جامعة عين شمس، کلية البنات للاداب والعلوم التربويةمجلة البحث العلمى فى التربية2356-834819الجزء السابع20180701Factors of Preparatory Stage Female Teachers’ Reluctance to Activate Waiting Classes in Riyadh Cityعوامل عزوف معلمات المرحلة الابتدائية عن تفعيل حصص الانتظار في مدينة الرياض1521972510.21608/jsre.2018.19725ARمنيرةبنت صالح بن علي الجويعدنوالبنت حمد الجعدJournal Article20181124The objective of this study was to determine the factors of primary school teachers' reluctance from activate waiting classes in Riyadh city, and to detect the statistical significance differences of primary school teachers' reluctance to activate waiting classes in Riyadh due to the variable (qualification - experience – number of assigned classes – teaching subject). Researcher used the descriptive method (survey), where a questionnaire was applied to a random sample of primary school teachers in Riyadh (1786) female teachers, which means 10% of the total number of primary school female teachers in Riyadh; (17862) teachers for the academic year (1438-1439). The study found the following results: 1. The parameters agree that there are professional reluctance factors lead to their reluctance to activate the waiting classes in Riyadh city. With a general arithmetic average (4.10) and a standard deviation of (0.962); the most prominent: big number of teaching classes, long school day, & daily preparation of lessons. <br /> <br />The parameters agree that there are environmental factors lead to their reluctance to activate the waiting classes in Riyadh city. With a general arithmetic mean (4.11), and a standard deviation of (0.945). They include: overcrowded classes, poor internet access in the school, lack of a private place in the school which is dedicated to the waiting classes. 3. The parameters agree that there are administrative reluctance factors lead to their reluctance to activate the waiting classes in Riyadh city. With a general arithmetic mean (4.10), and a standard deviation of (0.964). The most important are: teachers lack incentives when activating the waiting classes, low interest of the school leader in activating the waiting classes, the teacher is assigned to do programs and urgent tasks during the academic yearھﺪﻓﺖ ھﺬه اﻟﺪراﺳﺔ إﻟﻰ ﺗﺤﺪﯾﺪ ﻋﻮاﻣﻞ ﻋﺰوف ﻣﻌﻠﻤﺎت اﻟﻤﺮﺣﻠﺔ اﻻﺑﺘﺪاﺋﯿﺔ ﻋﻦ ﺗﻔﻌﯿﻞ ﺣﺼﺺ اﻻﻧﺘﻈﺎر ﻓﻲ ﻣﺪﯾﻨﺔ اﻟﺮﯾﺎض، واﻟﻜﺸﻒ ﻋﻦ اﻟﻔﺮوق ذات اﻟﺪﻻﻟﺔ اﻹﺣﺼﺎﺋﯿﺔ ﻟﻌﺰوف ﻣﻌﻠﻤﺎت اﻟﻤﺮﺣﻠﺔ اﻻﺑﺘﺪاﺋﯿﺔ ﻋﻦ ﺗﻔﻌﯿﻞ ﺣﺼﺺ اﻻﻧﺘﻈﺎر ﻓﻲ ﻣﺪﯾﻨﺔ اﻟﺮﯾﺎض، واﻟﺘﻲ ﺗُﻌﺰى ﻟﻤﺘﻐﯿﺮ )اﻟﻤﺆھﻞ-اﻟﺨﺒﺮةاﻟﻨﺼﺎب اﻟﺘﺪرﯾﺴﻲ ﻣﻦ اﻟﺤﺼﺺ-اﻟﺘﺨﺼﺺ اﻟﺬي ﯾﺘﻢ ﺗﺪرﯾﺴﮫ .(واﺳﺘﺨﺪﻣﺖ اﻟﺒﺎﺣﺜﺔ اﻟﻤﻨﮭﺞ اﻟﻮﺻﻔﻲ )اﻟﻤﺴﺤﻲ(، ﺣﯿﺚ أﻋﺪت اﺳﺘﺒﺎﻧﺔ ﻃﺒﻘﺖ ﻋﻠﻰ ﻋﯿﻨﺔ ﻣﻦ ﻣﻌﻠﻤﺎت اﻟﻤﺮﺣﻠﺔ اﻻﺑﺘﺪاﺋﯿﺔ ﻓﻲ ﻣﺪﯾﻨﺔ اﻟﺮﯾﺎض، (%ﻣﻦ ١٠) (ﻣﻌﻠﻤﺔ، ﺗﻢ اﺧﺘﯿﺎرھﻦ ﺑﻄﺮﯾﻘﺔ ﻋﺸﻮاﺋﯿﺔ ﻋﻨﻘﻮدﯾﺔ، أي ﻣﺎ ﻧﺴﺒﺘﮫ ١٧٨٦)ﺑﻠﻎ ﻋﺪدھﻦ ﻣﺠﺘﻤﻊ اﻟﺪراﺳﺔ اﻟﺬي ﯾﺸﻤﻞ ﺟﻤﯿﻊ ﻣﻌﻠﻤﺎت اﻟﻤﺮﺣﻠﺔ اﻻﺑﺘﺪاﺋﯿﺔ ﺑﻤﺪﯾﻨﺔ اﻟﺮﯾﺎض ﻟﻠﻌﺎم اﻟﺪراﺳﻲ :وﻗﺪ ﺗﻮﺻﻠﺖ اﻟﺪراﺳﺔ إﻟﻰ اﻟﻨﺘﺎﺋﺞ اﻟﺘﺎﻟﯿﺔ ، (ﻣﻌﻠﻤﺔ ١٧٨٦٢) ھـ(، واﻟﺒﺎﻟﻎ ﻋﺪدھﻦ ١٤٣٩ -١٤٣٨) . أن اﻟﻤﻌﻠﻤﺎت ﻣﻮاﻓﻘﺎت ﻋﻠﻰ أن ھﻨﺎک ﻋﻮاﻣﻞ ﻣﮭﻨﯿﺔ ﺗﺆدي إﻟﻰ ﻋﺰوﻓﮭﻦ ﻋﻦ ﺗﻔﻌﯿﻞ ﺣﺼﺺ ١ (وﺑﺎﻧﺤﺮاف ﻣﻌﯿﺎري ٤،١٠) اﻻﻧﺘﻈﺎر ﻓﻲ ﻣﺪﯾﻨﺔ اﻟﺮﯾﺎض، ﺣﯿﺚ ﺑﻠﻎ اﻟﻤﺘﻮﺳﻂ اﻟﺤﺴﺎﺑﻲ اﻟﻌﺎم (، وﻣﻦ أﺑﺮزھﺎ :ﻧﺼﺎب اﻟﺤﺼﺺ اﻟﺪراﺳﯿﺔ اﻟﻤﺮﺗﻔﻊ، ﻃﻮل اﻟﯿﻮم اﻟﺪراﺳﻲ، ٠،٩٦٢)ﻗﺪره اﻟﺘﺤﻀﯿﺮ اﻟﯿﻮﻣﻲ ﻟﻠﺪروس . . أن اﻟﻤﻌﻠﻤﺎت ﻣﻮاﻓﻘﺎت ﻋﻠﻰ ان ھﻨﺎک ﻋﻮاﻣﻞ ﺑﯿﺌﯿﺔ ﺗﺆدي إﻟﻰ ﻋﺰوﻓﮭﻦ ﻋﻦ ﺗﻔﻌﯿﻞ ﺣﺼﺺ ٢ (، وﺑﺎﻧﺤﺮاف ﻣﻌﯿﺎري ٤،١١) اﻻﻧﺘﻈﺎر ﻓﻲ ﻣﺪﯾﻨﺔ اﻟﺮﯾﺎض، ﺣﯿﺚ ﺑﻠﻎ اﻟﻤﺘﻮﺳﻂ اﻟﺤﺴﺎﺑﻲ اﻟﻌﺎم .(وﻣﻦ أﺑﺮزھﺎ :ازدﺣﺎم اﻟﻔﺼﻮل ﺑﺄﻋﺪاد ﻛﺒﯿﺮة ﻣﻦ اﻟﻄﺎﻟﺒﺎت، ﺿﻌﻒ ﺧﺪﻣﺔ ٠،٩٤٥)ﻗﺪره اﻻﻧﺘﺮﻧﺖ ﻓﻲ اﻟﻤﺪرﺳﺔ، اﻓﺘﻘﺎر اﻟﻤﺪرﺳﺔ ﻟﻮﺟﻮد ﻣﻜﺎن ﻣﺨﺼﺺ ﻟﺘﻔﻌﯿﻞ ﺣﺼﺺ اﻻﻧﺘﻈﺎر. . أن اﻟﻤﻌﻠﻤﺎت ﻣﻮاﻓﻘﺎت ﻋﻠﻰ أن ھﻨﺎک ﻋﻮاﻣﻞ إدارﯾﺔ ﺗﺆدي إﻟﻰ ﻋﺰوﻓﮭﻦ ﻋﻦ ﺗﻔﻌﯿﻞ ﺣﺼﺺ ٣ (، وﺑﺎﻧﺤﺮاف ﻣﻌﯿﺎري ﻗﺪره ٤،١٠)اﻻﻧﺘﻈﺎر ﻓﻲ ﻣﺪﯾﻨﺔ اﻟﺮﯾﺎض، ﺑﻤﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ﺑﻠﻎ .(وﻣﻦ أﺑﺮزھﺎ :اﻓﺘﻘﺎر اﻟﻤﻌﻠﻤﺎت ﻟﺤﻮاﻓﺰ ﺗﺸﺠﯿﻌﯿﺔ ﻋﻨﺪ ﺗﻔﻌﯿﻞ ﺣﺼﺺ اﻻﻧﺘﻈﺎر، ٠،٩٦٤) ﺿﻌﻒ اھﺘﻤﺎم ﻗﺎﺋﺪة اﻟﻤﺪرﺳﺔ ﺑﺘﻔﻌﯿﻞ ﺣﺼﺺ اﻻﻧﺘﻈﺎر، ﺗﻜﻠﯿﻒ اﻟﻤﻌﻠﻤﺔ ﺑﺒﺮاﻣﺞ وﻣﮭﺎم ﻃﺎرﺋﺔ أﺛﻨﺎء اﻟﻌﺎم اﻟﺪراﺳﻲ . https://jsre.journals.ekb.eg/article_19725_5b4e0aabbe5554d2a09f8f584b8f80f4.pdfجامعة عين شمس، کلية البنات للاداب والعلوم التربويةمجلة البحث العلمى فى التربية2356-834819الجزء السابع20180701Analytical study of methodological methods, reliability of tools and statistical processing used in some educational researches published in the scientific journalsدراسة تحليلية للطرق المنھجية وموثوقية الأدوات والمعالجة الإحصائية المستخدمة في بعض البحوث التربوية المنشورة في المجلات العلمية المحکمة53701972610.21608/jsre.2018.19726ARمحمدموسى الشمرانيJournal Article20181124The study aimed at determining the extent to which researchers use methods of scientific methodology and statistical treatments in educational research. The study population shall be from all research published in the refereed scientific journals during the period from 2011 to 2015. The sample of this study consisted of 70 studies published in refereed Arab journals and issued by some educational colleges in some Arab universities or some institutions concerned with education in the Arab world. The study found that all the studies published in the scientific journals included in the research sample used the quantitative methodology (100%). All the studies had practical objectives. Most of the studies have used the descriptive approach of different types and the experimental approach. Most of the experimental studies used the design of the experimental and control group to test both before and after the two unequal groups (22) of the (25) study (88%). Most studies have also used alpha-cronbach as the method for calculating the coefficient of stability. Most studies focused on using the sincerity of the arbitrators when verifying the authenticity of the tool. The most statistical methods used in data manipulation were t-test, variance analysis and Pearson correlation coefficient, with no regard to the conditions of use of these methods. The study presented a set of recommendationsھﺪﻓﺖ اﻟﺪراﺳﺔ إﻟﻰ ﺗﺤﺪﯾﺪ ﻣﺪى اﺳﺘﺨﺪام اﻟﺒﺎﺣﺜﯿﻦ ﻟﻄﺮق اﻟﻤﻨﮭﺠﯿﺔ اﻟﻌﻠﻤﯿﺔ واﻟﻤﻌﺎﻟﺠﺎت اﻹﺣﺼﺎﺋﯿﺔ ﻓﻲ اﻟﺒﺤﻮث اﻟﺘﺮﺑﻮﯾﺔ . ﺗﻜﻮن ﻣﺠﺘﻤﻊ اﻟﺪراﺳﺔ ﻣﻦ ﺟﻤﯿﻊ اﻟﺒﺤﻮث اﻟﻤﻨﺸﻮرة ﻓﻲ اﻟﻤﺠﻼت م .ﻛﻤﺎ ﺗﻜﻮﻧﺖ ﻋﯿﻨﺔ ھﺬه اﻟﺪراﺳﺔ ﻣﻦ 2015 ﺣﺘﻰ 2011اﻟﻌﻠﻤﯿﺔ اﻟﻤﺤﻜﻤﺔ ﺧﻼل اﻟﻔﺘﺮة ﻣﻦ ﻋﺎم ﺳﺒﻌﯿﻦ دراﺳﺔ ﻣﻨﺸﻮرة ﻓﻲ ﻣﺠﻼت ﻋﺮﺑﯿﺔ ﻣﺤﻜﻤﺔ وﺻﺎدرة ﻣﻦ ﺑﻌﺾ اﻟﻜﻠﯿﺎت اﻟﺘﺮﺑﻮﯾﺔ ﺑﺒﻌﺾ اﻟﺠﺎﻣﻌﺎت اﻟﻌﺮﺑﯿﺔ أو ﺑﻌﺾ اﻟﻤﺆﺳﺴﺎت اﻟﺘﻲ ﺗﮭﺘﻢ ﺑﺸﺌﻮن اﻟﺘﺮﺑﯿﺔ واﻟﺘﻌﻠﯿﻢ ﻓﻲ اﻟﻌﺎﻟﻢ اﻟﻌﺮﺑﻲ .وﻗﺪ ﺗﻮﺻﻠﺖ اﻟﺪراﺳﺔ اﻟﻰ أن ﺟﻤﯿﻊ اﻟﺪراﺳﺎت اﻟﻤﻨﺸﻮرة ﻓﻲ اﻟﻤﺠﻼت اﻟﻌﻠﻤﯿﺔ اﻟﻤﺤﻜﻤﺔ ﺿﻤﻦ ﻋﯿﻨﺔ اﻟﺒﺤﺚ اﺳﺘﺨﺪﻣﺖ اﻟﻤﻨﮭﺠﯿﺔ اﻟﻜﻤﯿﺔ وﺑﻨﺴﺒﺔ ( ، ﻛﻤﺎ ﻛﺎﻧﺖ ﺟﻤﯿﻊ اﻟﺪراﺳﺎت ذات أھﺪاف %100) ﺗﻄﺒﯿﻘﯿﺔ .ﻛﻤﺎ اﺳﺘﺨﺪﻣﺖ اﻏﻠﺒﯿﺔ اﻟﺪراﺳﺎت اﻟﻤﻨﮭﺞ اﻟﻮﺻﻔﻲ ﺑﺄ ﻧﻮاﻋﮫ اﻟﻤﺨﺘﻠﻔﺔ واﻟﻤﻨﮭﺞ اﻟﺘﺠﺮﯾﺒﻲ . وﻛﺎن اﻏﻠﺐ اﻟﺪراﺳﺎت اﻟﺘﺠﺮﯾﺒﯿﺔ اﺳﺘﺨﺪﻣﺖ ﺗﺼﻤﯿﻢ اﻟﻤﺠﻤﻮﻋﺔ اﻟﺘﺠﺮﯾﺒﯿﺔ واﻟﻀﺎﺑﻄﺔ ﺑﺎﺧﺘﺒﺎر ﻗﺒﻠﻲ وﺑﻌﺪي ﻟﻤﺠﻤﻮﻋﺘﯿﻦ ﻏﯿﺮ ﻣﺘﻜﺎﻓﺌﺘﯿﻦ ﺑﻌﺪد ( ( دراﺳﺔ ﻣﻦ 22) ( دراﺳﺔ أي ﺑﻨﺴﺒﺔ 25) .ﻛﻤﺎ %88) اﺳﺘﺨﺪﻣﺖ اﻏﻠﺐ اﻟﺪراﺳﺎت ﻣﻌﺎﻣﻞ اﻟﻔﺎ ﻟﻜﺮوﻧﺒﺎخ ﻛﻄﺮﯾﻘﺔ ﻟﺤﺴﺎب ﻣﻌﺎﻣ ﻞ اﻟﺜﺒﺎت .رﻛﺰت اﻏﻠﺐ اﻟﺪراﺳﺎت ﻋﻠﻰ اﺳﺘﺨﺪام ﺻﺪق اﻟﻤﺤﻜﻤﯿﻦ ﻋﻨﺪ اﻟﺘﺄﻛﺪ ﻣﻦ ﺻﺪق اﻷداة .ﻛﻤﺎ ﻛﺎن أﻛﺜﺮ اﻷﺳﺎﻟﯿﺐ وﺗﺤﻠﯿﻞ اﻟﺘﺒﺎﯾﻦ وﻣﻌﺎﻣﻞ ارﺗﺒﺎط ﺑﯿﺮﺳﻮن ﻣﻊ ﻋﺪم tاﻹﺣﺼﺎﺋﯿﺔ ﻓﻲ ﻣﻌﺎﻟﺠﺔ اﻟﺒﯿﺎﻧﺎت اﺳﺘﺨﺪاﻣﺎً اﺧﺘﺒﺎر ﻣﺮاﻋﺎة ﺷﺮوط اﺳﺘﺨﺪام ھﺬه اﻷﺳﺎﻟﯿﺐ .وﻗﺪ ﻗﺪﻣﺖ اﻟﺪراﺳﺔ ﻣﺠﻤﻮﻋﺔ ﻣﻦ اﻟﺘﻮﺻﯿﺎت.https://jsre.journals.ekb.eg/article_19726_c28b23fa9c2b6130d1a7c4c5d0bb8c5c.pdfجامعة عين شمس، کلية البنات للاداب والعلوم التربويةمجلة البحث العلمى فى التربية2356-834819الجزء السابع20180701The Role of Kindergarten Female Principles in Spreading the Culture of Comprehensive Quality for Kindergarten in West of Riyadh Cityدور مديرات رياض الأطفال في نشر ثقافة الجودة الشاملة في رياض الأطفال غرب مدينة الرياض711141972710.21608/jsre.2018.19727ARأحلامناصر الماضيJournal Article20181124This study aimed to identify role of kindergarten principles in spreading of total quality culture in Kindergartens, also to identify factors that help in spreading of total quality culture and barriers which obstruct spreading. The study also sought to identify whether there are significant statistical differences between views of kindergarten principals towards their role in spreading total quality culture in kindergartens according to the following variables: scientific qualification, specialty, years of experience, training courses in field of total quality management. The descriptive method was used in this study due to it adequacy to subject and objectives of study, questionnaire was used to collect required data to answer questions of the study. Questionnaire was applied on (60) principals whom were randomly selected from population of (143) kindergartens principals in west of Riyadh city. <br /> The study concluded to many results, such as: 1- Sample of study strongly agreed with roles that done by kindergartens principals in spreading total quality culture in kindergartens, the most important of these roles are (care to find adequate humanitarian relation between principals and employees of kindergartens, to encourage teachers for experiences exchange and participation and working as teamwork, care to make classrooms in accordance to number of children and the building must be suitable to children). 2- Sample of study agreed that there are barriers which obstruct spreading of total quality culture in kindergartens, the most important barriers such as (unobvious understanding to concept of total quality among employees of kindergarten, lack of principals conviction to importance of total quality, weakness of humanitarian relations between employees of kindergarten). 3- There are significant statistical differences between point of views of study samples towards role of kindergartens principals in spreading of total quality culture in kindergarten according to variable of training courses, in favor of principals who have (more than 3 training courses).ھﺪﻓﺖ ھﺬه اﻟﺪراﺳﺔ إﻟﻰ ﻣﻌﺮﻓﺔ دور ﻣﺪﯾﺮات رﯾﺎض اﻷﻃﻔﺎل ﻓﻲ ﻧﺸﺮ ﺛﻘﺎﻓﺔ اﻟﺠﻮدة اﻟﺸﺎﻣﻠﺔ ﻓﻲ رﯾﺎض اﻷﻃﻔﺎل وﻛﺬﻟﻚ اﻟﺘﻌﺮف ﻋﻠﻰ اﻟﻌﻮاﻣﻞ اﻟﺘﻲ ﺗﺴﺎﻋﺪھﻦ ﻓﻲ ﻧﺸﺮ ﺛﻘﺎﻓﺔ اﻟﺠﻮدة اﻟﺸﺎﻣﻠﺔ واﻟﻤﻌﻮﻗﺎت اﻟﺘﻲ ﺗﻮاﺟﮭﮭﻦ ﻓﻲ ﻧﺸﺮھﺎ. ﻛﻤﺎ ﺳﻌﺖ اﻟﺪراﺳﺔ إﻟﻰ ﻣﻌﺮﻓﺔ إذا ﻣﺎ ﻛﺎن ھﻨﺎک ﻓﺮوق ذات دﻻﻟﺔ إﺣﺼﺎﺋﯿﺔ ﺑﯿﻦ وﺟﮭﺎت ﻧﻈﺮ ﻣﺪﯾﺮات رﯾﺎض اﻷﻃﻔﺎل ﻧﺤﻮ دورھﻦ ﻓﻲ ﻧﺸﺮ ﺛﻘﺎﻓﺔ اﻟﺠﻮدة اﻟﺸﺎﻣﻠﺔ ﻓﻲ رﯾﺎض اﻷﻃﻔﺎل ﺑﻨﺎء ﻋﻠﻰ اﻟﻤﺘﻐﯿﺮات :اﻟﻤﺆھﻞ اﻟﻌﻠﻤﻲ _اﻟﺘﺨﺼﺺ _ﺳﻨﻮات اﻟﺨﺪﻣﺔ _اﻟﺪورات اﻟﺘﺪرﯾﺒﯿﺔ ﻓﻲ ﻣﺠﺎل إدارة اﻟﺠﻮدة اﻟﺸﺎﻣﻠﺔ. اﺳﺘﺨﺪم ﻟﮭﺬه اﻟﺪراﺳﺔ اﻟﻤﻨﮭﺞ اﻟﻮﺻﻔﻲ ﻟﻤﻨﺎﺳﺒﺘﮫ ﻟﻤﻮﺿﻮع اﻟﺪراﺳﺔ وأھﺪاﻓﮭﺎ، واﺳﺘﺨﺪﻣﺖ (٦٠) اﻻﺳﺘﺒﺎﻧﺔ أداة ﻟﺠﻤﻊ اﻟﺒﯿﺎﻧﺎت اﻟﻼزﻣﺔ ﻟﻺﺟﺎﺑﺔ ﻋﻦ أﺳﺌﻠﺔ اﻟﺪراﺳﺔ .وﻟﻘﺪ ﻃﺒﻘﺖ اﻻﺳﺘﺒﺎﻧﺔ ﻋﻠﻰ ﻣﺪﯾﺮة ﺗﻢ اﺧﺘﯿﺎرھﻦ ﻋﺸﻮاﺋﯿﺎ ﻣﻦ ﻣﺠﺘﻤﻊ ﻣﺪﯾﺮات رﯾﺎض اﻷﻃﻔﺎل ﻓﻲ ﻏﺮب ﻣﺪﯾﻨﺔ اﻟﺮﯾﺎض واﻟﺒﺎﻟﻎ . (ﻣﺪﯾﺮة ١٤٣)ﻋﺪدھﻦ وﻗﺪ أﺳﻔﺮت اﻟﺪراﺳﺔ ﻋﻦ ﻋﺪة ﻧﺘﺎﺋﺞ ﻣﻨﮭﺎ ﻣﺎ ﯾﻠﻲ: . أن ھﻨﺎک ﻣﻮاﻓﻘﺔ ﺑﺸﺪة ﺑﯿﻦ أﻓﺮاد ﻋﯿﻨﺔ اﻟﺪراﺳﺔ ﻋﻠﻰ اﻷدوار اﻟﺘﻲ ﺗﻘﻮم ﺑﮭﺎ ﻣﺪﯾﺮات رﯾﺎض ١ اﻷﻃﻔﺎل ﻓﻲ ﻧﺸﺮ ﺛﻘﺎﻓﺔ اﻟﺠﻮدة اﻟﺸﺎﻣﻠﺔ ﻓﻲ رﯾﺎض اﻷﻃﻔﺎل، وﻣﻦ أھﻢ ﺗﻠﻚ اﻷدوار )اﻟﺤﺮص ﻋﻠﻰ إﯾﺠﺎد ﻋﻼﻗﺎت إﻧﺴﺎﻧﯿﺔ ﻣﻼﺋﻤﺔ ﺑﯿﻦ اﻟﻤﺪﯾﺮات واﻟﻌﺎﻣﻼت ﻓﻲ رﯾﺎض اﻷﻃﻔﺎل، ﺗﺸﺠﯿﻊ اﻟﻤﻌﻠﻤﺎت ﻋﻠﻰ ﺗﺒﺎدل اﻟﺨﺒﺮات وﺗﺸﺎرﻛﮭﺎ واﻟﻌﻤﻞ ﺑﺮوح اﻟﻔﺮﯾﻖ، اﻟﺤﺮص ﻋﻠﻰ ﺗﻨﺎﺳﺐ اﻟﻘﺎﻋﺎت ﻣﻊ ﻋﺪد اﻷﻃﻔﺎل ﺑﮭﺎ وﻣﻨﺎﺳﺒﺔ اﻟﻤﺒﻨﻰ ﻟﻸﻃﻔﺎل.( . أن ھﻨﺎک ﻣﻮاﻓﻘﺔ ﺑﯿﻦ أﻓﺮاد ﻋﯿﻨﺔ اﻟﺪراﺳﺔ ﻋﻠﻰ اﻟﻤﻌﻮﻗﺎت اﻟﺘﻲ ﺗﺤﺪ ﻣﻦ ﻧﺸﺮ ﺛﻘﺎﻓﺔ اﻟﺠﻮدة ٢ اﻟﺸﺎﻣﻠﺔ ﻓﻲ رﯾﺎض اﻷﻃﻔﺎل، وﻣﻦ أھﻢ ﺗﻠﻚ اﻟﻤﻌﻮﻗﺎت )اﻟﻔﮭﻢ ﻏﯿﺮ اﻟﻮاﺿﺢ ﻟﻤﻔﮭﻮم اﻟﺠﻮدة اﻟﺸﺎﻣﻠﺔ ﻟﺪى اﻟﻌﺎﻣﻠﯿﻦ ﻓﻲ اﻟﺮوﺿﺔ، ﻧﻘﺺ ﻗﻨﺎﻋﺔ اﻟﻤﺪﯾﺮة ﺑﺄھﻤﯿﺔ اﻟﺠﻮدة اﻟﺸﺎﻣﻠﺔ، ﺿﻌﻒ اﻟﻌﻼﻗﺎت اﻹﻧﺴﺎﻧﯿﺔ ﺑﯿﻦ اﻟﻌﺎﻣﻼت ﻓﻲ اﻟﺮوﺿﺔ.( . أن ھﻨﺎک ﻓﺮوق ذات دﻻﻟﺔ إﺣﺼﺎﺋﯿﺔ ﺑﯿﻦ وﺟﮭﺎت ﻧﻈﺮ أﻓﺮاد ﻋﯿﻨﺔ اﻟﺪراﺳﺔ ﻧﺤﻮ دور ﻣﺪﯾﺮات ٣ رﯾﺎض اﻷﻃﻔﺎل ﻓﻲ ﻧﺸﺮ ﺛﻘﺎﻓﺔ اﻟﺠﻮدة اﻟﺸﺎﻣﻠﺔ ﻓﻲ رﯾﺎض اﻷﻃﻔﺎل ﺑﺎﺧﺘﻼف ﻣﺘﻐﯿﺮ اﻟﺪورات .( دورات ﺗﺪرﯾﺒﯿﺔ٣ اﻟﺘﺪرﯾﺒﯿﺔ، وذﻟﻚ ﻟﺼﺎﻟﺢ اﻟﻤﺪﯾﺮات ﻣﻤﻦ ﺣﺼﻠﻦ ﻋﻠﻰ<strong> <strong> (أکثر من 3 دورات تدريبية)</strong></strong>https://jsre.journals.ekb.eg/article_19727_3349d77a1f0359e5ab6fd49df085ee7f.pdfجامعة عين شمس، کلية البنات للاداب والعلوم التربويةمجلة البحث العلمى فى التربية2356-834819الجزء السابع20180701Leadership styles of school Female leaders and their relationship to Job Performance for Teachers of Talented Students in Riyadh Cityالأنماط القيادية لقائدات المدارس وعلاقتھا بالأداء الوظيفي لدى معلمات الطالبات الموھوبات في منطقة الرياض1151441972810.21608/jsre.2018.19728ARشريفةبنت عبداالله المالکيJournal Article20181124This study aimed to identify the leadership styles of the leadership styles of the school leaders and their relation to the performance of the teachers of talented students in the city of Riyadh ،in addition to the difference in leadership styles according to the variables (experience ، qualification). The study sample consisted of (106) female teachers working in the schools of gifted students. The researcher used the descriptive descriptive method. The study tool consisted of a questionnaire consisting of two axes: the first relates to the leadership styles consisting of (38) The functional ( trvm jrds H]hxcomponent of (13) paragraph ،has been verified its credibility and stability. The results of the study showed that the democratic leadership style among the school leaders is the predominant leadership style ،which came in first place with an average of (4.44) ،which corresponds to the estimate very significantly ،followed by the leadership leadership model (3.40) The dominant leadership style came at a weak grade with an average of (2.46). The traditional leadership style ranked last with an average of 2.31 ،which corresponds to the estimation with a weak score. The results of the study showed that there were no statistically significant differences at the level of (α 00.05) among the sample of the <br /> sample of the leadership styles of the school leaders due to the variables of experience and scientific qualification. The results also revealed a positive correlation between And the level of performance of the teachers. The results of the study showed that there is a negative relationship between the traditional leadership style and the authoritarian leadership style and the level of performance of the teachers in the gifted schoolsھﺪﻓﺖ ھﺬه اﻟﺪراﺳﺔ ﺗﻌﺮف اﻷﻧﻤﺎط اﻟﻘﯿﺎدﯾﺔ اﻷﻧﻤﺎط اﻟﻘﯿﺎدﯾﺔ ﻟﻘﺎﺋﺪات اﻟﻤﺪارس وﻋﻼﻗﺘﮭﺎ ﺑﺎﻷداء اﻟﻮﻇﯿﻔﻲ ﻟﺪى ﻣﻌﻠﻤﺎت اﻟﻄﺎﻟﺒﺎت اﻟﻤﻮھﻮﺑﺎت ﻓﻲ ﻣﻨﻄﻘﺔ اﻟﺮﯾﺎض، إﺿﺎﻓﺔ ﻟﺘﻌﺮف اﻻﺧﺘﻼف ﻓﻲ (ﻣﻌﻠﻤﺔ ﻣﻦ ١٠٦) اﻷﻧﻤﺎط اﻟﻘﯿﺎدﯾﺔ ﺗﺒﻌﺎ ﻟﻤﺘﻐﯿﺮي )اﻟﺨﺒﺮة، اﻟﻤﺆھﻞ اﻟﻌﻠﻤﻲ(، ﺗﻜﻮﻧﺖ ﻋﯿﻨﺔ اﻟﺪراﺳﺔ ﻣﻦ اﻟﻤﻌﻠﻤﺎت اﻟﻌﺎﻣﻼت ﻓﻲ ﻣﺪارس اﻟﻄﺎﻟﺒﺎت اﻟﻤﻮھﻮﺑﺎت، واﺳﺘﺨﺪﻣﺖ اﻟﺒﺎﺣﺜﺔ اﻟﻤﻨﮭﺞ اﻟﻮﺻﻔﻲ اﻻرﺗﺒﺎﻃﻲ، وﻗﺪ ﺗﻜﻮﻧﺖ أداة اﻟﺪراﺳﺔ ﻣﻦ اﺳﺘﺒﺎﻧﺔ ﻣﻜﻮﻧﺔ ﻣﻦ ﻣﺤﻮرﯾﻦ :اﻷول ﯾﺘﻌﻠﻖ ﺑﺎﻷﻧﻤﺎط اﻟﻘﯿﺎدﯾﺔ (١٣) (ﻓﻘﺮة ﻣﻮزﻋﺔ ﻋﻠﻰ أرﺑﻌﺔ ﻣﺠﺎﻻت، واﻟﺜﺎﻧﻲ ﻣﺤﻮر اﻷداء اﻟﻮﻇﯿﻔﻲ ﻣﻜﻮن ﻣﻦ ٣٨)ﻣﻜﻮن ﻣﻦ ﻓﻘﺮة، ﺗﻢ اﻟﺘﺄﻛﺪ ﻣﻦ ﺻﺪﻗﮭﺎ وﺛﺒﺎﺗﮭﺎ .وأﻇﮭﺮت ﻧﺘﺎﺋﺞ اﻟﺪراﺳﺔ أن اﻟﻨﻤﻂ اﻟﻘﯿﺎدي اﻟﺪﯾﻤﻘﺮاﻃﻲ ﻟﺪى (وھﻮ ٤٫٤٤)ﻗﺎﺋﺪات اﻟﻤﺪارس ھﻮ اﻟﻨﻤﻂ اﻟﻘﯿﺎدي اﻟﺴﺎﺋﺪ، ﺣﯿﺚ ﺟﺎء ﺑﺎﻟﻤﺮﺗﺒﺔ اﻷوﻟﻰ ﺑﻤﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ﯾﻘﺎﺑﻞ اﻟﺘﻘﺪﯾﺮ ﺑﺪرﺟﺔ ﻛﺒﯿﺮة ﺟﺪاً.، ﺗﻼه ﺑﺎﻟﻤﺮﺗﺒﺔ اﻟﺜﺎﻧﯿﺔ اﻟﻨﻤﻂ اﻟﻘﯿﺎدي اﻟﺘﺮﺳﻠﻲ )اﻟﺘﺴﺎھﻠﻲ(،ﺑﻤﺘﻮﺳﻂ (، وھﻮ ﯾﻘﺎﺑﻞ اﻟﺘﻘﺪﯾﺮ ﺑﺪرﺟﺔ ﻣﺘﻮﺳﻄﺔ، وﺟﺎء اﻟﻨﻤﻂ اﻟﻘﯿﺎدي اﻟﺘﺴﻠﻄﻲ ﺟﺎء ﺑﺪرﺟﺔ ٣٫٤٠)ﺣﺴﺎﺑﻲ (، واﺣﺘﻞ اﻟﻨﻤﻂ اﻟﻘﯿﺎدي اﻟﺘﻘﻠﯿﺪي ﺑﺎﻟﻤﺮﺗﺒﺔ اﻷﺧﯿﺮة ﺑﻤﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ٢٫٤٦)ﺿﻌﯿﻔﺔ ﺑﻤﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ (، وھﻮ ﯾﻘﺎﺑﻞ اﻟﺘﻘﺪﯾﺮ ﺑﺪرﺟﺔ ﺿﻌﯿﻔﺔ .ﻛﻤﺎ أﻇﮭﺮت ﻧﺘﺎﺋﺞ اﻟﺪراﺳﺔ إﻟﻰ ﻋﺪم وﺟﻮد ﻓﺮوق ذات ٢٫٣١) (ﺑﯿﻦ ﺗﻘﺪﯾﺮات أﻓﺮاد ﻋﯿﻨﺔ اﻟﺪراﺳﺔ ﻟﻸﻧﻤﺎط اﻟﻘﯿﺎدﯾﺔ 0.05≥ α) دﻻﻟﺔ إﺣﺼﺎﺋﯿﺔ ﻋﻨﺪ ﻣﺴﺘﻮى اﻟﺪﻻﻟﺔ ﻟﺪى ﻗﺎﺋﺪات اﻟﻤﺪارس ﺗﻌﺰى ﻟﻤﺘﻐﯿﺮي اﻟﺨﺒﺮة واﻟﻤﺆھﻞ اﻟﻌﻠﻤﻲ، ﻛﻤﺎ أﻇﮭﺮت اﻟﻨﺘﺎﺋﺞ إﻟﻰ وﺟﻮد ﻋﻼﻗﺔ ارﺗﺒﺎﻃﯿﺔ ﻣﻮﺟﺒﺔ ﺑﯿﻦ ﻛﻞ ﻣﻦ)اﻟﻨﻤﻂ اﻟﻘﯿﺎدي اﻟﺪﯾﻤﻘﺮاﻃﻲ، واﻟﻨﻤﻂ اﻟﻘﯿﺎدي اﻟﺘﺮﺳﻠﻲ "اﻟﺘﺴﺎھﻠﻲ"( وﻣﺴﺘﻮى اﻷداء اﻟﻮﻇﯿﻔﻲ ﻟﺪى اﻟﻤﻌﻠﻤﺎت، وأﻇﮭﺮت ﻧﺘﺎﺋﺞ اﻟﺪراﺳﺔ إﻟﻰ وﺟﻮد ﻋﻼﻗﺔ ارﺗﺒﺎط ﺳﻠﺒﯿﺔ ﺑﯿﻦ وﻣﺴﺘﻮى اﻷداء اﻟﻮﻇﯿﻔﻲ ﻟﺪى اﻟﻤﻌﻠﻤﺎت ،( ﻛﻞ ﻣﻦ )اﻟﻨﻤﻂ اﻟﻘﯿﺎدي اﻟﺘﻘﻠﯿﺪي، واﻟﻨﻤﻂ اﻟﻘﯿﺎدي اﻟﺘﺴﻠﻄﻲ ﻓﻲ ﻣﺪارس اﻟﻤﻮھﻮﺑﺎتhttps://jsre.journals.ekb.eg/article_19728_a60758daf9b603a13f62790b7c8af5f0.pdfجامعة عين شمس، کلية البنات للاداب والعلوم التربويةمجلة البحث العلمى فى التربية2356-834819الجزء السابع20180701Evaluating Learning Activities in “My Beautiful Language” Course for Sixth-Grade Students in Light of Grammatical Skills Appropriate for Themتقويم نشاطات التعلم في مقرر لغتي الجميلة لتلاميذ الصف السادس الابتدائي في ضوء مھارات النحو المناسبة لھم1451921972910.21608/jsre.2018.19729ARعبد المولىزھيميل السلميJournal Article20181124This study aimed to determine the appropriate grammatical skills for the pupils of sixth class of the elementary schools ،and evaluation learning activities in its light ،and to achieve the objectives of this study ،the researcher used the style of content analysis ،which is one of descriptive methods ، with a scientific instrument included the appropriate grammatical skills for pupils of the sixth class of elementary schools ،after the researcher make sure of this measurement sincerity ،and measuring its stability ،started to analyze of activities of lessons: grammatical functions ، inflection ،linguistic style (study sample) in the curriculum of " My beautiful Language" (student's book & activity book) ،which was (133) learning activities included (237) learning requirements with average of 92‚6٪ out of the study community ،in order analyze the study data the researcher used the repetitions as well as percentages ،the study. The findings of the study showed: 1- the study identified 33 suitable grammatical skills for the pupils of the <br /> <br /> sixth class of elementary schools ،spread over levels of cognitive Bloom by 7 skills to the level of recognition and 6 skills to understand and 5 skills of application and 3 skills to analyze and 6 skills for installation 6 skills for evaluation . 2- Learning activities took into account the grammatical skills associated with the level of definition except one of them in the book of my beautiful language of sixth elementary school of all the skills measured between (25) to twice ‚ all skills which are linked to the level of understanding are taken into account measuring from (22) to twice while the the learning activity have taken into account measuring (4) skills of application and it’s measurement varies from 12 times to 6 times and as awhile one of them not be taken into account‚ the learning activities have taken into account two skills are related to analysis and it’s measurement ranges between 19 times to 6 times whilst one of them is not be considered ‚ the learning activities have taken into account (5) grammatical skills are related to installation level varies from (25) to one time but one of them not be considered‚ the learning activities have taken into account one grammatical skill is related to evaluation level and it’meauserment repeats one time as a while (5) grammatical skills are related to evaluation level not be considered . 3- the Findings of this study also revealed lack of balance ،gradating and inclusiveness in building the activities. 4- Based on the results above ،this study concluded to a number of recommendations and proposals.ھﺪﻓﺖ اﻟﺪراﺳﺔ إﻟﻰ ﺗﺤﺪﯾﺪ اﻟﻤﮭﺎرات اﻟﻨﺤﻮﯾﺔ اﻟﻤﻨﺎﺳﺒﺔ ﻟﺘﻼﻣﯿﺬ اﻟﺼﻒ اﻟﺴﺎدس اﻻﺑﺘﺪاﺋﻲ ، وﺗﻘﻮﯾﻢ ﻧﺸﺎﻃﺎت اﻟﺘﻌﻠﱡﻢ ﻓﻲ ﺿﻮﺋﮭﺎ .وﻟﺘﺤﻘﯿﻖ أھﺪاف اﻟﺪراﺳﺔ اﺳﺘﺨﺪم اﻟﺒﺎﺣﺚ أﺳﻠﻮب ﺗﺤﻠﯿﻞ اﻟﻤﺤﺘﻮى ﺑﺄداة ﻋﻠﻤﯿﺔ ﺗﺘﻀﻤﻦ اﻟﻤﮭﺎرات اﻟﻨﺤﻮﯾﺔ اﻟﻤﻨﺎﺳﺒﺔ ﻟﺘﻼﻣﯿﺬ اﻟﺼﻒ ،وھﻮ أﺣﺪ أﺳﺎﻟﯿﺐ اﻟﻤﻨﮭﺞ اﻟﻮﺻﻔﻲ ﺷﺮع ﻓﻲ ﺗﺤﻠﯿﻞ ﻧﺸﺎﻃﺎت ،وﻗﯿﺎس ﺛﺒﺎﺗﮭﺎ ، اﻟﺴﺎدس اﻻﺑﺘﺪاﺋﻲ وﺑﻌﺪ أن ﺗﺄﻛﱠﺪ اﻟﺒﺎﺣﺚ ﻣﻦ ﺻﺪق اﻷداة واﻷﺻﻨﺎف اﻟﻠﻐﻮﯾﺔ )ﻋﯿﻨﺔ اﻟﺪراﺳﺔ (ﻓﻲ ﻣﻘﺮر ﻟﻐﺘﻲ اﻟﺠﻤﯿﻠﺔ ،واﻷﺳﺎﻟﯿﺐ ، دروس :اﻟﻮﻇﺎﺋﻒ اﻟﻨﺤﻮﯾﺔ ، (ﻧﺸﺎﻃﺎً ﺗﻌﻠﻤﯿﺎً ١٣٣)واﻟﺒﺎﻟﻎ ﻋﺪدھﺎ ، وﻛﺘﺎب اﻟﻨﺸﺎط (ﻟﻠﺼﻒ اﻟﺴﺎدس اﻻﺑﺘﺪاﺋﻲ ، )ﻛﺘﺎب اﻟﻄﺎﻟﺐ وﻟﺘﺤﻠﯿﻞ ﺑﯿﺎﻧﺎت اﻟﺪراﺳﺔ ، (%ﻣﻦ ﻣﺠﺘﻤﻊ اﻟﺪراﺳﺔ ٩٢‚٦) (ﻣﻄﻠﺒﺎً ﺗﻌﻠﻤﯿﺎً ﺑﻨﺴﺒﺔ ٢٣٧)ﺗﻀﻤﻨﺖ اﺳﺘﺨﺪم اﻟﺒﺎﺣﺚ اﻟﺘﻜﺮارات واﻟﻨﺴﺐ اﻟﻤﺌﻮﯾﺔ .وﺗﻮﺻﻠﺖ اﻟﺪراﺳﺔ إﻟﻰ اﻟﻨﺘﺎﺋﺞ اﻟﺘﺎﻟﯿﺔ: ﻣﻮزﻋﺔ ﻋﻠﻰ ، (ﻣﮭﺎرة ﻧﺤﻮﯾﺔ ﻣﻨﺎﺳﺒﺔ ﻟﺘﻼﻣﯿﺬ اﻟﺼﻒ اﻟﺴﺎدس اﻻﺑﺘﺪاﺋﻲ ٣٣) . ﺣﺪدت اﻟﺪراﺳﺔ ١ (ﻣﮭﺎرات ٦)و ، (ﻣﮭﺎرات ﻋﻠﻰ ﻣﺠﺎل اﻟﺘﻌﺮف ٧) ﻣﺠﺎﻻت اﻟﻤﺴﺘﻮى اﻟﻤﻌﺮﻓﻲ ﻋﻨﺪ ﺑﻠﻮم ﺑﻮاﻗﻊ (٦)و ، (ﻣﮭﺎرات ﻟﻠﺘﺮﻛﯿﺐ ٦)و ، (ﻣﮭﺎرات ﻟﻠﺘﺤﻠﯿﻞ ٣)و ، (ﻣﮭﺎرات ﻟﻠﺘﻄﺒﯿﻖ ٥)و ،ﻟﻠﻔﮭﻢ ﻣﮭﺎرات ﻟﻠﺘﻘﻮﯾﻢ. . راﻋﺖ ﻧﺸﺎﻃﺎت اﻟﺘﻌﻠﱡﻢ اﻟﻤﮭﺎرات اﻟﻨﺤﻮﯾﺔ اﻟﻤﺮﺗﺒﻄﺔ ﺑﻤﺠﺎل اﻟﺘﻌﺮف ﻓﻲ ﻛﺘﺎب ﻟﻐﺘﻲ اﻟﺠﻤﯿﻠﺔ ﺳﺖ ٢ وﻟﻢ ﺗﺮاع ﻣﮭﺎرة واﺣﺪة ﻛﻤﺎ راﻋﺖ ﺟﻤﯿﻊ ، (ﻣﺮة إﻟﻰ ﻣﺮﺗﯿﻦ ٢٥) ﺗﺮاوح ﻗﯿﺎﺳﮭﺎ ﺑﯿﻦ ،ﻣﮭﺎرات ﻓﻲ ﺣﯿﻦ راﻋﺖ ، (إﻟﻰ ﻣﺮة واﺣﺪة ٢٢)ﺗﺮاوح ﻗﯿﺎﺳﮭﻤﺎ ﺑﯿﻦ ،اﻟﻤﮭﺎرات اﻟﻤﺮﺗﺒﻄﺔ ﺑﻤﺠﺎل اﻟﻔﮭﻢ (ﻣﺮات وﻟﻢ ﺗﺮاع ٦) (ﻣﺮة إﻟﻰ ١٢)وﺗﺮاوح ﻗﯿﺎﺳﮭﺎ ﺑﯿﻦ ، (ﻣﮭﺎرات ﻣﺮﺗﺒﻄﺔ ﺑﻤﺠﺎل اﻟﺘﻄﺒﯿﻖ ٤) (ﻣﺮة ١٩)ﺣﯿﺚ ﺗﺮاوح ﻗﯿﺎﺳﮭﺎ ﺑﯿﻦ ، ﻛﻤﺎ راﻋﺖ ﻣﮭﺎرﺗﯿﻦ ﻣﺮﺗﺒﻄﺔ ﺑﻤﺠﺎل اﻟﺘﺤﻠﯿﻞ ،ﻣﮭﺎرة واﺣﺪة (ﻣﮭﺎرات ﻧﺤﻮﯾﺔ ﻣﺮﺗﺒﻄﺔ ٥)وراﻋﺖ ﻧﺸﺎﻃﺎت اﻟﺘﻌﻠﱡﻢ ، (ﻣﺮات وﻟﻢ ﺗﺮاع ﻣﮭﺎرة واﺣﺪة ٥)إﻟﻰ ، (ﻣﺮة إﻟﻰ ﻣﺮة واﺣﺪة وﻟﻢ ﺗﺮاع ﻣﮭﺎرة واﺣﺪة ٢٥)ﺣﯿﺚ ﺗﺮاوح ﻗﯿﺎﺳﮭﺎ ﺑﯿﻦ ،ﺑﻤﺠﺎل اﻟﺘﺮﻛﯿﺐ ﺣﯿﺚ ﺗﻜﺮر ﻗﯿﺎﺳﮭﺎ ﻣﺮة واﺣﺪة وﻟﻢ ﺗﺮاع ، ﻛﻤﺎ راﻋﺖ ﻣﮭﺎرة ﻧﺤﻮﯾﺔ واﺣﺪة ﻣﺮﺗﺒﻄﺔ ﺑﻤﺠﺎل اﻟﺘﻘﻮﯾﻢ وﺑﻨﺎءً ،ﻛﻤﺎ أﻇﮭﺮت اﻟﻨﺘﺎﺋﺞ ﻏﯿﺎب اﻟﺘﻮازن واﻟﺘﺪرج واﻟﺸﻤﻮل ﻓﻲ ﺑﻨﺎء اﻟﻨﺸﺎﻃﺎت ، (ﻣﮭﺎرات ٥) .واﻟﻤﻘﺘﺮﺣﺎت ،ﻋﻠﻰ ھﺬه اﻟﻨﺘﺎﺋﺞ ﻗﺪﻣﺖ اﻟﺪراﺳﺔ ﻋﺪداً ﻣﻦ اﻟﺘﻮﺻﯿﺎتhttps://jsre.journals.ekb.eg/article_19729_ae508893fea603bbd37d5e5f2bcb8fb9.pdfجامعة عين شمس، کلية البنات للاداب والعلوم التربويةمجلة البحث العلمى فى التربية2356-834819الجزء السابع20180701An Evaluation Study for Special Needs Service Center of Imam Muhammad Bin Saud Islamic University in Light of Its Goalsدراسة تقويمية لمرکز خدمة ذوي الاحتياجات الخاصة بجامعة الإمام محمد بن سعود الإسلامية في ضوء أھدافھ1932531973010.21608/jsre.2018.19730ARمعاذبن محمد بن سليمان المھنJournal Article20181124This study aimed to identify the reality of the service center for people with special needs at the Imam Muhammad Ibn Saud Islamic University according to its objectives. To achieve the objectives of the study ،a descriptive method was used by applying the questionnaire on the sample of the study selected in a random stratified form of the original study community ،which reached up to 111 students with special needs at the Imam Muhammad bin Saud Islamic University ،with (4.63% ) and ( 9 ) members of the faculty of the Department of Special Education in the Faculty of Social Sciences at the University. The study found the following results :the Imam Muhammad bin Saud Islamic University in accordance with its objectives ،the sample of the faculty members responded with a <br /> moderate approval ،while the response of the sample students on the same axis was medium. With regard to the results of the axis of obstacles that prevent the achievement of the objectives of the service center for people with special needs at the Imam Muhammad bin Saud Islamic University ، the sample of the faculty members came with a high degree of approval. One of the most prominent services provided by the Center in the field of support and guidance is: providing social and academic support for students with special needs at the university ،at a high degree ،from the point of view of the faculty members. And at a medium degree from the point of view of the students. As for the psychosocial counseling services ، it came in a medium degree from both perspectives. One of the most prominent services provided by the Center is " The field of educational services " is holding training courses for students with special needs such as: Computer courses for the blind ones ،and the visually impaired ، English language courses ،Courses of the safe movement … etc. And it came at a high extent from the point of view of faculty members ،and to a medium extent from the students' point of view. As for Printing advertisements for various activities at the university in Braille ،as well as the development of electronic services to suit blinds screen readers and the visually impaired ،They came at a moderate level for both. One of the most prominent obstacles that hinder the service center for people with special needs at the Imam Muhammad bin Saud Islamic University: weak training programs offered to staff at the center ،and the rule of cultural resistance to change in relation to the trends of care for students with special needs at the university. And a gap between the programs of colleges and the requirements of the labor market with special needs ،And the lack of student activities offered by the university to the students with special needs ،and the weakness of faculty members in the use of technological applications that contribute to the development of the abilities of people with special needs.ھﺪﻓﺖ ھﺬه اﻟﺪراﺳﺔ إﻟﻰ اﻟﺘﻌﺮف ﻋﻠﻰ واﻗﻊ ﻣﺮﻛﺰ ﺧﺪﻣﺔ ذوي اﻻﺣﺘﯿﺎﺟﺎت اﻟﺨﺎﺻﺔ ﺑﺠﺎﻣﻌﺔ اﻹﻣﺎم ﻣﺤﻤﺪ ﺑﻦ ﺳﻌﻮد اﻹﺳﻼﻣﯿﺔ وﻓﻘﺎً ﻷھﺪاﻓﮫ، وﻣﻌﻮﻗﺎت ﺗﺤﻘﯿﻖ أھﺪاﻓﮫ، ﻣﻦ وﺟﮭﺔ ﻧﻈﺮ ﻋﯿﻨﺔ اﻟﺪراﺳﺔ .وﻟﺘﺤﻘﯿﻖ أھﺪاف اﻟﺪراﺳﺔ ﺗﻢ اﺳﺘﺨﺪام اﻟﻤﻨﮭﺞ اﻟﻮﺻﻔﻲ اﻟﻤﺴﺤﻲ ﻋﺒﺮ ﺗﻄﺒﯿﻖ اﻻﺳﺘﺒﺎﻧﺔ ﻋﻠﻰ (١١٢) ﻋﯿﻨﺔ اﻟﺪراﺳﺔ اﻟﻤﺨﺘﺎرة ﺑﻄﺮﯾﻘﺔ ﻃﺒﻘﯿﺔ ﻋﺸﻮاﺋﯿﺔ ﻣﻦ ﻣﺠﺘﻤﻊ اﻟﺪراﺳﺔ اﻷﺻﻠﻲ، واﻟﺘﻲ ﺑﻠﻐﺖ ٧٢،٧)ﻃﺎﻟﺒﺎ وﻃﺎﻟﺒﺔ ﻣﻦ ذوي اﻻﺣﺘﯿﺎﺟﺎت اﻟﺨﺎﺻﺔ ﺑﺠﺎﻣﻌﺔ اﻹﻣﺎم ﻣﺤﻤﺪ ﺑﻦ ﺳﻌﻮد اﻹﺳﻼﻣﯿﺔ، ﺑﻨﺴﺒﺔ ، (ﻣﻦ أﻋﻀﺎء ھﯿﺌﺔ اﻟﺘﺪرﯾﺲ ﺑﻘﺴﻢ اﻟﺘﺮﺑﯿﺔ اﻟﺨﺎﺻﺔ ﻓﻲ ﻛﻠﯿﺔ اﻟﻌﻠﻮم اﻻﺟﺘﻤﺎﻋﯿﺔ ﺑﺎﻟﺠﺎﻣﻌﺔ ٩) (، و ٪ وﺗﻮﺻﻠﺖ اﻟﺪراﺳﺔ إﻟﻰ اﻟﻨﺘﺎﺋﺞ اﻟﺘﺎﻟﯿﺔ: ﻓﯿﻤﺎ ﯾﺘﻌﻠﻖ ﺑﻨﺘﺎﺋﺞ ﻣﺤﻮر واﻗﻊ ﻣﺮﻛﺰ ﺧﺪﻣﺔ ذوي اﻻﺣﺘﯿﺎﺟﺎت اﻟﺨﺎﺻﺔ ﻓﻲ ﺟﺎﻣﻌﺔ اﻹﻣﺎم ﻣﺤﻤﺪ ﺑﻦ ﺳﻌﻮد اﻹﺳﻼﻣﯿﺔ وﻓﻘﺎً ﻷھﺪاﻓﮫ ﺟﺎءت اﺳﺘﺠﺎﺑﺔ ﻋﯿﻨﺔ أﻋﻀﺎء ھﯿﺌﺔ اﻟﺘﺪرﯾﺲ ﺑﺪرﺟﺔ ﻣﻮاﻓﻘﺔ ﻣﺘﻮﺳﻄﺔ، ﺑﯿﻨﻤﺎ ﺟﺎءت اﺳﺘﺠﺎﺑﺔ ﻋﯿﻨﺔ اﻟﻄﻼب ﻋﻠﻰ اﻟﻤﺤﻮر ﻧﻔﺴﮫ ﺑﺪرﺟﺔ ﻓﯿﻤﺎ ﯾﺘﻌﻠﻖ ﺑﻨﺘﺎﺋﺞ ﻣﺤﻮر اﻟﻤﻌﻮﻗﺎت اﻟﺘﻲ ﺗﺤﻮل دون ﺗﺤﻘﻖ أھﺪاف ﻣﺮﻛﺰ ﺧﺪﻣﺔ ذوي ،ﻣﺘﻮﺳﻄﺔ اﻻﺣﺘﯿﺎﺟﺎت اﻟﺨﺎﺻﺔ ﺑﺠﺎﻣﻌﺔ اﻹﻣﺎم ﻣﺤﻤﺪ ﺑﻦ ﺳﻌﻮد اﻹﺳﻼﻣﯿﺔ ﺟﺎءت اﺳﺘﺠﺎﺑﺔ ﻋﯿﻨﺔ أﻋﻀﺎء ھﯿﺌﺔ :ﻣﻦ أﺑﺮز اﻟﺨﺪﻣﺎت اﻟﺘﻲ ﯾﻘﺪﻣﮭﺎ اﻟﻤﺮﻛﺰ ﻓﻲ ﻣﺠﺎل اﻟﺪﻋﻢ واﻹرﺷﺎد ، اﻟﺘﺪرﯾﺲ ﺑﺪرﺟﺔ ﻣﻮاﻓﻘﺔ ﻛﺒﯿﺮة ﺗﻮﻓﯿﺮ اﻟﺪﻋﻢ اﻹرﺷﺎدي اﻻﺟﺘﻤﺎﻋﻲ واﻷﻛﺎدﯾﻤﻲ ﻟﻠﻄﻼب واﻟﻄﺎﻟﺒﺎت ﻣﻦ ذوي اﻻﺣﺘﯿﺎﺟﺎت اﻟﺨﺎﺻﺔ ﻓﻲ اﻟﺠﺎﻣﻌﺔ، ﺑﺪرﺟﺔ ﻛﺒﯿﺮة، ﻣﻦ وﺟﮭﺔ ﻧﻈﺮ أﻋﻀﺎء ھﯿﺌﺔ اﻟﺘﺪرﯾﺲ .وﺑﺪرﺟﺔ ﻣﺘﻮﺳﻄﺔ ﻣﻦ وﺟﮭﺔ ﻧﻈﺮ ﻣﻦ أﺑﺮز ، اﻟﻄﻼب .أﻣﺎ ﺧﺪﻣﺎت اﻹرﺷﺎد اﻟﻨﻔﺴﻲ ﻓﺠﺎءت ﺑﺪرﺟﺔ ﻣﺘﻮﺳﻄﺔ ﻣﻦ وﺟﮭﺔ ﻧﻈﺮ ﻛﻠﯿﮭﻤﺎ اﻟﺨﺪﻣﺎت اﻟﺘﻲ ﯾﻘﺪﻣﮭﺎ اﻟﻤﺮﻛﺰ ﺿﻤﻦ "ﻣﺠﺎل اﻟﺨﺪﻣﺎت اﻟﺘﻌﻠﯿﻤﯿﺔ :"ﻋﻘْﺪ دورات ﺗﺪرﯾﺒﯿﺔ ﻟﻠﻄﻼب واﻟﻄﺎﻟﺒﺎت ﻣﻦ ذوي اﻻﺣﺘﯿﺎﺟﺎت اﻟﺨﺎﺻﺔ ﻣﺜﻞ :دورات اﻟﺤﺎﺳﺐ اﻵﻟﻲ ﻟﻠﻤﻜﻔﻮﻓﯿﻦ وﺿﻌﺎف اﻟﺒﺼﺮ ودورات اﻟﻠﻐﺔ اﻹﻧﺠﻠﯿﺰﯾﺔ، ودورات اﻟﺤﺮﻛﺔ واﻟﺘﻨﻘﻞ اﻵﻣﻦ...اﻟﺦ، وﺟﺎءت ﺑﺪرﺟﺔ ﻛﺒﯿﺮة ﻣﻦ وﺟﮭﺔ ﻧﻈﺮ أﻋﻀﺎء ھﯿﺌﺔ اﻟﺘﺪرﯾﺲ .وﺑﺪرﺟﺔ ﻣﺘﻮﺳﻄﺔ ﻣﻦ وﺟﮭﺔ ﻧﻈﺮ اﻟﻄﻼب .أﻣﺎ ﻃﺒﺎﻋﺔ اﻹﻋﻼﻧﺎت اﻟﺨﺎﺻﺔ ﺑﺎﻷﻧﺸﻄﺔ اﻟﻤﺨﺘﻠﻔﺔ ﺑﺎﻟﺠﺎﻣﻌﺔ ﺑﻄﺮﯾﻘﺔ ﺑﺮاﯾﻞ .وﻛﺬﻟﻚ ﺗﻄﻮﯾﺮ اﻟﺨﺪﻣﺎت اﻹﻟﻜﺘﺮوﻧﯿﺔ ﻟﺘﺘﻨﺎﺳﺐ ﻣﻊ ﻣﻦ أﺑﺮز ، ﻗﺎرﺋﺎت اﻟﺸﺎﺷﺔ ﻟﻠﻤﻜﻔﻮﻓﯿﻦ وﺿﻌﺎف اﻟﺒﺼﺮ، ﻓﺠﺎءﺗﺎ ﺑﺪرﺟﺔ ﻣﺘﻮﺳﻄﺔ، ﻋﻨﺪ ﻛﻠﯿﮭﻤﺎ اﻟﻤﻌﻮﻗﺎت اﻟﺘﻲ ﺗﻌﯿﻖ ﻣﺮﻛﺰ ﺧﺪﻣﺔ ذوي اﻻﺣﺘﯿﺎﺟﺎت اﻟﺨﺎﺻﺔ ﺑﺠﺎﻣﻌﺔ اﻹﻣﺎم ﻣﺤﻤﺪ ﺑﻦ ﺳﻌﻮد اﻹﺳﻼﻣﯿﺔ :ﺿﻌﻒ اﻟﺒﺮاﻣﺞ اﻟﺘﺪرﯾﺒﯿﺔ اﻟﻤﻘﺪﻣﺔ ﻟﻠﻌﺎﻣﻠﯿﻦ ﺑﺎﻟﻤﺮﻛﺰ، وﺳﯿﺎدة ﺛﻘﺎﻓﺔ ﻣﻘﺎوﻣﺔ اﻟﺘﻐﯿﯿﺮ ﻓﯿﻤﺎ ﯾﺘﻌﻠﻖ ﺑﺎﺗﺠﺎھﺎت رﻋﺎﯾﺔ اﻟﻄﻼب واﻟﻄﺎﻟﺒﺎت ﻣﻦ ذوي اﻻﺣﺘﯿﺎﺟﺎت اﻟﺨﺎﺻﺔ ﻓﻲ اﻟﺠﺎﻣﻌﺔ، ووﺟﻮد ﻓﺠﻮة ﺑﯿﻦ ﺑﺮاﻣﺞ اﻟﻜﻠﯿﺎت وﻣﺘﻄﻠﺒﺎت ﺳﻮق اﻟﻌﻤﻞ ﻣﻦ ذوي اﻻﺣﺘﯿﺎﺟﺎت اﻟﺨﺎﺻﺔ، وﻗﻠﺔ اﻷﻧﺸﻄﺔ اﻟﻄﻼﺑﯿﺔ اﻟﺘﻲ ﺗﻘﺪﻣﮭﺎ اﻟﺠﺎﻣﻌﺔ ﻟﻠﻄﻼب واﻟﻄﺎﻟﺒﺎت ﻣﻦ ذوي اﻻﺣﺘﯿﺎﺟﺎت اﻟﺨﺎﺻﺔ، وﺿﻌﻒ ﻗﺪرات أﻋﻀﺎء ھﯿﺌﺔ اﻟﺘﺪرﯾﺲ ﻓﻲ اﺳﺘﺨﺪام اﻟﺘﻄﺒﯿﻘﺎت اﻟﺘﻜﻨﻮﻟﻮﺟﯿﺔ اﻟﺘﻲ ﺗﺴﮭﻢ ﻓﻲ ﺗﻨﻤﯿﺔ ﻗﺪرات ذوي اﻻﺣﺘﯿﺎﺟﺎت اﻟﺨﺎﺻﺔ. https://jsre.journals.ekb.eg/article_19730_0b8e7ab021430baa14b48c75a072d49d.pdfجامعة عين شمس، کلية البنات للاداب والعلوم التربويةمجلة البحث العلمى فى التربية2356-834819الجزء السابع20180701Obstacles of Support Services for Female Students with Learning Disabilities and Ways to Overcome Them from the View Point of Elementary School Female Teachers in Riyadh Cityمعوقات الخدمات المساندة لتلميذات صعوبات التعلم وسبل التغلب عليھا من وجھة نظر معلمات المدارس الابتدائية بمدينة الرياض2542881973110.21608/jsre.2018.19731ARأملبنت عبد الرحمن بن ناصر الفايزJournal Article20181124This study aimed to identify the support services needed for the female students with learning disabilities from the elementary school teachers’ viewpoint in Riyadh city and to determine the obstacles of support services as well as to explore the due suggestions for overcoming them. In order to achieve these goals, the descripti ve survey approach is used. The researcher used the questionnaire tool to collect the research data. The research population consisted of all the female teachers of learning disabilities at the governmental elementary stage schools in Riyadh city whose number is (452) teachers. The questionnaire was distributed on a sample of (226) teachers. After data analysis, the study reached the following results: The most important support services needed for the students with learning disabilities, ordered descendingly and with high agreement<br /> <br /> from the participants, are as follows: psychological services, counseling services, parental guidance and training services, support technology, language and speech therapy, preparation and implementation of behavior modification programs, and social services. The most important obstacles of support services for the students with learning disabilities, ordered descendingly and with high agreement from the participants, are as follows: the scarcity of cooperation with the outer expert bodies in providing support services, the lack of cooperation from the part of parents, the insufficient provided services, and the lack of qualified specialists in the areas of support services. There is a high agreement among the participants on all the are: enhancing the financial support, expanding the establishment of support services centers, emphasizing the importance of the multidisciplinary team to assess the students’ worthiness for the support services, activating the role of the multidisciplinary team, increasing the number of support services specialists, raising students' awareness of the types of support services and their right to request them, encouraging the family to build bridges of trust and partnership with the support services specialist, raising the family awareness of the types of support services and the right to claim them, clarifying the roles of teachers and specialists with students, raising the awareness of the guides and activity supervisors of support services, paying attention to support services at the level of academic departments, holding training courses for the teachers to raise their awareness of the importance of support services, and appointing a supervisory body to monitor the provision of support servicesھﺪﻓﺖ ھﺬه اﻟﺪراﺳﺔ إﻟﻰ اﻟﺘﻌﺮف ﻋﻠﻰ اﻟﺨﺪﻣﺎت اﻟﻤﺴﺎﻧﺪة اﻟﻼزم ﺗﻮﻓﯿﺮھﺎ ﻟﻠﺘﻠﻤﯿﺬات ذوات وﺗﺤﺪﯾﺪ ، ﺻﻌﻮﺑﺎت اﻟﺘﻌﻠﻢ ﻣﻦ وﺟﮭﺔ ﻧﻈﺮ اﻟﻤﻌﻠﻤﺎت ﻓﻲ اﻟﻤﺪارس اﻻﺑﺘﺪاﺋﯿﺔ اﻟﺤﻜﻮﻣﯿﺔ ﺑﻤﺪﯾﻨﺔ اﻟﺮﯾﺎض ووﺿﻊ اﻟﻤﻘﺘﺮﺣﺎت اﻟﻤﻨﺎﺳﺒﺔ ﻟﻠﺘﻐﻠﺐ ﻋﻠﯿﮭﺎ .وﻟﺘﺤﻘﯿﻖ ، اﻟﻤﻌﻮﻗﺎت اﻟﺘﻲ ﺗﺤﺪّ ﻣﻦ ﺗﻮﻓﯿﺮ اﻟﺨﺪﻣﺎت اﻟﻤﺴﺎﻧﺪة واﺳﺘﺨﺪﻣﺖ اﻟﺒﺎﺣﺜﺔ أداة اﻻﺳﺘﺒﺎﻧﺔ ﻟﺠﻤﻊ ،أھﺪاف اﻟﺪراﺳﺔ، ﺗﻢ اﺳﺘﺨﺪام اﻟﻤﻨﮭﺞ اﻟﻮﺻﻔﻲ اﻟﻤﺴﺤﻲ اﻟﺒﯿﺎﻧﺎت. و ﺗﻜﻮن ﻣﺠﺘﻤﻊ اﻟﺪراﺳﺔ ﻣﻦ ﻣﻌﻠﻤﺎت ﺻﻌﻮﺑﺎت اﻟﺘﻌﻠﻢ ﻓﻲ اﻟﻤﺮﺣﻠﺔ اﻻﺑﺘﺪاﺋﯿﺔ ﻓﻲ اﻟﻤﺪارس . (ﻣﻌﻠﻤﺔ ٢٢٦) (ﻣﻌﻠﻤﺔ. وﻃُﺒّﻘﺖ اﻻﺳﺘﺒﺎﻧﺔ ﻋﻠﻰ ﻋﯿﻨﺔ ﺑﻠﻐﺖ ٤٥٢)اﻟﺤﻜﻮﻣﯿﺔ ﺑﻤﺪﯾﻨﺔ اﻟﺮﯾﺎض وﻋﺪدھﻦ وﺑﻌﺪ ﺗﺤﻠﯿﻞ اﻟﺒﯿﺎﻧﺎت ﺗﻮﺻﻠﺖ اﻟﺪراﺳﺔ إﻟﻰ اﻟﻨﺘﺎﺋﺞ اﻵﺗﯿﺔ: أﺑﺮز اﻟﺨﺪﻣﺎت اﻟﻤﺴﺎﻧﺪة اﻟﺘﻲ ﯾﻠﺰم ﺗﻮﻓﯿﺮھﺎ ﻟﻠﺘﻠﻤﯿﺬات ذوات ﺻﻌﻮﺑﺎت اﻟﺘﻌﻠﻢ ﻣﺮﺗﺒﺔ ﺗﻨﺎزﻟﯿﺎ ﺣﺴﺐ ﻣﻮاﻓﻘﺔ ﻋﯿﻨﺔ اﻟﺪراﺳﺔ ﻋﻠﯿﮭﺎ ﺑﺪرﺟﺔ ﻛﺒﯿﺮة ﺟﺪا ﻛﺎﻵﺗﻲ :اﻟﺨﺪﻣﺎت اﻟﻨﻔﺴﯿﺔ، اﻟﺨﺪﻣﺎت اﻹرﺷﺎدﯾﺔ، ﺧﺪﻣﺔ إرﺷﺎد اﻟﻮاﻟﺪﯾﻦ وﺗﺪرﯾﺒﮭﻢ، اﻟﺘﻜﻨﻮﻟﻮﺟﯿﺎ اﻟﻤﺴﺎﻧﺪة، ﻋﻼج اﻟﻠﻐﺔ واﻟﻜﻼم، إﻋﺪاد ﺑﺮاﻣﺞ ﺗﻌﺪﯾﻞ اﻟﺴﻠﻮک . اﻟﺨﺪﻣﺎت اﻻﺟﺘﻤﺎﻋﯿﺔ ،وﺗﻨﻔﯿﺬھﺎ أﺑﺮز ﻣﻌﻮﻗﺎت اﻟﺨﺪﻣﺎت اﻟﻤﺴﺎﻧﺪة ﻟﻠﺘﻠﻤﯿﺬات ذوات ﺻﻌﻮﺑﺎت اﻟﺘﻌﻠﻢ ﻣﺮﺗﺒﺔ ﺗﻨﺎزﻟﯿﺎ ﺣﺴﺐ ﻣﻮاﻓﻘﺔ ﻋﯿﻨﺔ اﻟﺪراﺳﺔ ﻋﻠﯿﮭﺎ ﺑﺪرﺟﺔ ﻛﺒﯿﺮة ﻛﺎﻟﺘﺎﻟﻲ :ﻧﺪرة اﻟﺘﻌﺎون ﻣﻊ اﻟﺠﮭﺎت اﻟﺨﺎرﺟﯿﺔ اﻟﺨﺒﯿﺮة ﻓﻲ ﺗﻘﺪﯾﻢ اﻟﺨﺪﻣﺎت اﻟﻤﺴﺎﻧﺪة، ﻧﻘﺺ ﺗﻌﺎون أوﻟﯿﺎء اﻷﻣﻮر، اﻟﺨﺪﻣﺎت اﻟﻤﻮﺟﻮدة واﻟﻤﻘﺪّﻣﺔ ﻏﯿﺮ ﻛﺎﻓﯿﺔ، ﻗﻠﺔ اﻟﻤﺨﺘﺼﯿﻦ اﻟﻤﺆھﻠﯿﻦ ﻓﻲ ﻣﺠﺎﻻت اﻟﺨﺪﻣﺎت اﻟﻤﺴﺎﻧﺪة. ھﻨﺎک ﻣﻮاﻓﻘﺔ ﻣﻦ ﻗﺒﻞ ﻋﯿﻨﺔ اﻟﺪراﺳﺔ ﺑﺪرﺟﺔ ﻛﺒﯿﺮة ﻋﻠﻰ ﺟﻤﯿﻊ اﻟﻤﻘﺘﺮﺣﺎت اﻟﺘﻲ وردت ﻓﻲ اﻟﺪراﺳﺔ ، وﺗﻤﺜﻠﺖ ھﺬه اﻟﻤﻘﺘﺮﺣﺎت ﻓﻲ :زﯾﺎدة اﻟﺪﻋﻢ اﻟﻤﺎدي ، ﻟﻠﺘﻐﻠﺐ ﻋﻠﻰ ﻣﻌﻮﻗﺎت اﻟﺨﺪﻣﺎت اﻟﻤﺴﺎﻧﺪة اﻟﺘﻮﺳﻊ ﻓﻲ إﻧﺸﺎء ﻣﺮاﻛﺰ اﻟﺨﺪﻣﺎت اﻟﻤﺴﺎﻧﺪة، اﻟﺘﺄﻛﯿﺪ ﻋﻠﻰ أھﻤﯿﺔ اﻟﻔﺮﯾﻖ ﻣﺘﻌﺪد اﻟﺘﺨﺼﺼﺎت ﻟﺘﺤﺪﯾﺪ أھﻠﯿﺔ اﻟﺘﻠﻤﯿﺬة ﻟﻠﺨﺪﻣﺎت اﻟﻤﺴﺎﻧﺪة، ﺗﻔﻌﯿﻞ ﻋﻤﻞ اﻟﻔﺮﯾﻖ اﻟﻤﺘﻌﺪد اﻟﺘﺨﺼﺼﺎت، زﯾﺎدة ﻋﺪد أﺧﺼﺎﺋﯿﺎت اﻟﺨﺪﻣﺎت اﻟﻤﺴﺎﻧﺪة، ﺗﻮﻋﯿﺔ اﻟﻄﺎﻟﺒﺎت ﺑﺄﻧﻮاع اﻟﺨﺪﻣﺎت اﻟﻤﺴﺎﻧﺪة وﺣﻖ اﻟﻤﻄﺎﻟﺒﺔ ﺑﮭﺎ، ﺗﺸﺠﯿﻊ اﻷﺳﺮة ﻋﻠﻰ ﺑﻨﺎء ﺟﺴﻮر ﻣﻦ اﻟﺜﻘﺔ واﻟﺸﺮاﻛﺔ ﻣﻊ أﺧﺼﺎﺋﯿﺎت اﻟﺨﺪﻣﺎت اﻟﻤﺴﺎﻧﺪة، ﺗﻮﻋﯿﺔ اﻷﺳﺮة ﺑﺄﻧﻮاع اﻟﺨﺪﻣﺎت اﻟﻤﺴﺎﻧﺪة وﺣﻖ اﻟﻤﻄﺎﻟﺒﺔ ﺑﮭﺎ، ﺗﻮﺿﯿﺢ أدوار اﻟﻤﻌﻠﻤﺎت واﻷﺧﺼﺎﺋﯿﺎت ﻣﻊ اﻟﺘﻠﻤﯿﺬات، اﻻھﺘﻤﺎم ﺑﺘﻮﻋﯿﺔ اﻟﻤﺮﺷﺪات وﻣﺸﺮﻓﺎت اﻟﻨﺸﺎط ﺑﺎﻟﺨﺪﻣﺎت اﻟﻤﺴﺎﻧﺪة، اﻻھﺘﻤﺎم ﺑﺎﻟﺨﺪﻣﺎت اﻟﻤﺴﺎﻧﺪة ﻋﻠﻰ ﻣﺴﺘﻮى اﻷﻗﺴﺎم اﻷﻛﺎدﯾﻤﯿﺔ، ﻋﻘﺪ دورات ﺗﺪرﯾﺒﯿﺔ ﻟﻠﻤﻌﻠﻤﺎت ﻟﺘﻮﻋﯿﺘﮭﻦ ﺑﺄھﻤﯿﺔ اﻟﺨﺪﻣﺎت اﻟﻤﺴﺎﻧﺪة، ﺗﻌﯿﯿﻦ ﺟﮭﺔ ﻣﺸﺮﻓﺔ ﻟﻤﺘﺎﺑﻌﺔ ﺗﻘﺪﯾﻢ اﻟﺨﺪﻣﺎت اﻟﻤﺴﺎﻧﺪة.https://jsre.journals.ekb.eg/article_19731_33ab597114891d366420304834cc2c42.pdfجامعة عين شمس، کلية البنات للاداب والعلوم التربويةمجلة البحث العلمى فى التربية2356-834819الجزء السابع20180701Availability of the Aadequate Skills Needed for Comprehensive Evaluation Supervisors of the School in Riyadh Educational District from Their Point of Viewتوفر الکفايات اللازمة لمشرفي التقويم الشامل للمدرسة بمنطقة الرياض التعليمية من وجھة نظرھم2893211973210.21608/jsre.2018.19732ARصالحبن شمروخ بن مطلق العتيبيJournal Article20181124ھﺪﻓﺖ اﻟﺪراﺳﺔ إﻟﻰ اﻟﺘﻌﺮف ﻋﻠﻰ درﺟﺔ ﺗﻮﻓﺮ اﻟﻜﻔﺎﯾﺎت اﻟﻼزﻣﺔ ﻟﻤﺸﺮﻓﻲ اﻟﺘﻘﻮﯾﻢ اﻟ ﺸﺎﻣﻞ ﺑﻤﻨﻄﻘﺔ (ﻣﺸﺮﻓﺎً ﺗﺮﺑﻮﯾﺎً ﻣﻮزﻋﯿﻦ ﻋﻠﻰ ١٢٥) اﻟﺮﯾﺎض اﻟﺘﻌﻠﯿﻤﯿﺔ ﻣﻦ وﺟﮭﺔ ﻧﻈﺮھﻢ . ﺗﻜﻮﻧﺖ ﻋﯿﻨﺔ اﻟﺪراﺳﺔ ﻣﻦ ﻋﺸﺮ إدارات ﺗﻌﻠﯿﻤﯿﺔ ﺗﺎﺑﻌﺔ ﻟﻤﺪﯾﻨﺔ اﻟﺮﯾﺎض .وﻗﺪ اﺳﺘﺨﺪم اﻟﻤﻨﮭﺞ اﻟﻮﺻﻔﻲ واﻟﻤﺘﻤﺜﻞ ﻓﻲ اﻻﺳﺘﺒﺎﻧﺔ (ﻛﻔﺎﯾﺔ ﻓﺮﻋﯿﺔ .وﻗﺪ ﺗﻮﺻﻠﺖ اﻟ ﺪراﺳﺔ إﻟﻰ أن ١٣٠) (ﻛﻔﺎﯾﺎت رﺋﯿﺴﺔ اﺷﺘﻤﻠﺖ ﻋﻠﻰ ١٠)اﺷﺘﻤﻠﺖ ﻋﻠﻰ (ﻛﻔﺎﯾﺔ ﻣﺘﻮﻓﺮة ﺑﺪرﺟﺔ ﻛﺒﯿﺮة ﺟﺪاً وأن ﺑﻘﯿﺔ اﻟﻜﻔﺎﯾﺎت ﻛﺎﻧﺖ ﻣﺘﻮﻓﺮة ﺑﺪرﺟﺔ ﻛﺒﯿﺮة .أﻣﺎ ﺑﺎﻟﻨﺴﺒﺔ ١٧) ﻟﺘﻮﻓﺮ ﻛﻔﺎﯾﺎت ﻓﻘﺪ ﻛﺎﻧﺖ ﻛﻔﺎﯾﺎت اﻟﺘﻘﻮﯾﻢ اﻟﺘﺮﺑﻮي أﻛﺜﺮ اﻟﻜﻔﺎﯾﺎت ﺗﻮﻓﺮاً ﻟﺪى ﻣﺸﺮﻓﻲ اﻟﺘ ﻘﻮﯾﻢ اﻟﺸﺎﻣﻞ ﺑﯿﻨﻤﺎ ﺟﺎءت ﻛﻔﺎﯾﺎت اﻟﺒﺤﺚ اﻟﻌﻠﻤﻲ أﻗﻞ اﻟﻜﻔﺎﯾﺎت ﺗﻮﻓﺮاً . وأﻇﮭﺮت ﻧﺘﺎﺋﺞ اﻟﺪراﺳﺔ ﻋﺪم ،ﻟﻠﻤﺪرﺳﺔ وﺟﻮد ﻓﺮوق ذات دﻻﻟﺔ إﺣﺼﺎﺋﯿﺔ ﻓﻲ درﺟﺔ ﺗﻮﻓﺮ اﻟﻜﻔﺎﯾﺎت )اﻟﺘﻘﻮﯾﻢ اﻟﺘﺮﺑﻮي، وإدارة اﻟﺼﻒ، واﻻﺗﺼﺎل، واﻟﻤﻨﺎھﺞ وﻃﺮق اﻟﺘﺪرﯾﺲ، واﻟﺘﻮﺟﯿﮫ واﻹرﺷﺎد ، واﻟﻘﯿﺎدة اﻟﺘﺮﺑﻮﯾﺔ، اﻟﺴﯿﺎﺳﺎت واﻷھﺪاف وأﺧﯿﺮاً اﻟﺒﺤﺚ اﻟﻌﻠﻤﻲ (ﻣﻦ وﺟﮭﺔ ﻧﻈﺮ أﻓﺮاد ﻋﯿﻨﺔ اﻟﺪراﺳﺔ ، واﻟﺘﺨﻄﯿﻂ، واﻟﺘﻨﻤﯿﺔ اﻟﻤﮭﻨﯿﺔ ،اﻟﻄﻼﺑﻲ ﺑﺎﺧﺘﻼف درﺟﺎﺗﮭﻢ اﻟﻌﻠﻤﯿﺔ . وﻛﺬﻟﻚ أﻇﮭﺮت ﻧﺘﺎﺋﺞ اﻟﺪراﺳﺔ ﺑﺄﻧﮫ ﻻ ﺗﻮﺟﺪ ﻓﺮوق ذات دﻻﻟﺔ إﺣﺼﺎﺋﯿﺔ ﻟﻤﺘﻐﯿﺮ ﺳﻨﻮات اﻟﺨﺒﺮة واﻟﺘﺨﺼﺺ ﻓﻲ درﺟﺔ ﺗﻮﻓﺮ اﻟﻜﻔﺎﯾﺎت . وﻓﻲ ﺿﻮء ﻧﺘﺎﺋﺞ اﻟﺪراﺳﺔ ﻓﻘﺪ أوﺻﺖ اﻟﺪراﺳﺔ ﺑﻌﺪة ﺗﻮﺻﯿﺎت أھﻤﮭﺎ ﺗﻮﺟﯿﮫ اﻟﺒﺮاﻣﺞ اﻟﺘﺪرﯾﺒﯿﺔ واﻟﺘ ﺄھﯿﻠﯿﺔ اﻟﺘﻲ ﺗﻌﻘﺪ ﻟﻠﻤﺸﺮﻓﯿﻦ اﻟﺘﺮﺑﻮﯾﯿﻦ ﻗﺒﻞ اﻟﺨﺪﻣﺔ وأﺛﻨﺎﺋﮭﺎ إﻟﻰ اﻟﺘﺪرﯾﺐ ﻋﻠﻰ اﻟﻜﻔﺎﯾﺎت اﻹﺷﺮاﻓﯿﺔ ﺗﺪرﯾﺒﺎً ﻋﻤﻠﯿﺎً ﺑﺤﯿﺚ ﺗﺼﺒﺢ ﺳﻠﻮﻛﺎً أداﺋﯿﺎً وﻋﻤﻠﯿﺎً ﻟﺪﯾﮭﻢ .https://jsre.journals.ekb.eg/article_19732_7c90b2f8f5fd4a59c5d20a5763bd8c0a.pdfجامعة عين شمس، کلية البنات للاداب والعلوم التربويةمجلة البحث العلمى فى التربية2356-834819الجزء السابع20180701The Effectiveness Using the Divided Information Strategy (Jigsu) in Teaching the Methods of Islamic teaching course on the Achievement of Sharia female Students in the Educational Preparation Program at Umm Al Qura Universityفعالية استخدام استراتيجية المعلومات المجزأة (جيجسو) في تدريس مقرر طرق تدريس التربية الإسلامية في تحصيل طالبات الشريعة ببرنامج الإعداد التربوي بجامعة أم القرى3233491973310.21608/jsre.2018.19733ARعبيربنت عبد القادر إبراھيم العرابيJournal Article20181124This study aimed at identifying the effectiveness of the divided information strategy (Jigsu) on the achievement of female students in the course of teaching Islamic teaching in the educational preparation program at Umm al-Qura University. The researcher used the experimental method based on semi-experimental design. The sample consisted of (70)female students During the spring semester of the academic year 1438 distributed on two sections, one is the control which was taught in the usual way and it is section No. (52),the other the experimental group which was taught by using the jigsu strategy and it is section No.(57), the study tool was applied, which is an achievement test of (pre and post) on the control and experimental sections. The study reached many results, the most important of which were the differences of statistical significance at the level of (0,05) between the average scores of the control and experimental groups on the achievement in favor of the experimental group <br /> <br />The study concluded a number of recommendations, the most important of which is the necessity of using the Jigsu strategy in teaching the course of methods of teaching Islamic studies in particular and the other courses in the educational preparation program in general. Emphasized the interest in the jigsu strategy and other cooperative learning strategies where the Studies proved the usefulness of these strategies in teaching then the usual methods.ھﺪﻓﺖ ھﺬه اﻟﺪراﺳﺔ إﻟﻰ ﺗﻌﺮﱡف ﻓﻌﺎﻟﯿﺔ اﺳﺘﺮاﺗﯿﺠﯿﺔ اﻟﻤﻌﻠﻮﻣﺎت اﻟﻤﺠﺰأة )ﺟﯿﺠﺴﻮ (ﻓﻲ ﻣﺴﺘﻮى ﺗﺤﺼﯿﻞ ﻃﺎﻟﺒﺎت ﻣﻘﺮر ﻃﺮق ﺗﺪرﯾﺲ اﻟﺘﺮﺑﯿﺔ اﻹﺳﻼﻣﯿﺔ ﺑﺒﺮﻧﺎﻣﺞ اﻹﻋﺪاد اﻟﺘﺮﺑﻮي ﺑﺠﺎﻣﻌﺔ أم اﻟﻘﺮى، وﻗﺪ اﺳﺘﺨﺪﻣﺖ اﻟﺒﺎﺣﺜﺔ اﻟﻤﻨﮭﺞ اﻟﺘﺠﺮﯾﺒﻲ اﻟﻘﺎﺋﻢ ﻋﻠﻰ اﻟﺘﺼﻤﯿﻢ ﺷﺒﮫ اﻟﺘﺠﺮﯾﺒﻲ، وﺗﻜﻮّﻧﺖ ﻋﯿﻨﺔ ا ﻟﺪراﺳﺔ (٧٠)ﻣﻦ :ه، ﻣﻮزﻋﺎت ﻋﻠﻰ ﺷﻌﺒﺘﯿﻦ ١٤٣٨ ﻃﺎﻟﺒﺔ ﺧﻼل اﻟﻔﺼﻞ اﻟﺪراﺳﻲ اﻷول ﻣﻦ اﻟﻌﺎم اﻟﺪراﺳﻲ ،(٥٢)إﺣﺪاھﻤﺎ ﺿﺎﺑﻄﺔ درﺳَﺖْ ﺑﺎﻟﻄﺮﯾﻘﺔ اﻻﻋﺘﯿﺎدﯾﺔ وھﻲ ﺷﻌﺒﺔ رﻗﻢ واﻷﺧﺮى ﺗﺠﺮﯾﺒﯿﺔ درﺳَﺖْ ﺑﺎﺳﺘﺨﺪام اﺳﺘﺮاﺗﯿﺠﯿﺔ )ﺟﯿﺠﺴﻮ( (، وﻗﺪ ﺗﻢ ﺗﻄﺒﯿﻖ أداة اﻟﺪراﺳﺔ -وھﻲ ﻋﺒ ﺎرة ﻋﻦ ٥٧) وھﻲ ﺷﻌﺒﺔ رﻗﻢ اﺧﺘﺒﺎر ﺗﺤﺼﯿﻠﻲ )ﻗﺒﻠﻲ وﺑﻌﺪي(- ﻋﻠﻰ اﻟﺸﻌﺒﺘﯿﻦ اﻟﻀﺎﺑﻄﺔ واﻟﺘﺠﺮﯾﺒﯿﺔ، وﻗﺪ ﺗﻮﺻﻠﺖ اﻟﺪراﺳﺔ إﻟﻰ اﻟﻌﺪﯾﺪ ﻣﻦ اﻟﻨﺘﺎﺋﺞ، ﻛﺎن ﻣﻦ أھﻤﮭﺎ :وﺟﻮد ﻓﺮوق ذات دﻻﻟﺔ إﺣﺼﺎﺋﯿﺔ (ﺑﯿﻦ ٠،٠٥) ﻋﻨﺪ ﻣﺴﺘﻮى ﻣﺘﻮﺳﻄﺎت درﺟﺎت اﻟﻤﺠﻤﻮﻋﺘﯿﻦ )اﻟﻀﺎﺑﻄﺔ واﻟﺘﺠﺮﯾﺒﯿﺔ (ﻓﻲ اﻟﺘﺤﺼﯿﻞ ﻟﺼﺎﻟﺢ اﻟﻤﺠﻤﻮﻋﺔ اﻟﺘﺠﺮﯾﺒﯿﺔ، وﻗﺪ ﺧﻠﺼﺖ اﻟﺪراﺳﺔ إﻟﻰ ﻋﺪدٍ ﻣﻦ اﻟﺘﻮﺻﯿﺎت، ﻣﻦ أھﻤﮭﺎ :ﺿﺮورة اﺳﺘﺨﺪام اﺳﺘﺮاﺗﯿﺠﯿﺔ )ﺟﯿﺠﺴﻮ ( ﻓﻲ ﺗﺪرﯾﺲ ﻣﻘﺮر ﻃﺮق ﺗﺪرﯾﺲ اﻟﺘﺮﺑﯿﺔ اﻹﺳﻼﻣﯿﺔ ﺧﺎﺻﺔً واﻟﻤﻘﺮرات اﻷﺧﺮى ﺑﺒﺮﻧﺎﻣﺞ اﻹﻋﺪاد اﻟﺘﺮﺑﻮي ﻋﻠﻰ وﺟﮫ اﻟﻌﻤﻮم، واﻟﺘﺄﻛﯿﺪ ﻋﻠﻰ اﻻھﺘﻤﺎم ﺑﺎﺳﺘﺮاﺗﯿﺠﯿﺔ )ﺟﯿﺠﺴﻮ (وﻏﯿﺮھﺎ ﻣﻦ اﺳﺘﺮاﺗﯿﺠﯿﺎت اﻟﺘﻌﻠﻢ اﻟﺘﻌﺎوﻧﻲ؛ ﺣﯿﺚ أﺛﺒﺘﺖ اﻟﺪراﺳﺎت ﺗﻔﻮﱡق ھﺬه اﻻﺳﺘﺮاﺗﯿﺠﯿﺎت ﻓﻲ اﻟﺘﺪرﯾﺲ ﻋﻠﻰ اﻟﻄﺮق اﻻﻋﺘﯿﺎدﯾﺔ.https://jsre.journals.ekb.eg/article_19733_3354ada226d814f2d7b86e9d67103333.pdfجامعة عين شمس، کلية البنات للاداب والعلوم التربويةمجلة البحث العلمى فى التربية2356-834819الجزء السابع20180701Professional Development of Faculty Members at Shaqra University in Light of Quality Standardsالتنمية المھنية لأعضاء ھيئة التدريس في جامعة شقراء في ضوء معايير الجودة النوعية3513941973410.21608/jsre.2018.19734ARمنيرةبنت نايف بن ناصر العتيبيJournal Article20181124This study aims to identify: the standards for achieving the quality of faculty members (FM) at Shaqra University (SU), the reality of professional development of FM at SU in light of quality standards (QS), and the professional development most important methods and means from the viewpoint of study sample. The researcher uses the analytical descriptive <br /> <br /> approach to achieve these objectives. She also uses the questionnaire as the study tool. The study population is composed of all the FM at SU. The sample is composed of (125) respondents. The study reaches the following results: 1. The respondents agree to a medium degree on the professional development reality - importance and application - for FM at SU in light of QS. 2. The respondents agree to a medium degree on the professional development methods and means of FM individual development method (INDDM), participatory development method (PDM), institutional development method (INSDM)). 3. There are no statistically significant differences between the respondents' responses (SSDBRR) in the professional development axis of FM in Saudi universities in light of QS according to (gender, scientific rank, number of professional development training courses (NPDTC)) variables. 4. There are SSDBRR in the axes of INDDM, PDM, and INSDM attributable to (degree) variable. The differences are in favor of assistant professor. 5. There are no SSDBRR in the PDM attributable to NPDTC variable, and there are SSDBRR in INDDM in favor of those who do not have courses. In addition, there are SSDBRR on INSDM in favor of those who have 5 courses and more. ھﺪﻓﺖ اﻟﺪراﺳﺔ إﻟﻰ ﻣﻌﺮﻓﺔ ﻣﻌﺎﯾﯿﺮ ﺗﺤﻘﯿﻖ اﻟﺠﻮدة اﻟﻨﻮﻋﯿﺔ اﻟﻤﺘﻌﻠﻘﺔ ﺑﺄﻋﻀﺎء اﻟﮭﯿﺌﺔ اﻟﺘﺪرﯾﺴﯿﺔ ﻓﻲ ﺟﺎﻣﻌﺔ ﺷﻘﺮاء، ﻛﻤﺎ ھﺪﻓﺖ إﻟﻰ اﻟﺘﻌﺮف ﻋﻠﻰ واﻗﻊ اﻟﺘﻨﻤﯿﺔ اﻟﻤﮭﻨﯿﺔ ﻷﻋﻀﺎء ھﯿﺌﺔ اﻟﺘﺪرﯾﺲ ﻓﻲ ﺟﺎﻣﻌﺔ ﺷﻘﺮاء ﻓﻲ ﺿﻮء ﻣﻌﺎﯾﯿﺮ اﻟﺠﻮدة اﻟﻨﻮﻋﯿﺔ، وﺗﺤﺪﯾﺪ أھﻢ أﺳﺎﻟﯿﺐ ووﺳﺎﺋﻞ اﻟﺘﻨﻤﯿﺔ اﻟﻤﮭﻨﯿﺔ ﻣﻦ وﺟﮭﺔ ﻧﻈﺮ أﻓﺮاد ﻋﯿﻨﺔ اﻟﺪراﺳﺔ، وﻟﺘﺤﻘﯿﻖ ھﺬه اﻷھﺪاف اﺳﺘﺨﺪﻣﺖ اﻟﺒﺎﺣﺜﺔ اﻟﻤﻨﮭﺞ اﻟﻮﺻﻔﻲ اﻟﺘﺤﻠﯿﻠﻲ، ﻛﻤﺎ اﺳﺘﺨﺪﻣﺖ اﻻﺳﺘﺒﺎﻧﺔ ﻛﺄداة ﻟﺪراﺳﺘﮭﺎ .وﺗﻜﻮن ﻣﺠﺘﻤﻊ اﻟﺪراﺳﺔ ﻣﻦ ﺟﻤﯿﻊ أﻋﻀﺎء ھﯿﺌﺔ اﻟﺘﺪرﯾﺲ ﻓﻲ ﺟﺎﻣﻌﺔ ﺷﻘﺮاء، وﻣﻦ ﻓﻲ ﺣﻜﻤﮭﻢ ﻣﻦ اﻟﻤﻌﯿﺪﯾﻦ واﻟﻤﺤﺎﺿﺮﯾﻦ، أﻣﺎ ﻋﯿﻨﺔ اﻟﺪراﺳﺔ اﻟﻔﻌﻠﯿﺔ ﻓﻘﺪ ﺑﻠﻐﺖ : (ﻣﺴﺘﺠﯿﺐ، وﺗﻮﺻﻠﺖ اﻟﺪراﺳﺔ إﻟﻰ ١٢٥) . أن أﻓﺮاد ﻋﯿﻨﺔ اﻟﺪراﺳﺔ ﻣﻮاﻓﻘﻮن ﺑﺪرﺟﺔ ﻣﺘﻮﺳﻄﺔ ﻋﻠﻰ واﻗﻊ اﻟﺘﻨﻤﯿﺔ اﻟﻤﮭﻨﯿﺔ -اﻷھﻤﯿﺔ، ١ واﻟﺘﻄﺒﯿﻖ-ﻷﻋﻀﺎء ھﯿﺌﺔ اﻟﺘﺪرﯾﺲ ﻓﻲ ﺟﺎﻣﻌﺔ ﺷﻘﺮاء ﻓﻲ ﺿﻮء ﻣﻌﺎﯾﯿﺮ اﻟﺠﻮدة اﻟﻨﻮﻋﯿﺔ . . أن أﻓﺮاد ﻋﯿﻨﺔ اﻟﺪراﺳﺔ ﻣﻮاﻓﻘﻮن ﺑﺪرﺟﺔ ﻣﺘﻮﺳﻄﺔ ﻋﻠﻰ أﺳﺎﻟﯿﺐ ووﺳﺎﺋﻞ اﻟﺘﻨﻤﯿﺔ اﻟﻤﮭﻨﯿﺔ ٢ ﻷﻋﻀﺎء ھﯿﺌﺔ اﻟﺘﺪرﯾﺲ )أﺳﻠﻮب اﻟﺘﻄﻮﯾﺮ اﻟﻔﺮدي، أﺳﻠﻮب اﻟﺘﻄﻮﯾﺮ اﻟﺘﺸﺎرﻛﻲ، أﺳﻠﻮب اﻟﺘﻄﻮﯾﺮ اﻟﻤﺆﺳﺴﻲ.( . ﻋﺪم ﺟﻮد ﻓﺮوق ذات دﻻﻟﺔ إﺣﺼﺎﺋﯿﺔ ﺑﯿﻦ اﺳﺘﺠﺎﺑﺎت أﻓﺮاد ﻋﯿﻨﺔ اﻟﺪراﺳﺔ ﺣﻮل ﻣﺤﻮر واﻗﻊ ٣ اﻟﺘﻨﻤﯿﺔ اﻟﻤﮭﻨﯿﺔ ﻷﻋﻀﺎء ھﯿﺌﺔ اﻟﺘﺪرﯾﺲ ﻓﻲ اﻟﺠﺎﻣﻌﺎت اﻟﺴﻌﻮدﯾﺔ ﻓﻲ ﺿﻮء ﻣﻌﺎﯾﯿﺮ اﻟﺠﻮدة اﻟﻨﻮﻋﯿﺔ ﺑﺎﺧﺘﻼف ﻣﺘﻐﯿﺮات )اﻟﺠﻨﺲ، اﻟﺮﺗﺒﺔ اﻟﻌﻠﻤﯿﺔ، ﻋﺪد اﻟﺪورات اﻟﺘﺪرﯾﺒﯿﺔ ﻓﻲ ﻣﺠﺎل اﻟﺘﻨﻤﯿﺔ اﻟﻤﮭﻨﯿﺔ.( . وﺟﻮد ﻓﺮوق ذات دﻻﻟﺔ إﺣﺼﺎﺋﯿﺔ ﻓﻲ ﻣﺤﻮر أﺳﻠﻮب اﻟﺘﻄﻮﯾﺮ اﻟﻔﺮدي، وأﺳﻠﻮب اﻟﺘﻄﻮﯾﺮ ٤ اﻟﺘﺸﺎرﻛﻲ، وأﺳﻠﻮب اﻟﺘﻄﻮﯾﺮ اﻟﻤﺆﺳﺴﻲ، ﺑﺎﺧﺘﻼف ﻣﺘﻐﯿﺮ )اﻟﺪرﺟﺔ اﻟﻌﻠﻤﯿﺔ (وﻛﺎﻧﺖ اﻟﻔﺮوق ﻟﺼﺎﻟﺢ اﻷﺳﺘﺎذ اﻟﻤﺴﺎﻋﺪ. . ﻋﺪم وﺟﻮد ﻓﺮوق ذات دﻻﻟﺔ إﺣﺼﺎﺋﯿﺔ ﺑﯿﻦ اﺳﺘﺠﺎﺑﺎت أﻓﺮاد ﻋﯿﻨﺔ اﻟﺪراﺳﺔ ﺣﻮل أﺳﻠﻮب ٥ اﻟﺘﻄﻮﯾﺮ اﻟﺘﺸﺎرﻛﻲ ﺑﺎﺧﺘﻼف ﻣﺘﻐﯿﺮ )اﻟﺪورات اﻟﺘﺪرﯾﺒﯿﺔ ﻓﻲ ﻣﺠﺎل اﻟﺘﻨﻤﯿﺔ اﻟﻤﮭﻨﯿﺔ(، ﺑﯿﻨﻤﺎ وﺟﺪت ﻓﺮوق ذات دﻻﻟﺔ إﺣﺼﺎﺋﯿﺔ ﺣﻮل أﺳﻠﻮب اﻟﺘﻄﻮﯾﺮ اﻟﻔﺮدي، ﻟﺼﺎﻟﺢ ﻣﻦ ﻟﯿﺲ ﻟﺪﯾﮭﻢ دورات، وﻓﺮوق ذات دﻻﻟﺔ إﺣﺼﺎﺋﯿﺔ ﺣﻮل أﺳﻠﻮب اﻟﺘﻄﻮﯾﺮ اﻟﻤﺆﺳﺴﻲ، ﻟﺼﺎﻟﺢ ﻣﻦ ﻋﺪد دوراتهم 5 فأکثرhttps://jsre.journals.ekb.eg/article_19734_c2f4896b77689d7831f23993d1174608.pdfجامعة عين شمس، کلية البنات للاداب والعلوم التربويةمجلة البحث العلمى فى التربية2356-834819الجزء السابع20180701The Effect of Two Systems for Teaching Mathematics on Ha'il University Students in the Kingdom of Saudi Arabia: A Comparative Studyدراسة مقارنة لتأثير استخدام نظامين لتعليم مقرر الرياضيات في مستوى تحصيل طلاب جامعة حائل بالمملکة العربية السعودية3954311973510.21608/jsre.2018.19735ARعطاااللهمحمد القطعانوائلعبد المعطي خلف االلهJournal Article20181124The current research aimed at probing the effect of the quarter and the semester systems on mathematics achievement among the preparatory year students in Ha’il University, Kingdom of Saudi Arabia. Furthermore, the research intended to investigate the effect of gender and previous specialization on mathematics achievement. The descriptive method was adopted by the current research for fulfilling its purpose and a questionnaire and interviews were utilized for gathering data. The study population were the staff members in the Deanship of the Preparatory Year (males and females) teaching mathematics. The results of the study revealed that the semester system is more effective than the quarter system in the achievement of mathematics. The results also indicated that males outperformed the females in the semester and quarter systems in relation to the mathematics achievement. Moreover, the scientific branch (males and females) in the semester and quarter systems outperformed the art branch students (males and females) in mathematics achievementھﺪف اﻟﺒﺤﺚ ﺗﻌﺮف ﺗﺄﺛﯿﺮ اﺳﺘﺨﺪام اﻟﻨﻈﺎم اﻟﻔﺼﻠﻲ واﻟﺮﺑﻌﻲ ﻟﻤﻘﺮر اﻟﺮﯾﺎﺿﯿﺎت ﻋﻠﻰ ﻣﺴﺘﻮى ﻃﻼب اﻟﺴﻨﺔ اﻟﺘﺤﻀﯿﺮﯾﺔ ﺑﺠﺎﻣﻌﺔ ﺣﺎﺋﻞ ﻓﻲ اﻟﻤﻤﻠﻜﺔ اﻟﻌﺮﺑﯿﺔ اﻟﺴﻌﻮدﯾﺔ وﻣﻌﺮﻓﺔ ﻣﺪى ﺗﺄﺛﯿﺮ ﻣﺘﻐﯿﺮي اﻟﻨﻮع واﻟﺘﺨﺼﺺ اﻟﺴﺎﺑﻖ ﻋﻠﻰ ﻣﺴﺘﻮى اﻟﺘﺤﺼﯿﻞ ﻓﻲ اﻟﺮﯾﺎﺿﯿﺎت، وﺗﻢ اﺳﺘﺨﺪام اﻟﻤﻨﮭﺞ اﻟﻮﺻﻔﻲ ﻟﺘﺤﻘﯿﻖ ھﺪف اﻟﺪراﺳﺔ، وﺗﻢ اﻻﻋﺘﻤﺎد ﻋﻠﻰ اﻻﺳﺘﺒﺎﻧﺔ ﻓﻲ ﺟﻤﻊ اﻟﺒﯿﺎﻧﺎت ﺑﺎﻹﺿﺎﻓﺔ ﻟﻠﻤﻘﺎﺑﻠﺔ اﻟﺸﺨﺼﯿﺔ، واﺷﺘﻤﻞ ﻣﺠﺘﻤﻊ وﻋﯿﻨﺔ اﻟﺒﺤﺚ ﻋﻠﻰ أﻋﻀﺎء ھﯿﺌﺔ اﻟﺘﺪرﯾﺲ ﺑﻌﻤﺎدة اﻟﺴﻨﺔ اﻟﺘﺤﻀﯿﺮﯾﺔ )ذﻛﻮر وإﻧﺎث( اﻟﻘﺎﺋﻤﯿﻦ ﻋﻠﻰ ﺗﺪرﯾﺲ ﻣﻘﺮر اﻟﺮﯾﺎﺿﯿﺎت، وأﺷﺎرت اﻟﻨﺘﺎﺋﺞ إﻟﻰ ﻣﺎ ﯾﻠﻲ :ﻛﻔﺎءة اﻟﻨﻈﺎم اﻟﻔﺼﻠﻲ ﻋﻦ اﻟﻨﻈﺎم اﻟﺮﺑﻌﻲ ﻓﻲ ﺗﺤﺼﯿﻞ ﻣﻘﺮر اﻟﺮﯾﺎﺿﯿﺎت، ﻛﻤﺎ ﺑﯿﻨﺖ اﻟﻨﺘﺎﺋﺞ ﺗﻔﻮق اﻟﺬﻛﻮر ﺑﺎﻟﻨﻈﺎﻣﯿﻦ اﻟﻔﺼﻠﻲ واﻟﺮﺑﻌﻲ ﻋﻠﻰ اﻹﻧﺎث ﻓﻲ ﻣﺴﺘﻮى اﻟﺘﺤﺼﯿﻞ ﻓﻲ اﻟﺮﯾﺎﺿﯿﺎت وﻛﺬﻟﻚ ﺗﻔﻮق ﻃﻼب وﻃﺎﻟﺒﺎت اﻟﻨﻈﺎﻣﯿﻦ اﻟﻔﺼﻠﻲ واﻟﺮﺑﻌﻲ ذوي اﻟﺘﺨﺼﺺ اﻟﻌﻠﻤﻲ ﻋﻠﻰ ﻃﻼب وﻃﺎﻟﺒﺎت اﻟﺘﺨﺼﺺ اﻷدﺑﻲ ﻓﻲ ﻣﺴﺘﻮى اﻟﺘﺤﺼﯿﻞ ﻓﻲ اﻟﺮﯾﺎﺿﯿﺎت.https://jsre.journals.ekb.eg/article_19735_6a37b90c56be82ac0d5556cea786547b.pdfجامعة عين شمس، کلية البنات للاداب والعلوم التربويةمجلة البحث العلمى فى التربية2356-834819الجزء السابع20180701A Comparison of methods measuring impact of statistical methods with different sample sizesمقارنة طرق قياس حجم الأثر لبعض الأساليب الإحصائية مع أحجام عينات مختلفة4334911973610.21608/jsre.2018.19736ARعبيرعلي أحمد بدويJournal Article20181124The study's objective is to identify the difference between two values ( ) when using the(One-Factor Experiment With Repeated Measurement ANOVA) technique and to identify the difference between the values of ( ) when using the(Two-Factor Experiments With Repeated Measurements on one Factor or Mixed) of variance technique using different sample sizes(small-medium-large). Two approaches were used: the comparative approach and the simulation method using spss to generate data and increase the sample sizes enough to answer the study's questions. <br /> <br /> The study's society is virtual created by simulating the data for the probabilistic samples and the supposed test for the application of a program for developing practical skills of the middle class (1st grade). The study's target society reached (140) students and the hypotheses required for the statistical methods used were verified. Then, a random sample of (80) students were chosen and multiplied by (20-40-80) to represent the different sizes of the study sample. The study's tool was their skills marks in the assumed test before and after the application of the program followed by retesting their skills two months later. The test consisted of (4) basic skills. The results that no significant difference in the magnitude of impact according to the size of the samples; the difference between the values of the medium sample of n = 40 was simple; but the sizes of the other samples in all cases, the value of (F) (the One-Factor Experiment With Repeated Measurements ANOVA) was statistically significant at a level lower than 0.001with a significant impact magnitude according to the standards and measures of impact magnitude (cohen, 1988) for both measurements. The values of the impact magnitude of the two measurements were equal to the different sizes of the study samples for all four skills. In the three cases, the value of (F) (Two-Factor Experiments With Repeated Measurements on one Factor or Mixed) was not statistically significant for the three sample sizes and with very little magnitude of impact according to (cohen, 1988) for both measurements. The results confirmed the magnitude of impact should be measured using both measurements together not ( ) just to be sure of the accuracy of the results. The results confirmed that the impact magnitude measures are not affected by sample sizes because they address the magnitude of the difference of correlation without being a function of the sample size; it does not depend on the size of the sample unlike the statistical significance tests that are affected by the size of the sample. The results confirmed the need to verify the equivalence of the groups and the homogeneity of the variance when calculating the values of the (One-Factor Experiment With Repeated Measurement ANOVA) test (F) is used to ensure the integrity of the results and not to get exaggerated estimates of the magnitude of impact. The study recommended to obligate researchers in different sciences (especially psychological, social and educational), to measure the magnitude of impact for each hypothesis of the research using the appropriate measures along with the statistical significance tests and interpretation of the results based on the results of each; which increases the quality of the results in future researches and to encourage researchers to address the issue of the magnitude of impact in each study; which gives more attention to the concept of the magnitude of impact in local and Arab educational research, since this issue has not attracted attention in the Arab world as in the Western World.ھﺪﻓﺖ ھﺬه اﻟﺪراﺳﺔ إﻟﻰ اﻟﺘﻌﺮف ﻋﻠﻰ ﻣﻘﺪار اﻻﺧﺘﻼف ﺑﯿﻦ ﻗﯿﻤﺔ ﻣﺮﺑﻊ إﯾﺘﺎ ) (وﻗﯿﻤﺔ ﻣﺮﺑﻊ أوﻣﯿﺠﺎ ) (ﻋﻨﺪ اﺳﺘﺨﺪام أﺳﻠﻮب ﺗﺤﻠﯿﻞ اﻟﺘﺒﺎﯾﻦ ﻓﻲ اﺗﺠﺎه واﺣﺪ ﻟﻠﻘﯿﺎﺳﺎت اﻟﻤﺘﻜﺮرة، واﻟﺘﻌﺮف ﻋﻠﻰ ﻣﻘﺪار اﻻﺧﺘﻼف ﺑﯿﻦ ﻗﯿﻤﺔ ﻣﺮﺑﻊ إﯾﺘﺎ اﻟﺠﺰﺋﻲ) (وﻗﯿﻤﺔ ﻣﺮﺑﻊ أوﻣﯿﺠﺎ اﻟﺠﺰﺋﻲ ) (ﻋﻨﺪ اﺳﺘﺨﺪام أﺳﻠﻮب ﺗﺤﻠﯿﻞ اﻟﺘﺒﺎﯾﻦ ﻓﻲ اﺗﺠﺎھﯿﻦ، ﻣﻊ ﺗﻜﺮار اﻟﻘﯿﺎس ﻋﻠﻰ أﺣﺪ اﻟﻌﺎﻣﻠﯿﻦ ﻣﻊ أﺣﺠﺎم ﻋﯿﻨﺎت ﻣﺨﺘﻠﻔﺔ ﻛﺒﯿﺮة .(واﻋﺘﻤﺪت اﻟﺒﺎﺣﺜﺔ ﻓﻲ ھﺬه اﻟﺪراﺳﺔ ﻋﻠﻰ ﻣﻨﮭﺠﯿﻦ ﺑﺤﺜﯿﻦ ھﻤﺎ :اﻟﻤﻨﮭﺞ – ﻣﺘﻮﺳﻄﺔ – )ﺻﻐﯿﺮة اﻟﻮﺻﻔﻲ اﻟﻤﻘﺎرن واﻟﻤﻨﮭﺞ اﻟﺘﺠﺮﯾﺒﻲ وذﻟﻚ ﻣﻦ ﺧﻼل ﻃﺮﯾﻘﺔ اﻟﻤﺤﺎﻛﺎة ﻓﻲ ﺗﺼﻤﯿﻢ اﻟﺒﯿﺎﻧﺎت ﺑﺎﺳﺘﺨﺪام ﻟﺘﻮﻟﯿﺪ وﻣﻀﺎﻋﻔﺔ أﺣﺠﺎم اﻟﻌﯿﻨﺎت ﻟﻠﻮﺻﻮل ﻟﻠﺤﺠﻢ اﻟﺬي ﯾﺠﯿﺐ ﻋﻦ ﺗﺴﺎؤﻻت اﻟﺪراﺳﺔ، ﻣّﺜﻞ spss ﻣﺠﺘﻤﻊ اﻟﺪراﺳﺔ ﻣﺠﺘﻤﻊ اﻓﺘﺮاﺿﻲ ﺗﻢ إﻧﺸﺎؤه ﺑﺎﻟﻤﺤﺎﻛﺎة ﻣﻦ واﻗﻊ اﻟﺒﯿﺎﻧﺎت ﻟﻠﻌﯿﻨﺎت اﻻﺣﺘﻤﺎﻟﯿﺔ واﻻﺧﺘﺒﺎر اﻟﻤﻔﺘﺮض ھﻮ اﺧﺘﺒﺎر ﺗﻄﺒﯿﻖ ﺑﺮﻧﺎﻣﺞ ﻟﺘﻨﻤﯿﺔ اﻟﻤﮭﺎرات اﻟﻌﻤﻠﯿﺔ ﻟﺪى ﻃﻼب وﻃﺎﻟﺒﺎت )اﻟﺼﻒ اﻷول ( ﻣﻦ اﻟﻤﺮﺣﻠﺔ اﻟﻤﺘﻮﺳﻄﺔ، وﺑﻠﻎ ﻣﺠﺘﻤﻊ اﻟﺪراﺳﺔ ( ﻃﺎﻟﺒﺎً وﻃﺎﻟﺒﺔ، وﺗﻢ اﻟﺘﺤﻘﻖ ﻣﻦ اﻻﻓﺘﺮاﺿﺎت 140) اﻟﻤﻄﻠﻮﺑﺔ ﻟﻸﺳﻠﻮب اﻹﺣﺼﺎﺋﻲ اﻟﻤﺴﺘﺨﺪم، ﺛﻢ ﺳﺤﺒﺖ ﻋﯿﻨﺔ ﻋﺸﻮاﺋﯿﺔ ﺑﻠﻐﺖ ( ﻃﺎﻟﺒﺎً وﻃﺎﻟﺒﺔ ﺗﻢ 80) ﻣﻀﺎﻋﻔﺘﮭﺎ ﻛﺎﻟﺘﺎﻟﻲ ( – اﻟﻤﺘﻮﺳﻄﺔ – ﻟﺘﻤﺜﻞ أﺣﺠﺎم ﻋﯿﻨﺔ اﻟﺪراﺳﺔ اﻟﻤﺨﺘﻠﻔﺔ )اﻟﺼﻐﯿﺮة 80-40-20) اﻟﻜﺒﯿﺮة (وﺗﻤﺜﻠﺖ أداة اﻟﺪراﺳﺔ درﺟﺎت ﻣﻘﯿﺎس اﻟﻤﮭﺎرات اﻟﻌﻤﻠﯿﺔ ﻓﻲ اﻟﺘﻄﺒﯿﻖ اﻟﻘﺒﻠﻲ، واﻟﺘﻄﺒﯿﻖ اﻟﺒﻌﺪي (ﻣﮭﺎرات ٤)واﻟﺘﺘﺒﻌﻲ ﺑﺈﻋﺎدة ﻗﯿﺎس اﻟﻤﮭﺎرات ﺑﻌﺪ ﺷﮭﺮﯾﻦ ﻣﻦ اﻟﺘﻄﺒﯿﻖ اﻟﺒﻌﺪي، وﺗﻜﻮن اﻻﺧﺘﺒﺎر ﻣﻦ اﺳﺎﺳﯿﺔ .وﺗﻮﺻﻠﺖ اﻟﺪراﺳﺔ إﻟﻰ :وﺟﻮد اﺧﺘﻼف ﺑﯿﻦ ﻗﯿﻢ ﺣﺠﻢ اﻷﺛﺮ ﻏﯿﺮ اﻟﻤﺼﺤﺤﺔ اﻟﻨﺎﺗﺠﺔ ﺑﺎﺳﺘﺨﺪام اﻟﻤﻘﯿﺎﺳﯿﻦ)ﻣﺮﺑﻊ إﯾﺘﺎ و ﻣﺮﺑﻊ أوﻣﯿﺠﺎ (ﻣﻊ أﺣﺠﺎم ﻋﯿﻨﺔ اﻟﺪراﺳﺔ اﻟﻤﺨﺘﻠﻔﺔ، وﺟﺎءت ﻗﯿﻢ ﺣﺠﻢ اﻷﺛﺮ ﻣﺤﺼﻮرة ﺑﯿﻦ اﻟﻀﻌﯿﻔﺔ واﻟﻤﺘﻮﺳﻄﺔ ﻃﺒﻘﺎً ﻟﻤﻌﺎﯾﯿﺮ وﻣﺤﻜﺎت ﺣﺠﻢ اﻷﺛﺮ ( ﻟﻜﻼ Cohen,1988) اﻟﻤﻘﯿﺎﺳﯿﻦ ﺑﺎﺳﺘﺨﺪام أﺳﻠﻮب ﺗﺤﻠﯿﻞ اﻟﺘﺒﺎﯾﻦ ﻓﻲ اﺗﺠﺎه واﺣﺪ ﻟﻠﻘﯿﺎﺳﺎت اﻟﻤﺘﻜﺮرة، ﻛﻤﺎ أﻇﮭﺮت اﻟﻨﺘﺎﺋﺞ وﺟﻮد اﺧﺘﻼف ﺑﯿﻦ ﻗﯿﻢ ﺣﺠﻢ اﻷﺛﺮ اﻟﻤﺼﺤﺤﺔ اﻟﻨﺎﺗﺠﺔ ﺑﺎﺳﺘﺨﺪام اﻟﻤﻘﯿﺎﺳﯿﻦ)ﻣﺮﺑﻊ إﯾﺘﺎ اﻟﺠﺰﺋﻲ وﻣﺮﺑﻊ أوﻣﯿﺠﺎ اﻟﺠﺰﺋﻲ (ﻣﻊ أﺣﺠﺎم ﻋﯿﻨﺔ اﻟﺪراﺳﺔ اﻟﻤﺨﺘﻠﻔﺔ، وﺟﺎءت ﻗﯿﻢ ﺣﺠﻢ اﻷﺛﺮ ﻣﺤﺼﻮرة ﺑﯿﻦ اﻟﻤﺘﻮﺳﻄﺔ واﻟﻀﺌﯿﻠﺔ، ﻃﺒﻘﺎً ﻟﻤﻌﺎﯾﯿﺮ وﻣﺤﻜﺎت ﺣﺠﻢ اﻷﺛﺮ ( ﻟﻜﻼ اﻟﻤﻘﯿﺎﺳﯿﻦ Cohen,1988) ﺑﺎﺳﺘﺨﺪام أﺳﻠﻮب ﺗﺤﻠﯿﻞ اﻟﺘﺒﺎﯾﻦ اﻟﻤﺨﺘﻠﻂ، وﺟﺎءت اﻟﻨﺘﺎﺋﺞ داﻟﺔ ﻋﻠﻰ وﺟﻮد اﺧﺘﻼف ﺑﯿﻦ ﻣﻘﺎﯾﯿﺲ ﺣﺠﻢ اﻷﺛﺮ اﻟﻤﺼﺤﺤﺔ وﻏﯿﺮ اﻟﻤﺼﺤﺤﺔ، وأﻧﮭﺎ ﺗﺄﺧﺬ ﻓﻲ اﻋﺘﺒﺎرھﺎ أﺣﺠﺎم اﻟﻌﯿﻨﺎت، ﻟﻜﻦ دون أن ﺗﻜﻮن داﻟﺔ ﻟﮭﺎ، ﻷﻧﮭﺎ ﺗﺘﻨﺎول ﺣﺠﻢ اﻟﻔﺮق أو ﻗﻮة اﻻرﺗﺒﺎط، ﺑﻌﻜﺲ اﺧﺘﺒﺎرات اﻟﺪﻻﻟﺔ اﻹﺣﺼﺎﺋﯿﺔ اﻟﺘﻲ ﺗﻜﻮن داﻟﺔ ﻟﺤﺠﻢ اﻟﻌﯿﻨﺔ، ﻛﻤﺎ أﻛﺪت اﻟﻨﺘﺎﺋﺞ ﻋﻠﻰ ﺿﺮورة ﺣﺴﺎب ﺣﺠﻢ اﻷﺛﺮ ﺑﺎﺳﺘﺨﺪام اﻟﻤﻘﯿﺎﺳﯿﻦ ﻣﻌﺎً )ﻣﺮﺑﻊ إﯾﺘﺎ وﻗﯿﻤﺔ ﻣﺮﺑﻊ أوﻣﯿﺠﺎ (وﻋﺪم اﻻﻛﺘﻔﺎء ﺑﻘﯿﻤﺔ ﻣﺮﺑﻊ إﯾﺘﺎ ﻓﻘﻂ ﻟﻼﻃﻤﺌﻨﺎن ﻋﻠﻰ ﺻﺪق اﻟﻨﺘﺎﺋﺞ وﻋﺪم ﺗﺤﯿﺰھﺎ .وأوﺻﺖ اﻟﺪراﺳﺔ ﺑﻀﺮورة إﻟﺰام اﻟﺒﺎﺣﺜﯿﻦ ﻓﻲ اﻟﻌﻠﻮم اﻟﻤﺨﺘﻠﻔﺔ، وﺧﺎﺻﺔ اﻟﻌﻠﻮم اﻟﻨﻔﺴﯿﺔ واﻻﺟﺘﻤﺎﻋﯿﺔ واﻟﺘﺮﺑﻮﯾﺔ، ﺑﺤﺴﺎب ﺣﺠﻢ اﻷﺛﺮ)اﻟﺪﻻﻟﺔ اﻟﻌﻤﻠﯿﺔ (ﻟﻜﻞ ﻓﺮﺿﯿﺔ ﻣﻦ ﻓﺮﺿﯿﺎت اﻟﺒﺤﺚ ﺑﺎﺳﺘﺨﺪام اﻟﻤﻘﺎﯾﯿﺲ اﻟﻤﻨﺎﺳﺒﺔ ﺟﻨﺒﺎً إﻟﻰ ﺟﻨﺐ ﻣﻊ اﻟﺪﻻﻟﺔ اﻹﺣﺼﺎﺋﯿﺔ، ﻣﻤﺎ ﯾﺰﯾﺪ ﻣﻦ ﺟﻮدة ﻧﺘﺎﺋﺞ اﻷﺑﺤﺎث اﻟﻤﻘﺪﻣﺔ ﻣﺴﺘﻘﺒﻼً .https://jsre.journals.ekb.eg/article_19736_e568374ebda75ca699db9fa1966722ae.pdfجامعة عين شمس، کلية البنات للاداب والعلوم التربويةمجلة البحث العلمى فى التربية2356-834819الجزء السابع20180701Obesity and its Realtionship with Social Anixety Disorder in the liht al sone Demographic vwible for Students Public Schoolsالسمنة وعلاقتها باضطراب القلق الاجتماعي في ضوء بعض المتغيرات الديموغرافية لدى طلبة المدارس الثانوية الحکومية4935183203510.21608/jsre.2018.32035ARمفيدنجيب حواشينتامرفايز أبو لبدهJournal Article20190517This study aimed at identifing the relationship between obesity and social anxiety disorder among students of public high schools, and to investigate whether gender has any effect on social anxiety levels. The study sample consisted of (400) students, divided into (200) obese students and (200) non-obese students. The study tool was an inventory for social anxiety consisted in its final revision of (25) items, the content validity of the scale was assured by a group of judges, and construct validity was conducted, while Cronbach's alpha and test re-test methods were used to measure reliability. The Body Mass Index (BMI) was used to distinguish obese students. Data collected were analyzed using The Statistical Package for the Social Sciences (SPSS). Results of the study showed a statistically significant differences in social anxiety levels in favor of obese students. Results also showed that levels of social anxiety for female students were higher than those for male students. Social anxiety levels were higher for 12th grade students (senior year) compared to 10th grade students. <br /> Finally the study recommended raising students awareness about the possible consequences of obesity. The study also stressed the importance of educating teachers about the social and psychological impact of obesity on students, and the poor academic performance as a consequencهدفت الدراسة الکشف عن العلاقة بين السمنة واضطراب القلق الاجتماعي لدى طلبة المدارس الثانوية الحکومية في القدس الشرقية، وتحديد ما إذا کان هناک أثر لمتغير النوع على مستوى القلق الاجتماعي. تکونت عينة الدراسة من (400) طالب وطالبة من طلبة المدارس الثانوية الحکومية، (200) منهم يعانون من السمنة، و(200) لا يعانون من السمنة. ولتحقيق أهداف الدراسة تم استخدام مقياس للقلق الاجتماعي الذي تکون في صورتة النهائية من (25) فقرة، وقد تم التحقق من صدق المحتوى من خلال عرضه على مجموعة من المحکمين، و من صدق البناء من خلال إيجاد معامل إرتباط کل فقرة مع الدرجة الکلية، وتم التحقق من ثبات المقياس باستخراج الإتساق الداخلي بمعادلة کرونباخ الفا، وبطريقة تطبيق وإعادة تطبيق الاختبار. وتم استخدام مؤشر کتلة الجسم (Body Mass Index) لتحديد الطلبة الذين يعانون من السمنة.<br /> وتم استخدم الرزمة الإحصائية للعلوم الاجتماعية (SPSS). وتبين أن هنالک فروق ذات دلالة إحصائية في مستوى القلق الاجتماعي لصالح الطلبة الذين يعانون من السمنة، کما أظهرت نتائج الدراسة أن مستوى القلق الاجتماعي أعلى لدى الإناث منه لدى الذکور، وأن القلق الاجتماعي لدى طلبة الصف الثالث ثانوي أعلى منه لدى طلبة الصف الأول ثانوي.<br /> أوصت الدراسة بتوعية الطلاب بمخاطر السمنة، وأهمية توعية مربي الصف والقائمين على المسيرة التعليمية بعواقب السمنة على الصحة النفسية للطلاب، وعلى أدائهم الأکاديمي.<br /> Obesity and its Realtionship with Social Anixety Disorder in the liht al sone Demographic vwible for Students Public Schools<br /> Mufeed Najib Hawashin Tamer Fayez Abu Lebdeh<br /> <strong>Abstract</strong><br /> This study aimed at identifing the relationship between obesity and social anxiety disorder among students of public high schools, and to investigate whether gender has any effect on social anxiety levels. The study sample consisted of (400) students, divided into (200) obese students and (200) non-obese students. The study tool was an inventory for social anxiety consisted in its final revision of (25) items, the content validity of the scale was assured by a group of judges, and construct validity was conducted, while Cronbach's alpha and test re-test methods were used to measure reliability. The Body Mass Index (BMI) was used to distinguish obese students. <br /> Data collected were analyzed using The Statistical Package for the Social Sciences (SPSS). Results of the study showed a statistically significant differences in social anxiety levels in favor of obese students. Results also showed that levels of social anxiety for female students were higher than those for male students. Social anxiety levels were higher for 12th grade students (senior year) compared to 10th grade students.<br /> Finally the study recommended raising students awareness about the possible consequences of obesity. The study also stressed the importance of educating teachers about the social and psychological impact of obesity on students, and the poor academic performance as a consequence.<br /> https://jsre.journals.ekb.eg/article_32035_1a4267ffc974ccaa8fca47905ace2de8.pdfجامعة عين شمس، کلية البنات للاداب والعلوم التربويةمجلة البحث العلمى فى التربية2356-834819الجزء السابع20180701The Reality Of The Practice Of Geography Teachers Of The Skills Of Geographical Maps In The Basic Stage In Jordan From Their Point Of View In The Light Of Some Variablesواقع ممارسة معلمي الجغرافيا لمھارات الخرائط الجغرافية في المرحلة الأساسية العليا في الأردن من وجھة نظرھم في ضوء بعض المتغيرات5195461973710.21608/jsre.2018.19737ARإيماننايف النجاداتJournal Article20181124The study aimed to reveal the reality of the practice of geography teachers of the skills of geographical maps from their point of view in the basic stages of higher in Jordan. The study used the descriptive approach. The study population is composed of all the geography teachers in the schools of Aqaba Governorate. (10) schools were selected by means of the cluster and a random sample of the geography teachers was selected from the study population. The sample of the study was (55) teachers and teachers. The survey results showed that the use of the total score of the study instrument was high. The "map selection" skill was ranked first, while the "map display" skill was ranked last. The results showed that there was a statistically significant difference at the level of α (00.05) between the mean averages of the responses of the two groups in fields due to the variable years of experience. The differences in favor of (less than two years) (00.05) between the two arithmetic variables is due to the gender variable (the skill of using the map in the calendar, the <br /> skill of maintaining the map) for females. The results showed no statistically significant differences at the level of α (00.05) according to the number of educational and training courses The Ministry of Education is working on holding courses Keywords: geographic maps, geographic mapping skills. ھﺪﻓﺖ اﻟﺪراﺳﺔ اﻟﻜﺸﻒ ﻋﻦ واﻗﻊ ﻣﻤﺎرﺳﺔ ﻣﻌﻠﻤﻲ اﻟﺠﻐﺮاﻓﯿﺎ ﻟﻤﮭﺎرات اﻟﺨﺮاﺋﻂ اﻟﺠﻐﺮاﻓﯿﺔ ﻣﻦ وﺟﮭﺔ ﻧﻈﺮھﻢ ﻓﻲ اﻟﻤﺮاﺣﻞ اﻷﺳﺎﺳﯿﺔ اﻟﻌﻠﯿﺎ ﻓﻲ اﻷردن .واﺳﺘﺨﺪﻣﺖ اﻟﺪراﺳﺔ اﻟﻤﻨﮭﺞ اﻟﻮﺻﻔﻲ ، وﺗﻜﻮن ﻣﺠﺘﻤﻊ اﻟﺪراﺳﺔ ﻣﻦ ﺟﻤﯿﻊ ﻣﻌﻠﻤﯿﻦ اﻟﺠﻐﺮاﻓﯿﺎ ﻓﻲ ﻣﺪارس ﻣﺤﺎﻓﻈﺔ اﻟﻌﻘﺒﺔ .ﺣﯿﺚ ﺗﻢ اﺧﺘﯿﺎر (ﻣﺪارس ﺑﺎﻟﻄﺮﯾﻘﺔ اﻟﻌﻨﻘﻮدﯾﺔ اﻟﻘﺼﺪﯾﺔ واﺧﺘﯿﺎر ﻋﯿﻨﺔ ﻋﺸﻮاﺋﯿﺔ ﻣﻦ ﻣﻌﻠﻤﯿﻦ اﻟﺠﻐﺮاﻓﯿﺎ ﻣﻦ ﻣﺠﺘﻤﻊ ١٠) (ﻣﻌﻠﻢ وﻣﻌﻠﻤﺔ .ﺗﻢ إﻋﺪاد اﺳﺘﺒﺎﻧﮫ ﺗﺤﺘﻮي ﻋﻠﻰ ﻣﮭﺎرات ٥٥)اﻟﺪراﺳﺔ، وﻗﺪ ﺑﻠﻐﺖ ﻋﯿﻨﺔ اﻟﺪراﺳﺔ اﻟﺨﺮاﺋﻂ ، وﺗﻢ اﻟﺘﺄﻛﺪ ﻣﻦ ﺻﺪﻗﮭﺎ وﺛﺒﺎﺗﮭﺎ ، وأﻇﮭﺮت ﻧﺘﺎﺋﺞ اﻟﺪراﺳﺔ ﻣﺪى اﻻﺳﺘﺨﺪام ﻟﻠﺪرﺟﺔ اﻟﻜﻠﯿﺔ ﻷداة اﻟﺪراﺳﺔ ﻛﺎﻧﺖ ﺑﺪرﺟﺔ ﻣﺮﺗﻔﻌﺔ ، إذ ﺣﺼﻠﺖ ﻣﮭﺎرة "اﺧﺘﺎر اﻟﺨﺮﯾﻄﺔ "ﻋﻠﻰ اﻟﻤﺮﺗﺒﺔ اﻷوﻟﻰ، ﻓﯿﻤﺎ ﺟﺎءت ﻣﮭﺎرة "ﻋﺮض اﻟﺨﺮﯾﻄﺔ "ﻓﻲ اﻟﻤﺮﺗﺒﺔ اﻷﺧﯿﺮة. (ﺑﯿﻦ ٠٫٠٥≤ α) أﻇﮭﺮت اﻟﻨﺘﺎﺋﺞ وﺟﻮد ﻓﺮق ذي دﻻﻟﺔ إﺣﺼﺎﺋﯿﺔ ﻋﻨﺪ ﻣﺴﺘﻮى اﻟﺪﻻﻟﺔ اﻟﻤﺘﻮﺳﻄﯿﻦ اﻟﺤﺴﺎﺑﯿﯿﻦ ﻹﺟﺎﺑﺎت أﻓﺮاد اﻟﻔﺌﺘﯿﻦ ﻓﻲ ﻣﺠﺎﻻت ﯾﻌﺰى ﻟﻤﺘﻐﯿﺮ ﺳﻨﻮات اﻟﺨﺒﺮة ، وﻛﺎﻧﺖ اﻟﻔﺮوق ﻟﺼﺎﻟﺢ ﻓﺌﺔ )أﻗﻞ ﻣﻦ ﺳﻨﺘﯿﻦ (ﻓﻲ ﺟﻤﯿﻊ اﻟﻤﮭﺎرات ، وﺟﻮد ﻓﺮق ذي دﻻﻟﺔ إﺣﺼﺎﺋﯿﺔ ﻋﻨﺪ (ﺑﯿﻦ اﻟﻤﺘﻮﺳﻄﯿﻦ اﻟﺤﺴﺎﺑﯿﯿﻦ ﯾﻌﺰى ﻟﻤﺘﻐﯿﺮ اﻟﻨﻮع)ﻣﮭﺎرة اﺳﺘﺨﺪام اﻟﺨﺮﯾﻄﺔ ٠٫٠٥≤ α)ﻣﺴﺘﻮى اﻟﺪﻻﻟﺔ ﻓﻲ اﻟﺘﻘﻮﯾﻢ، ﻣﮭﺎرة ﺻﯿﺎﻧﺔ اﻟﺨﺮﯾﻄﺔ (ﻟﺼﺎﻟﺢ اﻹﻧﺎث ، وأﻇﮭﺮت اﻟﻨﺘﺎﺋﺞ ﻋﺪم وﺟﻮد ﻓﺮوق ذات دﻻﻟﺔ (ﺗﺒﻌﺎ ﻟﻌﺪد اﻟﺪورات اﻟﺘﺮﺑﻮﯾﺔ واﻟﺘﺪرﯾﺒﯿﺔ، وﯾﻌﺰى ذﻟﻚ إﻟﻰ ٠٫٠٥≤ α)إﺣﺼﺎﺋﯿﺔ ﻋﻨﺪ ﻣﺴﺘﻮى اﻟﺪﻻﻟﺔ ﺣﺮص وزارة اﻟﺘﺮﺑﯿـﺔ واﻟﺘﻌﻠﯿﻢ ﺗﻌﻤﻞ ﻋﻠﻰ ﻋﻘﺪ اﻟﺪورات واﻟﻮرش اﻟﺘﺪرﯾﺒﯿﺔ ﻋﻠﻰ اﺳﺘﺨﺪام ﻣﮭﺎرات اﻟﺨـﺮاﺋﻂ ﻟﺠﻤﯿﻊ اﻟﻤﻌﻠﻤﯿﻦ ، وﺧﺮﺟﺖ اﻟﺪراﺳﺔ ﺑﻤﺠﻤﻮﻋﺔ ﻣﻦ اﻟﺘﻮﺻﯿﺎتhttps://jsre.journals.ekb.eg/article_19737_eb78e31da7d7cae94afebf52f28b3457.pdfجامعة عين شمس، کلية البنات للاداب والعلوم التربويةمجلة البحث العلمى فى التربية2356-834819الجزء السابع20180701Challenges of Scientific Research in the State of Kuwait from the Viewpoint of Faculty Staff Members in Light of Some Variablesتحديات البحث العلمي في دولة الکويت من وجھة نظر أعضاء ھيئة التدريس في ضوء بعض المتغيرات5475661973810.21608/jsre.2018.19738ARريمشعبان الصليليJournal Article20181124The purpose of this study is to reveal the challenges faced within the scientific researches in the sectors of humanitarian, social and educational sciences in the state of Kuwait, from a viewpoint of Kuwait University’s faculty members, as well asthe various opinions of each member, on the challenges faced by scientific research on humanitarian, social and educational sciences, which can be categorized into the follow: the gender, years of experience and academic level.The implemented method for carrying out this study is a descriptive analytical approach, which was implemented using a questionnaire, distributed to a sample of 99 persons, which have provided the following results: first and foremost, the most challenging points, having gained the most points: basing the academic advancement of researchers on the scientific research, the lack of benefits from such researches by decision-makers, insufficient research funding and the lack of understanding of scientific research to the public. The second set of challenges faced, gaining an average number of points, contains: lack of participation from the private sectors in terms of supporting scientific researches, lack of attracting scientific competence concerned with scientific researches, as well as the insufficient dependency of national institutions on such researches, in addition to the dominance of individual research over the formation of research teams and the existence of an <br /> administrative bureaucracy in scientific research institutions, as well as the lack of support from institution in supporting researches. The third and final set, with the least points gained, are: the insufficiency of scientific resources, lack of ethical scientific morality amongst researches, in addition to the biasing in result interpretation and the lack of academic freedom. There were no statistically significant differences found in the opinions of t Kuwait University’s faculty members, due to the following variables: the gender, years of experience and academic level.ھﺪﻓﺖ اﻟﺪراﺳﺔ اﻟﻜﺸﻒ ﻋﻦ اﻟﺘﺤﺪﯾﺎت اﻟﺘﻲ ﯾﻮاﺟﮭﮭﺎ اﻟﺒﺤﺚ اﻟﻌﻠﻤﻲ ﻓﻲ اﻟﻌﻠﻮم اﻹﻧﺴﺎﻧﯿﺔ واﻻﺟﺘﻤﺎﻋﯿﺔ واﻟﺘﺮﺑﻮﯾﺔ ﻓﻲ دوﻟﺔ اﻟﻜﻮﯾﺖ ﻣﻦ وﺟﮭﺔ ﻧﻈﺮ أﻋﻀﺎء اﻟﮭﯿﺌﺔ اﻟﺘﺪرﯾﺴﯿﺔ ﻓﻲ ﺟﺎﻣﻌﺔ اﻟﻜﻮﯾﺖ ﻓﻲ ﺿﻮء ﻣﺘﻐﯿﺮات :اﻟﻨﻮع- ﺳﻨﻮات اﻟﺨﺒﺮة - اﻟﺮﺗﺒﺔ اﻷﻛﺎدﯾﻤﯿﺔ .وﻛﺎن ﻣﻨﮭﺞ اﻟﺪراﺳﺔ ھﻮ اﻟﻤﻨﮭﺞ (ﻣﻔﺮدة .وﻛﺎﻧﺖ ٩٩)اﻟﻮﺻﻔﻲ اﻟﺘﺤﻠﯿﻠﻲ، وﻛﺎﻧﺖ أداة اﻟﺪراﺳﺔ اﺳﺘﺒﺎﻧﺔ وزﻋﺖ ﻋﻠﻰ ﻋﯿﻨﺔ ﺑﻠﻎ ﻋﺪدھﺎ ﻧﺘﺎﺋﺞ اﻟﺪراﺳﺔ ﻛﻤﺎ ﯾﻠﻲ :أوﻻ اﻟﺘﺤﺪﯾﺎت اﻟﺘﻲ ﺣﺼﻠﺖ ﻋﻠﻰ درﺟﺔ ﻣﺮﺗﻔﻌﺔ ھﻲ :ارﺗﺒﺎط اﻟﺒﺤﺚ اﻟﻌﻠﻤﻲ ﺑﺎﻟﺘﺮﻗﯿﺔ اﻷﻛﺎدﯾﻤﯿﺔ ﻟﻠﺒﺎﺣﺚ، وﺿﻌﻒ اﻻﺳﺘﻔﺎدة ﻣﻦ اﻟﺒﺤﻮث اﻟﻌﻠﻤﯿﺔ ﻣﻦ ﻗﺒﻞ أﺻﺤﺎب اﻟﻘﺮار، وﺿﻌﻒ اﻹﻧﻔﺎق ﻋﻠﻰ اﻟﺒﺤﺚ اﻟﻌﻠﻤﻲ، وﻗﻠﺔ اﻟﻮﻋﻲ ﺑﺄھﻤﯿﺔ اﻟﺒﺤﺚ اﻟﻌﻠﻤﻲ ﻟﺪى أﻓﺮاد اﻟﻤﺠﺘﻤﻊ .ﺛﺎﻧﯿﺎ اﻟﺘﺤﺪﯾﺎت اﻟﺘﻲ ﺣﺼﻠﺖ ﻋﻠﻰ درﺟﺔ ﻣﺘﻮﺳﻄﺔ ھﻲ: ﺿﻌﻒ ﻣﺴﺎھﻤﺔ اﻟﻘﻄﺎع اﻟﺨﺎص ﻓﻲ ﻣﺠﺎل اﻟﺒﺤﺚ اﻟﻌﻠﻤﻲ، وﺿﻌﻒ اﺳﺘﻘﻄﺎب اﻟﻜﻔﺎءة اﻟﻌﻠﻤﯿﺔ اﻟﻤﺨﺘﺼﺔ ﺑﺎﻟﺒﺤﺚ اﻟﻌﻠﻤﻲ، وﺿﻌﻒ اﻋﺘﻤﺎد اﻟﻤﺆﺳﺴﺎت اﻟﻮﻃﻨﯿﺔ ﻋﻠﻰ اﻟﺒﺤﺚ اﻟﻌﻠﻤﻲ، وﺳﯿﻄﺮة اﻟﻨﺰﻋﺔ اﻟﻔﺮدﯾﺔ ﻣﻘﺎﺑﻞ ﺗﻜﻮﯾﻦ ﻓﺮق ﺑﺤﺜﯿﺔ، ووﺟﻮد ﺑﯿﺮوﻗﺮاﻃﯿﺔ إدارﯾﺔ ﻓﻲ ﻣﺆﺳﺴﺎت اﻟﺒﺤﺚ اﻟﻌﻠﻤﻲ وﺿﻌﻒ اﻟﻤﺆﺳﺴﺎت ﻓﻲ دﻋﻢ إﺟﺮاء اﻟﺒﺤﻮث .ﺛﺎﻟﺜﺎ :اﻟﺘﺤﺪﯾﺎت اﻟﺘﻲ ﺣﺼﻠﺖ ﻋﻠﻰ درﺟﺔ ﺿﻌﯿﻔﺔ ھﻲ :ﻧﻘﺺ اﻟﻤﺼﺎدر اﻟﻌﻠﻤﯿﺔ، وﺗﺪﻧﻲ ﻣﺴﺘﻮى اﻷﻣﺎﻧﺔ اﻟﻌﻠﻤﯿﺔ اﻷﺧﻼﻗﯿﺔ ﻟﺪى اﻟﺒﺎﺣﺚ، وﺗﺤﯿﺰ اﻟﺒﺎﺣﺚ ﻓﻲ ﺗﻔﺴﯿﺮ اﻟﻨﺘﺎﺋﺞ، وﺿﻌﻒ اﻟﺤﺮﯾﺔ اﻷﻛﺎدﯾﻤﯿﺔ .وﻟﻢ ﺗﻮﺟﺪ ﻓﺮوق ذات دﻻﻟﺔ اﺣﺼﺎﺋﯿﺔ ﻓﻲ آراء أﻋﻀﺎء اﻟﮭﯿﺌﺔ اﻟﺘﺪرﯾﺴﯿﺔ ﻓﻲ ﺟﺎﻣﻌﺔ اﻟﻜﻮﯾﺖ ﺗﻌﺰى ﻟﻠﻤﺘﻐﯿﺮات اﻟﺘﺎﻟﯿﺔ :اﻟﻨﻮع وﺳﻨﻮات اﻟﺨﺒﺮة واﻟﺮﺗﺒﺔ اﻷﻛﺎدﯾﻤﯿﺔ.https://jsre.journals.ekb.eg/article_19738_efc069d4faee900ac6afbc4f4c68466d.pdfجامعة عين شمس، کلية البنات للاداب والعلوم التربويةمجلة البحث العلمى فى التربية2356-834819الجزء السابع20180701A Proposal for Activating the Use of Foldables in the Learning of Mathematics to Female Intermediate Studentsتصور مقترح لتفعيل استخدام المطويات في تعلم الرياضيات لدى طالبات المرحلة المتوسطة5676021973910.21608/jsre.2018.19739ARآمنةسعد بدر النحيت الحربيخالدبن عبداالله المعثمJournal Article20181124The present study aimed to identify the reality of the employment of foldables in the teaching of mathematics among the teachers of the Intermediate, and the reality of their students' use of them and the obstacles to that. A proposal for activating the use of foldables in learning of mathematics to female intermediate students was presented. The study followed three types of descriptive methods: surveying, content analysis, and analytic description. The study population consists of three categories: The mathematics Teachers in the Female Intermediate Schools of Al-Rass: the sample included (32) teachers; The Students in Female Intermediate Schools of Al-Rass: the sample include (45) students; The Mathematics Foldables prepared by the Female Intermediate Students: the sample included (42) foldables. The study used three instruments: Questionnaire, an Interview Checklist, and a content analysis checklist of the foldables. The results of the study showed that the degree of employment foldables in the teaching of mathematics by teachers in terms of guiding students to prepare the foldables was high, and medium in the follow-up and evaluation of them. The degree of the use of foldables in the learning of <br /> mathematics by students in the preparation of foldables was high, and low for the use of foldables, whereas it was medium in terms of taking notes in the foldables. The results of the study showed some of the obstacles that Hinder the use of students to Foldable properly. Finally, the study presented a proposal according of studying educational literature and the current reality.ھﺪﻓﺖ اﻟﺪراﺳﺔ اﻟﺤﺎﻟﯿﺔ إﻟﻰ اﻟﻜﺸﻒ ﻋﻦ واﻗﻊ ﺗﻮﻇﯿﻒ اﻟﻤﻄﻮﯾﺎت ﻓﻲ ﺗﻌﻠﯿﻢ اﻟﺮﯾﺎﺿﯿﺎت ﻟﺪى ﺛﻢ ﺗﻘﺪﯾﻢ ﺗﺼﻮر ﻣﻘﺘﺮح ، وواﻗﻊ اﺳﺘﺨﺪام ﻃﺎﻟﺒﺎﺗﮭﻦّ ﻟﮭﺎ، وﻣﻌﻮﻗﺎت ذﻟﻚ ،ﻣﻌﻠﻤﺎت اﻟﻤﺮﺣﻠﺔ اﻟﻤﺘﻮﺳﻄﺔ ﻟﺘﻔﻌﯿﻞ اﺳﺘﺨﺪام اﻟﻤﻄﻮﯾﺎت ﻓﻲ ﺗﻌﻠﻢ اﻟﺮﯾﺎﺿﯿﺎت ﻟﺪى ﻃﺎﻟﺒﺎت اﻟﻤﺮﺣﻠﺔ اﻟﻤﺘﻮﺳﻄﺔ .واﻋﺘﻤﺪت اﻟﺪراﺳﺔ .واﻟﻮﺻﻔﻲ اﻟﺘﺤﻠﯿﻠﻲ ،وﺗﺤﻠﯿﻞ اﻟﻤﺤﺘﻮى ، ھﻲ :اﻟﻤﺴﺤﻲ ،ﻋﻠﻰ ﺛﻼﺛﺔ أﻧﻮاع ﻣﻦ اﻟﻤﻨﺎھﺞ اﻟﻮﺻﻔﯿﺔ ھﻲ :ﻣﻌﻠﻤﺎت اﻟﺮﯾﺎﺿﯿﺎت ﻓﻲ ﻣﺪارس اﻟﻤﺮﺣﻠﺔ اﻟﻤﺘﻮﺳﻄﺔ ،وﺗﻜﻮن ﻣﺠﺘﻤﻊ اﻟﺪراﺳﺔ ﻣﻦ ﺛﻼث ﻓﺌﺎت (ﻣﻌﻠﻤﺔ .وﻃﺎﻟﺒﺎت اﻟﻤﺮﺣﻠﺔ اﻟﻤﺘﻮﺳﻄﺔ ﻓﻲ ﺗﻠﻚ اﻟﻤﺪارس، وﺑﻠﻐﺖ ٣٢)ﺑﻤﺤﺎﻓﻈﺔ اﻟﺮس، وﺑﻠﻐﺖ ﻋﯿﻨﺘﮭﺎ . (ﻣﻄﻮﯾﺔ ٤٢) (ﻃﺎﻟﺒﺔ .وﻣﻄﻮﯾﺎت اﻟﺮﯾﺎﺿﯿﺎت اﻟﺘﻲ أﻋﺪﺗﮭﺎ اﻟﻄﺎﻟﺒﺎت، وﺑﻠﻐﺖ ﻋﯿﻨﺘﮭﺎ ٤٥)ﻋﯿﻨﺘﮭﺎ .وﺑﻄﺎﻗﺔ ﺗﺤﻠﯿﻞ ﻣﺤﺘﻮى اﻟﻤﻄﻮﯾﺎت ، وﺑﻄﺎﻗﺔ ﻣﻘﺎﺑﻠﺔ ، ھﻲ :اﺳﺘﺒﺎﻧﺔ ،واﺳﺘﺨﺪﻣﺖ اﻟﺪراﺳﺔ ﺛﻼث أدوات وﺗﻮﺻﻠﺖ اﻟﺪراﺳﺔ إﻟﻰ أن درﺟﺔ ﺗﻮﻇﯿﻒ اﻟﻤﻌﻠﻤﺎت ﻟﻠﻤﻄﻮﯾﺎت ﻓﻲ ﺗﻌﻠﯿﻢ اﻟﺮﯾﺎﺿﯿﺎت ﻛﺎﻧﺖ ﻣﺮﺗﻔﻌﺔ ﻓﻲ وﺗﻘﻮﯾﻤﮭﺎ .ودرﺟﺔ ،وﻣﺘﻮﺳﻄﺔ ﻓﻲ ﺑﻌﺪي ﻣﺘﺎﺑﻌﺔ اﻟﻤﻄﻮﯾﺎت ،ﺑﻌﺪ ﺗﻮﺟﯿﮫ اﻟﻄﺎﻟﺒﺎت ﻹﻋﺪاد اﻟﻤﻄﻮﯾﺎت وﻣﻨﺨﻔﻀﺔ ، اﺳﺘﺨﺪام اﻟﻄﺎﻟﺒﺎت ﻟﻠﻤﻄﻮﯾﺎت ﻓﻲ ﺗﻌﻠﻢ اﻟﺮﯾﺎﺿﯿﺎت ﻛﺎﻧﺖ ﻣﺮﺗﻔﻌﺔ ﻓﻲ ﺑﻌﺪ إﻋﺪاد اﻟﻤﻄﻮﯾﺎت .ﺑﯿﻨﻤﺎ ﻛﺎﻧﺖ ﻣﺘﻮﺳﻄﺔ ﻓﻲ ﺑﻌﺪ ﺗﺪوﯾﻦ اﻟﻤﻼﺣﻈﺎت ﻓﻲ اﻟﻤﻄﻮﯾﺎت ،ﻓﻲ ﺑﻌﺪ اﺳﺘﻌﻤﺎل اﻟﻤﻄﻮﯾﺎت وأﻇﮭﺮت ﻧﺘﺎﺋﺞ اﻟﺪراﺳﺔ ﺑﻌﺾ اﻟﻤﻌﻮﻗﺎت اﻟﺘﻲ ﺗﺤﺪ ﻣﻦ اﺳﺘﺨﺪام اﻟﻄﺎﻟﺒﺎت ﻟﻠﻤﻄﻮﯾﺔ ﺑﺸﻜﻞ ﺟﯿﺪ .وأﺧﯿﺮًا ﻗﺪّﻣﺖ اﻟﺪراﺳﺔ ﺗﺼﻮرا ﻣﻘﺘﺮﺣﺎ ﻓﻲ ﺿﻮء دراﺳﺔ اﻷدب اﻟﺘﺮﺑﻮي ودراﺳﺔ اﻟﻮاﻗﻊ.https://jsre.journals.ekb.eg/article_19739_795f0ea09167f950033da5610e37c477.pdfجامعة عين شمس، کلية البنات للاداب والعلوم التربويةمجلة البحث العلمى فى التربية2356-834819الجزء السابع20180701Measuring the Effectiveness of a Training Program Based on Cooperative Learning Using Portfolios on Developing the Level of Achievement and Creative Thinking in Art Education for Middle School Female Studentsقياس فاعلية برنامج تدريبي قائم على التعلم التعاوني باستخدام ملفات الإنجاز في مستوى التحصيل والتفکير الإبداعي في التربية الفنية لدى طالبات المرحلة المتوسطة6036371974010.21608/jsre.2018.19740ARريمأحمد الغامديJournal Article20181124https://jsre.journals.ekb.eg/article_19740_c211fd047aaf8a5718045332da82fa3d.pdfجامعة عين شمس، کلية البنات للاداب والعلوم التربويةمجلة البحث العلمى فى التربية2356-834819الجزء السابع20180701The Contribution of Quality Assurance and Academic Accreditation Standards in Achieving the Vision Goals of Kingdom of Saudi Arabia in 2030 for Higher Educationإسھام معايير ضمان الجودة والاعتماد الأکاديمي في تحقيق أھداف رؤية المملکة العربية السعودية ٢٠٣٠ في التعليم العالي6396751974110.21608/jsre.2018.19741ARخديجةمقبول الزھرانيأﺳﺘﺎذ ﻣﺴﺎﻋﺪ ﺑﻘﺴﻢ اﻹدارة واﻟﺘﺨﻄﯿﻂ اﻟﺘﺮﺑﻮي ﺑﻜﻠﯿﺔ اﻟﺘﺮﺑﯿﺔ ﺑﺠﺎﻣﻌﺔ اﻟﺒﺎﺣﺔJournal Article20181124The present study aimed to revealing the degree to which the quality assurance and academic accreditation standards contribute to achieving the objectives of Saudi Arabia vision 2030 in higher education by examining the degree of Saudi universities' application of a number of these standards and their role in achieving the goals of Vision 2030 in Higher Education. In addition to the diagnosis of the most prominent obstacles that weaken the ability of Saudi universities to apply the standards of quality assurance and accreditation from the point of view of agents and deans of quality and development. The study reached a number of results, the most important of which were: The universities' practice of the standard of learning and education was achieved to a high degree from the point of view of faculty members, <br /> while the university practices of the standards of scientific research and the relations of the institution with the society were medium. The objectives of the vision of linking the outputs of higher education with the requirements the labor market and the university's ability to compete globally in a medium degree from the point of view of faculty members. In addition there is a statistically significance differences at level 0.05 between the views of members of the faculty on both degree of the practice of Saudi universities quality assurance, and achievement of the objectives of the vision attributed to gender variables, and University. The study also revealed a statistically significant correlation between the practice of quality assurance and accreditation standards and the achievement of the objectives of Saudi Vision 2030 in higher education from the point of view of faculty members. And that the Saudi universities practice the following criteria: (learning, education, scientific research and the relationship of the institution to society) from the point of view of the deans and agents of quality and development is verified with medium degree. Deans and agents of quality and development think that the degree of quality assurance and accreditation in achieving the objectives of Saudi Arabia vision 2030 in higher education will be very high if the standards are fully implemented, and the study produced several recommendations inspired by the results of the study.ھﺪﻓﺖ اﻟﺪراﺳﺔ اﻟﺤﺎﻟﯿﺔ إﻟﻰ اﻟﻜﺸﻒ ﻋﻦ درﺟﺔ إﺳﮭﺎم ﻣﻌﺎﯾﯿﺮ ﺿﻤﺎن اﻟﺠﻮدة واﻻﻋﺘﻤﺎد ﻓﻲ اﻟﺘﻌﻠﯿﻢ اﻟﻌﺎﻟﻲ ﻣﻦ ﺧﻼل اﻟﺘﻌﺮف ﻋﻠﻰ درﺟﺔ ٢٠٣٠اﻷﻛﺎدﯾﻤﻲ ﻓﻲ ﺗﺤﻘﯿﻖ أھﺪاف رؤﯾﺔ اﻟﺴﻌﻮدﯾﺔ ﻣﻤﺎرﺳﺔ اﻟﺠﺎﻣﻌﺎت اﻟﺴﻌﻮدﯾﺔ ﻟﻌﺪد ﻣﻦ ﺗﻠﻚ اﻟﻤﻌﺎﯾﯿﺮ ودورھﺎ ﻓﻲ ﺗﺤﻘﯿﻖ أھﺪاف اﻟﺮؤﯾﺔ ﻓﻲ اﻟﺘﻌﻠﯿﻢ اﻟﻌﺎﻟﻲ ﻣﻦ وﺟﮭﺔ ﻧﻈﺮ أﻋﻀﺎء ھﯿﺌﺔ اﻟﺘﺪرﯾﺲ، إﺿﺎﻓﺔ إﻟﻰ ﺗﺸﺨﯿﺺ أﺑﺮز اﻟﻤﻌﻮﻗﺎت اﻟﺘﻲ ﺗﻀﻌﻒ ﻣﻦ ﻗﺪرة اﻟﺠﺎﻣﻌﺎت اﻟﺴﻌﻮدﯾﺔ ﻋﻠﻰ ﻣﻤﺎرﺳﺔ ﻣﻌﺎﯾﯿﺮ ﺿﻤﺎن اﻟﺠﻮدة واﻻﻋﺘﻤﺎد ﻣﻦ وﺟﮭﺔ ﻧﻈﺮ وﻛﻼء وﻋﻤﺪاء اﻟﺠﻮدة واﻟﺘﻄﻮﯾﺮ. وﺗﻮﺻﻠﺖ اﻟﺪراﺳﺔ إﻟﻰ ﻣﺠﻤﻮﻋﺔ ﻣﻦ اﻟﻨﺘﺎﺋﺞ ﻛﺎن ﻣﻦ أھﻤﮭﺎ :أن ﻣﻤﺎرﺳﺔ اﻟﺠﺎﻣﻌﺎت ﻟﻤﻌﯿﺎر اﻟﺘﻌﻠﻢ واﻟﺘﻌﻠﯿﻢ ﻣﺘﺤﻘﻖ ﺑﺪرﺟﺔ ﻣﺮﺗﻔﻌﺔ، ﺑﯿﻨﻤﺎ ﺟﺎءت ﻣﻤﺎرﺳﺎت اﻟﺠﺎﻣﻌﺎت ﻟﻤﻌﯿﺎري اﻟﺒﺤﺚ اﻟﻌﻠﻤﻲ وﻋﻼﻗﺎت اﻟﻤﺆﺳﺴﺔ ﺑﺎﻟﻤﺠﺘﻤﻊ ﺑﺪرﺟﺔ ﻣﺘﻮﺳﻄﺔ ﻣﻦ وﺟﮭﺔ ﻧﻈﺮ أﻋﻀﺎء ھﯿﺌﺔ اﻟﺘﺪرﯾﺲ، ﻛﻤﺎ ﺗﺤﻘﻘﺖ أھﺪاف اﻟﺮؤﯾﺔ اﻟﻤﺘﻤﺜﻠﺔ ﻓﻲ رﺑﻂ ﻣﺨﺮﺟﺎت اﻟﺘﻌﻠﯿﻢ اﻟﻌﺎﻟﻲ ﺑﻤﺘﻄﻠﺒﺎت ﺳﻮق اﻟﻌﻤﻞ وﻗﺪرة اﻟﺠﺎﻣﻌﺔ ﻋﻠﻰ اﻟﻤﻨﺎﻓﺴﺔ ﻋﺎﻟﻤﯿًﺎ ﺑﺪرﺟﺔ ﻣﺘﻮﺳﻄﺔ ﻣﻦ وﺟﮭﺔ ﻧﻈﺮ أﻋﻀﺎء ھﯿﺌﺔ اﻟﺘﺪرﯾﺲ .إﺿﺎﻓﺔ إﻟﻰ وﺟﻮد ﻓﺮوق ذات ﺑﯿﻦ آراء أﻋﻀﺎء ھﯿﺌﺔ اﻟﺘﺪرﯾﺲ ﺣﻮل ﻛﻠًﺎ ﻣﻦ درﺟﺔ ٠٫٠٥دﻻﻟﺔ إﺣﺼﺎﺋﯿﺔ ﻋﻨﺪ ﻣﺴﺘﻮى اﻟﻤﻌﻨﻮﯾﺔ ﻣﻤﺎرﺳﺔ اﻟﺠﺎﻣﻌﺎت اﻟﺴﻌﻮدﯾﺔ ﻟﻤﻌﺎﯾﯿﺮ ﺿﻤﺎن اﻟﺠﻮدة واﻻﻋﺘﻤﺎد، وﺗﺤﻘﯿﻘﮭﺎ ﻷھﺪاف اﻟﺮؤﯾﺔ ﺗُﻌﺰى ﻟﻤﺘﻐﯿﺮي اﻟﺠﻨﺲ، واﻟﺠﺎﻣﻌﺔ. ﻛﻤﺎ ﺧﺮﺟﺖ اﻟﺪراﺳﺔ ﺑﻨﺘﯿﺠﺔ وﺟﻮد ﻋﻼﻗﺔ ارﺗﺒﺎط ذات دﻻﻟﺔ إﺣﺼﺎﺋﯿﺔ ﻋﻨﺪ ﻣﺴﺘﻮى اﻟﺪﻻﻟﺔ ﺑﯿﻦ ﻣﻤﺎرﺳﺔ ﻣﻌﺎﯾﯿﺮ ﺿﻤﺎن اﻟﺠﻮدة واﻻﻋﺘﻤﺎد وﺗﺤﻘﯿﻖ اﻟﺠﺎﻣﻌﺎت ﻷھﺪاف رؤﯾﺔ اﻟﺴﻌﻮدﯾﺔ ٠٫٠٥ ﻓﻲ اﻟﺘﻌﻠﯿﻢ اﻟﻌﺎﻟﻲ ﻣﻦ وﺟﮭﺔ ﻧﻈﺮ أﻋﻀﺎء ھﯿﺌﺔ اﻟﺘﺪرﯾﺲ .وأن ﻣﻤﺎرﺳﺔ اﻟﺠﺎﻣﻌﺎت اﻟﺴﻌﻮدﯾﺔ ٢٠٣٠ ﻟﻠﻤﻌﺎﯾﯿﺮ اﻟﺘﺎﻟﯿﺔ) :اﻟﺘﻌﻠﻢ واﻟﺘﻌﻠﯿﻢ واﻟﺒﺤﺚ اﻟﻌﻠﻤﻲ وﻋﻼﻗﺔ اﻟﻤﺆﺳﺴﺔ ﺑﺎﻟﻤﺠﺘﻤﻊ (ﻣﻦ وﺟﮭﺔ ﻧﻈﺮ ﻋﻤﺪاء ووﻛﻼء اﻟﺠﻮدة واﻟﺘﻄﻮﯾﺮ ﻣﺘﺤﻘﻖ ﺑﺪرﺟﺔ ﻣﺘﻮﺳﻄﺔ .وﻋﻦ درﺟﺔ إﺳﮭﺎم ﻣﻌﺎﯾﯿﺮ ﺿﻤﺎن اﻟﺠﻮدة ﻓﻲ اﻟﺘﻌﻠﯿﻢ اﻟﻌﺎﻟﻲ ﻣﻦ وﺟﮭﺔ ﻧﻈﺮ ﻋﻤﺪاء ووﻛﻼء ٢٠٣٠واﻻﻋﺘﻤﺎد ﻓﻲ ﺗﺤﻘﯿﻖ أھﺪاف رؤﯾﺔ اﻟﺴﻌﻮدﯾﺔ اﻟﺠﻮدة واﻟﺘﻄﻮﯾﺮ ﺳﯿﻜﻮن ﺑﺪرﺟﺔ ﻛﺒﯿﺮة إذا ﻃﺒﻘﺖ ﺗﻠﻚ اﻟﻤﻌﺎﯾﯿﺮ ﺑﺸﻜﻞ ﺗﺎم، وﺧﺮﺟﺖ اﻟﺪراﺳﺔ ﺑﻌﺪة ﺗﻮﺻﯿﺎت ﻣﺴﺘﻮﺣﺎة ﻣﻦ ﻧﺘﺎﺋﺞ اﻟﺪراﺳﺔ.https://jsre.journals.ekb.eg/article_19741_e58d8703c54b542b26e09e7327e118cf.pdfجامعة عين شمس، کلية البنات للاداب والعلوم التربويةمجلة البحث العلمى فى التربية2356-834819الجزء السابع20180701The Reality of School Leaders' Application in the Governorates of Hotat Bani Tamim and Al-Hariq Governoratesواقع تطبيق قادة المدارس في محافظتي حوطة بني تميم والحريق للقيادة التشارکية6777171974210.21608/jsre.2018.19742ARعبد الکريمبن عبد العزيز المحرجJournal Article20181124ھﺪﻓﺖ اﻟﺪراﺳﺔ إﻟﻰ ﺗﻘﺪﯾﻢ ﻣﻘﺘﺮﺣﺎت ﺗﺴﮭﻢ ﺑﺈذن اﷲ ﻓﻲ ﺗﻌﺰﯾﺰ ﺗﻄﺒﯿﻖ ﻗﺎدة اﻟﻤﺪارس ﻓﻲ ﻣﺤﺎﻓﻈﺘﻲ ﺣﻮﻃﺔ ﺑﻨﻲ ﺗﻤﯿﻢ واﻟﺤﺮﯾﻖ ﻟﻠﻘﯿﺎدة اﻟﺘﺸﺎرﻛﯿﺔ ﻣﻦ وﺟﮭﺔ ﻧﻈﺮ اﻟﻤﺸﺮﻓﯿﻦ اﻟﺘﺮﺑﻮﯾﯿﻦ، وذﻟﻚ ﻣﻦ ﺧﻼل اﻟﻜﺸﻒ ﻋﻦ درﺟﺔ اﻟﺘﻄﺒﯿﻖ، واﻟﺼﻌﻮﺑﺎت اﻟﺘﻲ ﺗﺤﺪ ﻣﻦ ﺗﻄﺒﯿﻘﮭﺎ. واﺳﺘﺨﺪﻣﺖ اﻟﺪراﺳﺔ اﻟﻤﻨﮭﺞ اﻟﻮﺻﻔﻲ اﻟﻤﺴﺤﻲ، وﺗﻢ ﺑﻨﺎء اﺳﺘﺒﺎﻧﺔ وزﻋﺖ ﻋﻠﻰ ﻣﺠﺘﻤﻊ اﻟﺪراﺳﺔ اﻟﺬي ﺗﻜﻮن ﻣﻦ ﺟﻤﯿﻊ اﻟﻤﺸﺮﻓﯿﻦ اﻟﺘﺮﺑﻮﯾﯿﻦ اﻟﺬﯾﻦ ﯾﺰورون اﻟﻤﺪارس ﻓﻲ إدارة اﻟﺘﻌﻠﯿﻢ ﻓﻲ ﻣﺤﺎﻓﻈﺘﻲ ﺣﻮﻃﺔ ﺑﻨﻲ ﺗﻤﯿﻢ واﻟﺤﺮﯾﻖ ﻓﻲ اﻟﻔﺼﻞ اﻟﺪراﺳﻲ اﻟﺜﺎﻧﻲ ﻣﻦ اﻟﻌﺎم ( ﻣﺸﺮﻓﺎً، واﺳﺘﺨﺪم اﻟﺒﺎﺣﺚ أﺳﻠﻮب اﻟﺤﺼﺮ اﻟﺸﺎﻣﻞ ﻓﻄﺒﻖ ٥٧)ھـ وﻋﺪدھﻢ١٤٣٩/١٤٣٨اﻟﺠﺎﻣﻌﻲ اﻟﺪراﺳﺔ ﻋﻠﻰ ﺟﻤﯿﻊ ﻣﺠﺘﻤﻊ اﻟﺪراﺳﺔ. وﻛﺎن ﻣﻦ أﺑﺮز ﻧﺘﺎﺋﺞ اﻟﺪراﺳﺔ ﻣﻮاﻓﻘﺔ أﻓﺮاد اﻟﺪراﺳﺔ ﻋﻠﻰ أن درﺟﺔ ﺗﻄﺒﯿﻖ ﻗﺎدة اﻟﻤﺪارس ﻓﻲ ﻣﺤﺎﻓﻈﺘﻲ ﺣﻮﻃﺔ ﺑﻨﻲ ﺗﻤﯿﻢ واﻟﺤﺮﯾﻖ ﻟﻠﻘﯿﺎدة اﻟﺘﺸﺎرﻛﯿﺔ ﻣﺘﻮﺳﻄﺔ، وﻣﻮاﻓﻘﺘﮭﻢ ﻋﻠﻰ أن درﺟﺔ اﻟﺼﻌﻮﺑﺎت اﻟﺘﻲ ﺗﺤﺪ ﻣﻦ ﺗﻄﺒﯿﻘﮭﺎ ﻛﺒﯿﺮة، ﺑﺎﻹﺿﺎﻓﺔ إﻟﻰ ﻣﻮاﻓﻘﺘﮭﻢ ﻋﻠﻰ ﻣﻘﺘﺮﺣﺎت ﺗﻌﺰﯾﺰ ﺗﻄﺒﯿﻘﮭﺎ ﺑﺪرﺟﺔ ﻛﺒﯿﺮة . وأوﺻﺖ اﻟﺪراﺳﺔ ﺑﺘﻜﺜﯿﻒ اﻟﺪورات اﻟﺘﺪرﯾﺒﯿﺔ وورش اﻟﻌﻤﻞ ﻓﻲ ﻣﺠﺎل اﻟﻘﯿﺎدة اﻟﺘﺸﺎرﻛﯿﺔ ﻟﻘﺎدة اﻟﻤﺪارس ﻓﻲ ﻣﺤﺎﻓﻈﺘﻲ ﺣﻮﻃﺔ ﺑﻨﻲ ﺗﻤﯿﻢ واﻟﺤﺮﯾﻖ ، وﺗﻮﻋﯿﺔ اﻟﻌﺎﻣﻠﯿﻦ ﻓﻲ اﻟﻤﺪارس ﺑﺄھﻤﯿﺘﮭﺎ ودورھﺎ ﻓﻲ ﺗﻄﻮﯾﺮ اﻟﻌﻤﻠﯿﺔ اﻹدارﯾﺔ واﻟﺘﻌﻠﯿﻤﯿﺔ ﻓﻲ اﻟﻤﺪرﺳﺔ، ﻣﻊ ﺗﺤﻔﯿﺰھﻢ اﻟﻤﺎدي واﻟﻤﻌﻨﻮي ﻋﻠﻰ اﻟﻤﺸﺎرﻛﺔ ﻓﻲ دراﺳﺔ وﺣﻞ اﻟﻤﺸﻜﻼت اﻟﻤﺪرﺳﯿﺔ.https://jsre.journals.ekb.eg/article_19742_5374ab0a37d0220fc5252e085990be0f.pdf