تقييم جودة أداء كلية العلوم التربوية في الجامعة الأردنية في ضوء معايير ( إنكيت ) لاعتماد مؤسسات إعداد المعلمين من وجهة نظر أعضاء هيئة التدريس = Quality Performance Assessment of Faculty of Educational Sciences at the University of Jordan Related to National Council for Accreditation of Teacher Education ( NCATE ) from the Perspective of Faculty Members

2015 ◽  
Vol 42 (3) ◽  
pp. 767-785 ◽  
Author(s):  
صالح أحمد عبابنة
Keyword(s):  
Teacher Education ◽  
Performance Assessment ◽  
Faculty Members ◽  
National Council ◽  
Quality Performance ◽  
Educational Sciences ◽  
University Of Jordan ◽  
The University

scholarly journals Evaluation of The National Council for Accreditation of Teacher Education (NCATE) Al-Taif University and The Middle East as Model

2018 ◽  
Vol 8 (4) ◽  
pp. 108
Author(s):  
Amajid Daradkah ◽  
Khaled Al Osimi ◽  
Khaled M Hamadin
Keyword(s):  
Teacher Education ◽  
Middle East ◽  
Field Education ◽  
Faculty Members ◽  
Academic Rank ◽  
National Council ◽  
Colleges Of Education ◽  
Study Results ◽  
Faculties Of Education ◽  
The University

the faculties of education at the Universities of Taif and the Middle East in light of the standards National Council for the Accreditation of Teacher Education (NCATE) for the adoption of teacher preparation institutions from the viewpoint of faculty members. The samples were taken randomly, and the data source was from 93 (50%) of faculty members of the institution. The study results showed moderate application of the quality of the performance of the faculties of education at the Universities of Taif and the Middle East in light of the NCATE standards with a mean (2.91) and ranged averages between 2.69 to 3.13. This is done based on the qualities of performance such as professional development of faculty members; the diversity of learners and the sources of their learning; evaluation and correction; field education; and programs provided, respectively.  There are statistically significant differences (≤ 0.05 ) between the average responses of the sample members of the two colleges of education at Taif and Middle East universities due to the variables (the university, and academic rank, years of experienced). Also, there were no significant differences related to gender differences. The study concluded that several recommendations, including: revision of the current teacher training in the faculties of education at the Universities of Taif and the Middle East commensurate with the standards. National Council for the Accreditation of Teacher Education (NCATE) works on selecting outstanding school field training program.

scholarly journals Reasons for brain drain from the point of view of faculty members at the University of Jordan: أسباب هجرة العقول من وجهة نظر أعضاء الهيئة التدريسية في الجامعة الأردنية

2019 ◽  
Vol 3 (30) ◽  
Author(s):  
Maen Hamdan Slamah Al- Zboun
Keyword(s):  
Brain Drain ◽  
Analytical Approach ◽  
Arab World ◽  
Statistical Processing ◽  
Point Of View ◽  
Faculty Members ◽  
University Of Jordan ◽  
The University ◽  
Social Causes ◽  
The Brain

  The study aimed to know the reasons for the brain drain from the viewpoint of the faculty members at the University of Jordan and to achieve the goals of the study the researcher used the descriptive analytical approach, and the tool was represented in a questionnaire distributed to a random sample of faculty members at the University of Jordan, the number of (100) faculty members , And the SPSS program was used in statistical processing. The results of the study revealed that the overall tool obtained; the causes of brain drain on average (3.82 out of 5) with a verbal (large) estimate and at the level of fields; the field of economic reasons obtained the highest average (4.14) followed by the field of social causes with an average (3.69) and both with a verbal (large) And, thirdly, the field of political causes, with an average of (3.64), with a verbal estimate (average), There were statistically significant differences at the level of (α≤0.05) between the averages of the sample responses attributable to the variable of the college specialization, and for the benefit of the scientific colleges. Aim which enables rare minds to find their specialties within the Arab world.    

scholarly journals The Extent of Conformity of Academic Programs Outcomes at the College of Engineering, The University of Jordan to ABET Standards from the Viewpoint of Faculty Members and Quality Assurance Representatives

2020 ◽  
Vol 13 (44) ◽  
pp. 55-78
Author(s):  
د. دلال مصطفى عبدالله هواش
Keyword(s):  
Academic Outcomes ◽  
Evaluation System ◽  
Comprehensive Evaluation ◽  
Participant Observation ◽  
Academic Staff ◽  
Faculty Members ◽  
Study Objective ◽  
Accreditation Standards ◽  
University Of Jordan ◽  
The University

The current study aimed to identify the extent to which the academic outcomes of the programs of the Faculty of Engineering at the University of Jordan conform to the American accreditation standards "ABET". To achieve the study objective, the qualitative method was followed and three tools were used: standardized open-ended interviews, participant observation, and analysis of documents collected from the field. Major findings revealed that engineering departments which were granted accreditation seek to achieve the academic outcomes of the programs that emanate from the international accreditation standards of ABET by a periodic continuous comprehensive evaluation system of all activities of the teaching process. Internal accreditation committees are formed in the engineering departments consisting of academic staff, administrative professionals and specialists with experience in monitoring and evaluation. The Faculty of Engineering has benefited from achieving the minimum standards of accreditation in improving the quality of learning outcomes and obtaining accredited university degrees similar to any degree in an accredited American university.  The engineering departments also seek to improve the infrastructure and provision of equipment appropriate to the standards through obtaining institutional support. Despite the existence of some obstacles and challenges facing the engineering departments, they have benefited from accreditation. It was recommended to apply accreditation standards for all academic majors in universities for their importance for students, faculty members and the profession. Keywords: academic outcomes, faculty of engineering, University of Jordan, abet accreditation standards, faculty, quality representatives.

scholarly journals The Modern Trends and Applications in the Development of Academic Staff in the University of Maryland & George Mason University

2017 ◽  
Vol 10 (10) ◽  
pp. 102
Author(s):  
Alaa A. Asowayan ◽  
Sammar Y. Ashreef ◽  
Haya S. Aljasser
Keyword(s):  
Teacher Education ◽  
Saudi Arabia ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
21St Century ◽  
Faculty Members ◽  
Teaching Staff ◽  
University Of Maryland ◽  
Information And Communication ◽  
The University

Several changes have occurred over the past century in the education system of Saudi Arabia. The changes have largely been associated with the fact that in the 21st century, information and communication technology is highly applied in the learning process, thereby leading to a major transformation of the process. The application of information and communication technology has also transformed interactions and rapidly changed the learning process, giving a new meaning to social interactions. Enterprises that operate in the information age enjoy information interchange, collaboration, and adoption and application of innovative tendencies and shared decision-making. Students’ demands have changed in that they no longer hope for middle-class success or application of routine skills, but they measure success in terms of ability to share, communicate and apply information to arrive at solutions to complex problems. The changing learning environment requires that the teaching staff learns new tendencies and skills that they can apply to cope with the ever-changing learner and general society expectations. Teachers’ competence at work is measured in terms of their ability to improve the power of technology in enhancing creation of new knowledge. Therefore, leaders of teacher education programs are responsible for developing sustainable programs that allow for teacher education. Training has become part of the ethics of the teaching profession, and members of the teaching staff must be ready for training throughout their profession. This paper will shed light on the training program of faculty members in two well-known universities in the United States: the University of Maryland & George Mason University, as an attempt to compare the above educational establishments with the conditions of training of faculty members of King Saud University in Saudi Arabia to suggest a training plan to develop training programs in KSU. It is time when leaders in educator preparation should critically reexamine their roles in the 21st century knowledge and skills whose landscape has largely changed.

scholarly journals The Role of Faculty Members at the University of Jordan in Enhancing Intellectual Security among Students

2018 ◽  
Vol 11 (35) ◽  
pp. 85-102
Author(s):  
Mamon Alzboon ◽  
◽  
Ziyad Algonmeen ◽  
Malik Alzboon ◽  
Azzam Alrefai ◽  
...  
Keyword(s):  
Faculty Members ◽  
University Of Jordan ◽  
The University

Leadership and Teacher Education in Oman

2020 ◽  
Author(s):  
Sulaiman M. Al-Balushi ◽  
Mahmoud M. Emam ◽  
Khalaf M. Al'Abri
Keyword(s):  
Teacher Education ◽  
Transformational Leadership ◽  
Distributed Leadership ◽  
Action Plan ◽  
Faculty Members ◽  
National Council ◽  
College Leadership ◽  
Sultan Qaboos University ◽  
Research Activities ◽  
College Leaders

Leadership is conceptualized in various ways. In general, however, leadership is defined as a transaction between leaders and followers. In 2016, the College of Education at Sultan Qaboos University successfully obtained the international accreditation by the U.S. National Council for Accreditation of Teacher Education, which is now known as the Council for the Accreditation of Educator Preparation. Such achievement was recognized nationally by policymakers and was commended internationally by expert educators. In fact, the journey toward international accreditation was so challenging that without the contribution of sustained leadership it could not have been completed. The college leadership contributed considerably and played an inspirational role to achieve that goal. In the early stages of the process, the college leadership conducted a thorough needs assessment in which opportunities, assets, and risks were identified before a decision regarding seeking international accreditation was made. When national accreditation was first established in Oman, the college leaders focused on communicating the vision and mission clearly to the college faculty and administrative staff as well as students. This was followed by leading change within the institution through a careful inspection of the resources that could be deployed and the incentives that could successfully promote the new accreditation culture and build positive attitudes. Through forming teams of leaders within the institution as part of the distributed leadership, the college was able to set up an action plan in which various gaps could be covered. The college leadership adopted different approaches to lead the college, its faculty, staff, and students toward the attainment of international accreditation. A combination of distributed, transactional, and transformational leadership approaches was used by the college leadership in order pursue and accomplish accreditation. The college relied on the AASC as a form of distributed leadership. The AASC included faculty members with experience in academic accreditation and assessment and represented focal points for other faculty members. The college leadership restructured the roles and responsibilities of the Heads of Departments as a form transactional leadership to embed accreditation work within the normal flow of operations. The college provided constant feedback on performance, adhered to equity and equality principles, considered personal differences among staff and students, and responded to their diverse needs. As a form of transformational leadership, the college worked on creating the culture for accreditation, stimulating innovation and creativity, encouraging scholarship and research activities, and sharing potential risks. The college sought to build a community of practice by creating a positive collegial atmosphere for teamwork and capacity building. The adoption of a combination of successful leadership styles helped the college to overcome the potential ambiguity and conflict between academic duties of faculty and the demanding tasks of accreditation. Additionally, it helped faculty members, staff, and students to change from being passive observers to positive players. In short, the achievement of international accreditation, though a tough journey, was possible only because the college leaders thought it could come true and worked for it.

scholarly journals The Extent of Application of the Principles of the Organizational Justice and Its Relationship to the Organizational Commitment of the Faculty Members at the University of Jordan

2011 ◽  
Vol 1 (2) ◽  
pp. 52
Author(s):  
Bashir Arabiyat ◽  
Al. Balqaa ◽  
Basma Tlelan Issa Al-Saleem
Keyword(s):  
Organizational Commitment ◽  
Key Words ◽  
Organizational Justice ◽  
Faculty Members ◽  
Statistical Relation ◽  
University Of Jordan ◽  
The University

Abstract This study aimed at identifying the extent of application of  principles of the organizational justice and its relation to the organizational commitment of the faculty instructors of the University  of Jordan. To achieve the objective of the study, a questionnaire was designed to collect data from the study sample. The study sample consisted of (183) faculty instructors of the University of Jordan. The study found that the extent of application of the principles of the organizational justice was medium, and the organizational commitment of the faculty instructors was high. It was found that there was a significant statistical relation to the application of the principles of the organizational justice for the faculty Instructors who had a commitment their organization. Finally, the researchers recommend the need to work on further studies on different variables related to this study. Key Words: Organizational Justice, Organizational Commitment.

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