كتابة النص: الأستاذ الدكتور يوسف أبو العدوس - جامعة جرش قراءة النص: الدكتور أحمد أبو دلو - جامعة اليرموك مونتاج وإخراج : الدكتور محمد أبوشقير، حمزة الناطور، علي ميّاس تصوير : الأستاذ أحمد الصمادي الإشراف العام: الأستاذ الدكتور يوسف أبو العدوس
فيديو بمناسبة الإسراء والمعراج - إحتفال كلية الشريعة بجامعة جرش 2019 - 1440
فيديو بمناسبة ذكرى المولد النبوي الشريف- مونتاج وإخراج الدكتور محمد أبوشقير- كلية تكنولوجيا المعلومات
التميز في مجالات التعليم والبحث العلمي، وخدمة المجتمع، والارتقاء لمصاف الجامعات المرموقة محليا واقليميا وعالميا.
المساهمة في بناء مجتمع المعرفة وتطوره من خلال إيجاد بيئة جامعية، وشراكة مجتمعية محفزة للابداع، وحرية الفكر والتعبير، ومواكبة التطورات التقنية في مجال التعليم، ومن ثم رفد المجتمع بما يحتاجه من موارد بشرية مؤهلة وملائمة لاحتياجات سوق العمل.
تلتزم الجامعة بترسيخ القيم الجوهرية التالية: الإلتزام الإجتماعي والأخلاقي، الإنتماء،العدالة والمساواة، الإبداع، الجودة والتميّز، الشفافية والمحاسبة، الحرية المنظبطة والمستقبلية.
This study aimed at recognizing the possession of crises management skill by the faculty members of jordanian private universities as they perceive it. It also aimed at finding out if significant differences existed between the respondents perceptions due to the variables: sex, experience and academic rank. The population of the study consisted of (231) faculty members, and the sample consisted of (126) faculty member, to collect data, an electronic was constructed, and its validity and reliability were computed. The results of the study revealed that the degree of possession of crisis management skill by the faculty members of jordanian private universities was medium (3.66). The results also showed that significant differences existed between the respondents perceptions due to the variable: sex, and for the benefit of female faculty member, and no significant differences were found due to the variables experience and academic rank in the light of the results of the study, several recommendations were introduced, among which were: conducting periodical meeting for the faculty member to increase their awareness towered all kinds of crises, wither they were caused by human or natural disasters, or other causes. Keywords: Crises, Crises Management, Skill of Crises Management.
The study aimed to evaluate the implementation of distance learning activities courses from the point of view of students of the Faculty of Educational Sciences at Jerash University. The study population consisted of 206 students at the Faculty of Educational Sciences at Jerash University. A sample of 102 student respondents, 21 males and 81 females, was selected. The study used the descriptive approach represented by a questionnaire that was developed to achieve the objectives of the study. The results of the study indicated that there were no statistically significant differences in the respondents' perceptions of the implementation of distance learning course activities according to gender. The study concluded that the field of practice of implementing activities in the distance learning environment was high, and that the level of effectiveness of implementing activities in the distance learning environment was also high, and that the level of obstacles to implementing activities in the distance learning environment was moderate. The study recommended the need to strive to provide the environment The occasion for integrating e-learning into the learning environment in a way that meets the requirements of the next stage, especially in exceptional circumstances.
This study aims to identify the effect of using an educational program based on the use of electronic games in acquiring English vocabulary for the performance of fourth-grade students in the schools of Karak Governorate in Jordan. The study sample consisted of (40) male and female students who were chosen randomly, distributed among the two groups, (20) male and female students for the control group, and (20) male and female students for the experimental group. The students in the experimental group were taught the educational content based on the student’s book using an educational program based on the use of electronic games prepared by the researcher, while the control group was taught the same educational content but in the traditional way. The study tools consisted of a questionnaire to assess the needs, and a pre- and post-test showing the acquisition of English vocabulary. The program lasted five weeks, at a rate of two classes per week, during the first semester of the academic year 2020/2022. The data resulting from the application of the scale were statistically treated using the methodofanalysisofvariance,andtheextractionofmeans,andstandarddeviations. Theresultsofthe study indicated that there were significant differences between the performance averages of the two study groups on the post-English vocabulary acquisition scale according to the educational program, and that the difference was in favor of the experimental group members who were subjected to the educational program based on electronic games. The results also showed that there were no significant differences between the average performance of the study members on the post-English vocabulary acquisition scale, according to the gender variable. The study recommended the necessity of activating the teaching method using electronic games in the English language curricula for the fourth grade and the rest of the classrooms
The present study aimed at developing the the seventh grade female students' English reading and writing through the use of a proposed program based on Concepts Maps . The study adopted the quasi-experimental pre-post test control/experimental group design. The study sample consisted of 50 students at the seventh grade in public schools ,in Karak governorate. and was equally divided into two group: an experimental group and a control one. Students of the experimental group received training through the proposed program based on Concepts Maps (Knowledge Navigation), while students in the control group received regular instructions, Tools of the study including reading skills checklist, writing skills checklist, a pre-post-reading and writing skills test a scoring rubric and a program satisfaction questionnaire. The study results revealed that there were statistically significant differences at 0.01 level between the mean scores of the control and the experimental group s on the post test in favour of the experimental group in overall reading and writing skills as well as in each reading and writing sub-skill. There were also statistically significant differences at 0.01 level between the mean scores of the experimental group in the pre-administration and post- administration of the reading and writing skills test in favour of the post- administration in overall reading and writing as well as in each reading and writing sub-skill
هدفت هذه الدراسة إلى الكشف عن المعتقدات الفلسفية التدريسية السائدة لدى معلمي اللغة الإنجليزية للمرحلة الأساسية (1-6) وعلاقتها بممارساتهم الصفية، ولتحقيق هذا الهدف تم اختيار عينة عشوائية طبقية، حسب النوع الاجتماعي بلغ عدد المعلمين (22) معلماً، وعدد المعلمات (63) معلمة. وتم إعداد استبانة، تضمنت المعتقدات الفلسفية والممارسات التدريسية لمعلمي اللغة الإنجليزية للمرحلة الأساسية وبذلك ضمت الاستبانة (28) معتقداً فلسفياً تمثل الفلسفات الأربع الأساسية، و (28) ممارسة تدريسية في ضوء معتقدات المعلمين الفلسفية التي تمثل الفلسفات الأربع الأساسية. باستخدام المتوسطات الحسابية والانحرافات المعيارية واختبار (t) لعينتين مستقلتين للإجابة عن أسئلة الدراسة أظهرت نتائج الدراسة أن المعتقدات الفلسفية المهيمنة لدى معلمي اللغة الإنجليزية للمرحلة الأساسية (1-6) كانت بدرجة متوسطة، وجاءت المعتقدات الفلسفية الإسلامية في الرتبة الأولى، وإن الممارسات التدريسية لمعلمي اللغة الإنجليزية للمرحلة الأساسية (1-6) كانت بدرجة متوسطة، وجاءت الممارسات التدريسية تأسيساً على الفلسفة الإسلامية في المرتبة الأولى وبدرجة مرتفعة، وعدم وجود فروق دالة إحصائياً تعزى للنوع الاجتماعي للمعلم في المعتقدات الفلسفية والممارسات التدريسية، وعدم وجود فروق دالة إحصائياً في المعتقدات الفلسفية للمعلمين وفي الممارسات التدريسية تعزى لسنوات الخبرة، في حين تبين وجود فروق دالة إحصائياً في الممارسات التدريسية تأسيساً على الفلسفة المثالية لصالح الخبرة 5 سنوات فأكثر، ووجود علاقة ارتباطية موجبة دالة إحصائياً بين معتقدات معلمي اللغة الإنجليزية وممارساتهم التدريسية.
All Rights Reseved © 2023 - Developed by: Prof. Mohammed M. Abu Shquier Editor: Ali Mayyas
