• • مدرس في مدرسة الخالدية الثانوية لمواد العلوم العامة ومادة الكيمياء (1994-2006).
  • العمل في مجال الصتاعات الكيمياء الحيوية كاليفورنيا (2007-2018)
  • متطوع كمنسق الأنشطة الطلابية – عمادة شؤون الطلبة، جامعة آل Alliant/ كاليفورنيا (2014-2016)
  • متطوع تدريب طلبة مؤسسة انجاز (9/ 2018)
  • محاضر غير متفرغ جامعة الزيتونة ((02/2020-09/2020
  • مدرس جامعة جرش- كلية العلوم التربوية (10/2020- للان)
  • مناقشة رسائل ماجستير في الادارة التربوية/ جامعة جرش 2020
  اشراف على رسالة ماجستير في الادارة التربوية/ جامعة جرش2020

Modern Applied Science

The extent of possession of knowledge management requirements among the principals of public secondary schools in Mafraq Governorate

Correspondence: Dr.  Tarad A. Al Khuzam.

Received: Oct. 27, 2018 Accepted: Nov. 8, 2018 Online Published: December 31, 2018

doi:10.5539/mas.v13n1p226 URL: https://doi.org/10.5539/mas.v13n1p226

Abstract

The aim of this study is to identify the extent of possession of knowledge management requirements among the principals of public secondary schools in Mafraq Governorate. In order to achieve the objectives of the study, the study population will consist of all school principals in Mafraq Governorate in the Hashemite Kingdom of Jordan for the academic year 2018, namely: (120) male and female principals at undergraduate levels and (150) male and female principals at postgraduate levels, i.e. (145) male principals, and (125) female principals, leading them to represent the study sample. To achieve the objectives of the study and answer its questions, the researcher formatted a 20-item questionnaire.

The researcher conducted an explanation of the results using the descriptive approach, where he used the arithmetic means, the standard deviations and the T tests to determine the significance of the differences according to the variables of the study. The results showed that the extent of possession of knowledge management requirements among the principals of public secondary schools in Mafraq Governorate was in a high degree. The results also showed that there were statistically significant differences at the level of 0.05 or less due to the difference of academic qualification for the postgraduate qualification. The results also showed no statistically significant differences at the level of 0.05 or less due to the difference of gender.

In the light of the previous results, the researcher recommended working to increase the training workshops for school principals and employees to make the process of knowledge management succeed and get use of it in the field of education, benefit from the information and communication revolution in the field of education, implement the knowledge management strategy as received from the Ministry of Education and train all concerned on its terms and contents, especially those with a bachelor's degree only, work to link schools to each other with electronic interacting networks for its significance and exchange of experiences, and raise the efficiency of staff in schools in general to be able to follow up everything that is new in the world of knowledge and technology.

Keywords: knowledge management, public high schools, school principal, extent of possession

 2. Science Studies: An Interdisciplinary Journal for Science and Technology Studies

The Effects of High School STEM Internships on STEM Careers and College Success

Ed.D. Tarad A Al khuzam

Online Publised

29-01-2019

Corresponding Author:

Ed.D. Tarad A Al khuzam

Abstract: Educators and policy makers acknowledge the need for more students

to pursue STEM (Science, Technology, Engineering, and Math) degrees in

college, but the factors that help attain this goal are unclear. Exposing high school

students to internship opportunities has emerged as one possible factor. The effects

of high school STEM internships on college students pursuing STEM degrees

were examined in the context of student achievement and student attitudes.An

independent t-test was used to measure the differences between internship and

non-internship students. Junior and Senior STEM majors who had participated in

STEM internships in high school had significantly higher major-related GPAs and

overall GPA scores than their non-internship peers. They also self-reported higher

levels of confidence in their abilities and likelihood to pursue STEM careers or

additional STEM education.

Key words: Internship, apprenticeship, STEM, education, students.