistical computer program services were used through the software contained in (SPSS) According to the Arithmetic Mean, Standard Deviation, One Sample T Test and Person's Correlation - Coefficient. The results found were summarised as follows: Firstly, the study revealed that the overall level of the availability of transformational leadership traits collectively was average. Secondly, the study demonstrated that the availability level of attraction and influence, and motivation and inspiration characteristics were high. Thirdly, it showed that the motivation and inspiration traits are the top features of the transformational leadership readily available. Fourthly, the study revealed that the availability level of the traits of intellectual stimulation and individual attention was average Fifthly, the study concluded that the general level of the Innovation abilities of school teachers under study was average, the study showed that there is an average level of the dimensions of creativity of the following features: (Originality, flexibility, risk tolerance, out of the ordinary, and sensitivity to problems), while showed that the level of the dimensions (fluency, and the ability to analyze) was high, the study showed the presence of a statistically significant relationship between the traits of transformational leadership and the level of Innovation abilities at the significance of (1%). Finally, the study provided a set of recommendations which will hopefully leads to improve the level of Innovation abilities, and strengthen the availability of transformational leadership traits in the Libyan schools administrators . Keywords: Transformational Leadership, Innovation abilities, Secondary Schools, Libya . .

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This study aimed to know to what extent the basic sage (1-4) female teachers at the governmental schools of Jerusalem suburbs directorate of Education have educational competencies form their point of view, in the light of the variables (educational qualification, years of experience, specialty). To achieve this aim, a categorical random sample consisting of (116) female teachers working in (20) governmental school in Jerusalem Governorate and suburbs. The researcher designed a questionnaire which included (32) educational competencies to measure to what extent the female teachers have such competencies. The results of this study showed that the most significant educational competencies which the female teachers have are represented in exploiting the time of the class effectively, using the teaching method appropriate to the educational attitude and forming questions clearly, and attracting the students attention continuously " the study also showed statistical indicative differences at the level of the function (0.05-) at the grade of having educational competencies by the female teachers attributed to the variable of the years of experience in favor of the female teachers whose experience is more than (7) years, but this study does not show statistical indicative differences at the level of function (0.05=∞) at the grade of having educational competencies by the female teachers attributed to the variables of the educational qualification and the speclality. .

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The present study aims to compare between traditional and non traditional school. The main questions of the study can be summarized as follows: 1) What are the traits of the traditional school in comparison with the non traditional school? 2) What are the basic traits of the traditional school and non traditional school in terms of curriculum, teacher, learner and school administration? The study has sbown the weak points of the traditional school and the reasons and aspirations for adopting the non traditional school. The study also displayed the experience of the advanced systems in establishing sophisticated schools which are appropriate with the era of the twenty-first century such as the Finish Schools and the Malaysian schools. The study also has explored the criteria of a traditional school which can be summarized in 88 traits all of them have not been achieved. Therefore people are not satisfied with this type of schools. The present study has also reached to some traits which must appear in the non traditional school 24 of these traits must be demonstrated in school administration, 21 traits have to do with teachers, 15 traits have to do with learners and 12 traits need to appear in the curriculum of the non traditional school. The study has also reached to a number of conclusions, recommendations and suggestions .

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This paper sums up a PhD thesis which deals with didactic of mathematics in general, and with teachers training to tackle learners' errors in specific. This study has a special theoretical framework; the double approach as proposed by Robert & Rogalski. It aims to shed light on the teaching practices used in teacher training, which have good effects in the development of the teacher's practice to address students' errors. The research will also be addressed to the rehabilitation programs of Western and Arab. In the end, the researcher will try to formulate a rehabilitation program assumed in the light of Western trends and commensurate with the reality of the Arab states and matches the current developments and accelerated in order to reach an Arab school to catch up with contemporary trends and the great technological development at all levels and fields. This work tries to answer the following pivotal question: How to train future teacher to address the errors of their students well? It follows an analytical approach where it observes the teacher trainers in the classroom and asks them questions in private interviews and then asks their trainees to fill in questionnaires. The teacher trainees are then observed and filmed in the classroom so as to analyze their practices and show how they are influenced by their trainers' practices. Key words: Rehabilitation of mathematics teachers in Europe and the Arab countries, treatment of student's errors, rehabilitation strategies or practices followed .

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This study aimed to analyze and evaluate the non-classroom activities and homework that assigned to sixth grades students in Mathematics according to the mathematical knowledge as well as bloom taxonomy from the second degree (knowledge, comprehension, implication and met-understanding). The sample of the study consisted of (138) books of sixth grades in Alkoura at Irbed governorate for first semester of academic year 2012-2013. the instrument of the study was checked for validity and reliability by using holsti equation. The reliability of the analysis also checked by reanalyze the analysis after two weeks fro the first analysis. The value of the reliability concerning the mathematical knowledge is (94) Moreover, the value of the reliability based on the bloom taxonomy levels is (89) The results of the study showed that the homework and non-classroom activities that focused on generalization and skills obtained highest percentage with (77.77%). While the homework that focused on the problem Solving get lowest percentage with (7.40%). On the other hand, the homework that encouraged the lower level of thinking (cognitive objectives in bloom taxonomy) obtained highest percentage with (86.89) while the homework neglected the higher level of thinking. In light of the results, the study recommended that the students should refer to the various resources of knowledge as well as the teachers should pay more attention to individuals differences. (keywords: Content analysis, Evaluation, Homework, Non-classroom activities) .

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The purpose of this study is to introduce the extent of school achievement tests prepared by male and female teachers of Jarash Directorate with valid standard test. Also, the study aimed at the Importance ratio of types of questions in the test prepared by teachers. The study was implemented on a sample consisted of 116 Achievement tests at the end of 2nd Semester of the academic year 2012-2013 on the subjects of science, physics, chemistry, biology and geology where 57 tests were prepared by male teachers and tests by female teachers. The study based on a questionnaire to collect data and was checked of their Coefficient reliability (0.87) the study answered its questions using average account standard deviation and ratios. Also, the study used some other statistics such as T test to uncover the differences in test papers according to the sex of the person prepared them and comparing the relative weight of the questions included in the tests. The study concluded. That the tests prepared by male teachers are consistent with the standards of valid tests approaching 709 . There are differences which have statistic Indication (∞ =0.05) among male and female teachers in the favor of female teachers The study recommended to hold workshops for both male and female teachers to build up achievement tests. .

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The aim of this paper is to achieve three objectives related to Metacognition thinking 1. Identify the usage of Metacognition by the teacher in the classroom through a questionnaire 2. Apply its strategies through teaching a poem from 10 grade Arabic literature. In order to achieve the objective of this study, we used descriptive analytical method The results of this paper are: - The teachers can help the students in recognizing the hidden ideas between subjects, have a better understanding of the content, and develop positive attitude toward the course, they can also help them to think about their own thinking, • Teachers can apply the Metacognition thinking in teaching literature. .

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The objective of this study is to identify the physical condition of the basic education level classrooms. The basic education level includes the elementary and the preparatory or middle school. This study found that the shape and the size of the classrooms are suitable for learning. However the classrooms are not ready for using certain educational tools and means that are necessary for the learning and teaching processes. The floors of the classrooms are made of regular tiles and their walls do not have sound and heat insulators. In addition the classrooms lack proper ventilation, air conditioning, and heating systems. The study recommends forming a committee of educational and architectural experts to come up with higher standards of a suitable classroom. The recommended committee should work under the supervision of the secretary of education. Key words: Classrooms.Primary leaming .

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The study aimed to identify degree of implementation of quality assurance standards for the field of community participation in school work and ways of developing them from educational supervisors view. The questionnaire was distributed to a sample study, which consisted of (64) educational supervisors purposely selected in the directorate of Education in Nablus. The results showed that the degree of application of quality assurance standards for the field of community participation in school work came highly arithmetic average (3.93) and standard deviation (0.46). There are no statistically significant differences on the level of significance ( 30.05) between the mean degree of Implementation of quality assurance standards for the field of community participation in the school system from the viewpoint of whether the supervisors are attributable to the variable type, or to a qualified scientific or years of experience. The researcher recommended the need to work on activating the role of community participation in the development of school management in schools. And holding training courses and workshops competent planning according to quality assurance standards teachers and educational supervisors and principals. (Keywords: standards, quality assurance, community participation) .

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