scholarly journals TEACHING HIGHER ORDER THINKING SKILLS IN MATHEMATICS CLASSROOMS: GENDER DIFFERENCES

2021 ◽  
Vol 12 (1) ◽  
pp. 159-180
Author(s):  
Cholis Sa'dijah ◽  
Wasilatul Murtafiah ◽  
Lathiful Anwar ◽  
Rini Nurhakiki ◽  
Ety Tejo Dwi Cahyowati
Keyword(s):  
Decision Making ◽  
Mathematics Teachers ◽  
Teaching Quality ◽  
Thinking Skills ◽  
Classroom Teaching ◽  
Observation Data ◽  
Structured Interviews ◽  
Male And Female ◽  
Female Teachers ◽  
Interview Session

This case study aims to explore how male and female Indonesian mathematics teachers enact decision-making processes in teaching High-Order Thinking Skills (HOTS). Non-random purposive sampling technique was used to select the participants. The participants involved in this study were two Indonesian mathematics teachers who teach HOTS in their classrooms. The participants were chosen from 87 Indonesian mathematics teachers in 23 secondary schools in East Java, Indonesia, who were invited to our survey and confirmed that they taught HOTS and underwent classroom observation. Data were collected from classroom teaching and interview sessions. The data of classroom teaching consisted of a video-audio recording of two meetings and field notes of observation. In the interview session, we recorded the teachers’ responses during semi-structured interviews. We coded and explained our interpretation for each code. We also conducted investigator triangulation by comparing coding and interpretation made by two researchers and discussing them to find the best representation of the meaning of the data. Our findings indicate that both male and female teachers performed four steps of decision making, consisting of giving problems, asking students to solve, checking, and obtaining new ideas. The difference of male and female teachers’ decision-making process is observed in the process of giving problem (non-contextual vs contextual), how they ask students to solve and check the solution (individual vs group), and the criteria of the new idea of problem-solving (correct vs the best solution). The study findings can be a catalyst for enacting decision-making steps in teaching HOTS. Also, these can be a reflective practice for mathematics teachers to improve their teaching quality.

scholarly journals Evaluation of Mathematics Teachers’ Knowledge at UNRWA Schools in Gaza Strip about the Action Research Concepts and Process

2020 ◽  
pp. 13-24
Author(s):  
Heba A. M. Abuabdou ◽  
Salahaldin M. A. Abuabdou
Keyword(s):  
Action Research ◽  
Mathematics Teachers ◽  
Training Programs ◽  
Gaza Strip ◽  
Research Knowledge ◽  
Total Study Population ◽  
Male And Female ◽  
Female Teachers ◽  
Study Population ◽  
Cumulative Experience

In this study, the availability of action research knowledge was measured among teachers of mathematics in schools belongs to Relief and Works Agency for Palestine Refugees (UNRWA) in Gaza Strip. The study sample consisted of 241 male and female teachers, where the study sample contained (25%) of the total study population, which consists of (972) active teacher during the current study time (second semester- 2019/2020). It was found that the sample has a strong knowledge about the action research concepts. Moreover, it was confirmed that there are no significant differences attributed to the variables of gender, training programs, and educational qualification. Meanwhile, the results showed that there is a significant effect by the teacher’s age and cumulative experience on the teachers’ knowledge of action research. Based on the findings, the challenges and obstacles that prevent teachers or limit their ability to perform action research must be studied and thus an attempt should be made to overcome those obstacles in order to push the teacher to perform the action research.

scholarly journals The Effectiveness of Training Program Based on TRIZ Theory to Develop the Creative Thinking Skills for the Teachers of king Abdullah ll Schools for Excellence in Jordan: فاعلية برنامج تدريبي يستند إلى نظرية تريز لتنمية مهارات التفكير الإبداعي لدى معلمي مدارس الملك عبد الله الثاني للتميز في الأردن

2021 ◽  
Vol 5 (4) ◽  
Author(s):  
Alaa Yousef Al-Sheyyab, Feryal Abd Al-Hadi Shnekat
Keyword(s):  
Training Program ◽  
Creative Thinking ◽  
Gifted Students ◽  
Thinking Skills ◽  
Control Group ◽  
Male And Female ◽  
Female Teachers ◽  
Academic Qualification ◽  
Schools Of Excellence ◽  
Experimental Group

The study aimed to reveal the effectiveness of a training program based on the Therese theory to develop creative thinking skills for teachers of King Abdullah II Schools of Excellence in Jordan. The study sample consisted of (40) teachers from teachers of King Abdullah II schools for excellence in Al Balqa governorate and Madaba Governorate, In the second semester of the year 2018/2019, and they were chosen intentionally from the study community. They were divided into two groups: the control group by (20) male and female teachers from the schools of King Abdullah II for Excellence in the Madaba governorate who were not subjected to treatment. The experimental group of (20) male and female teachers of King Abdullah II Schools of Excellence in Al Balqa governorate underwent the training program, and the researcher prepared a training program based on the theory of promotion to develop creative thinking skills. The Torrance test was used for creative thinking - the words "A"The study reached the following results: • There were statistically significant differences between the averages of the performance of the post-study members on the test of creative thinking skills, total and sub-due to the group variable (experimental, control), where the differences were in favor of the experimental group. The absence of statistically significant differences between the averages of the performance of the post-study individuals on the test of creative thinking skills, college and sub, due to the variable of the academic qualification and specialization and the interaction between the group variables and the academic qualification and specialization. The study recommended conducting studies to compare programs based on the Therese theory with programs based on other theories to see whether developing creative thinking skills among teachers improves their teaching methods for gifted students.

scholarly journals High positions in Serbian academy: Possibilities for ethnic minority women?

Sociologija ◽  
2018 ◽  
Vol 60 (1) ◽  
pp. 330-346 ◽  
Author(s):  
Karolina Lendák-Kabók
Keyword(s):  
Decision Making ◽  
Ethnic Minority ◽  
Ethnic Groups ◽  
Minority Groups ◽  
Minority Women ◽  
Secondary Source ◽  
Structured Interviews ◽  
Male And Female ◽  
Ethnic Minority Women ◽  
The University

The primary goal of this paper is to analyse the opinions of male and female professors about reaching decision-making positions (dean, departmental head, etc.) within the Serbian academia. The secondary goal of the paper is to analyse the opinions of ethnic minority women about reaching decision-making positions. The analysis is based on twenty-eight semi-structured interviews, recorded with male and female professors of the University of Novi Sad and Belgrade, who belong to Hungarian, Slovak and Romanian minority groups, as well as with the professors from the majority group. The analysis indicates that the majority of the respondents are not motivated to reach the power positions within the university. They explain their lack of motivation by using various ?strategies?. The ?strategies? differ between men and women: women distance themselves from politics and see themselves as educators, whereas men are not ready to get involved in the politics of the academia at the moment, but do not exclude that possibility in the future. Female members of ethnic groups see their nationality as a primary obstacle on their way towards reaching decision-making positions, while their gender serves as a secondary source of discrimination, whereas ethnic majority women, in their narratives, accentuate gender as the only obstacle they have. Men more often mention gender and ethnicity as obstacles for women from ethnic groups when reaching decision-making positions.

scholarly journals THE STYLES OF THINKING AMONG PRIMARY SCHOOL TEACHERS

2021 ◽  
Vol 3 (11) ◽  
pp. 58-67
Author(s):  
Wirawani Kamarulzaman ◽  
Cheng Keat Oo ◽  
Khairul Hamimah Mohd Jodi ◽  
Raziana Che Aziz ◽  
Rosinah Mahmood
Keyword(s):  
Primary School ◽  
Thinking Skills ◽  
Educational Process ◽  
Teaching Skills ◽  
Men Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Male And Female ◽  
Knowledge And Skills ◽  
Female Teachers

According to Malaysian National Philosophy, one of the main goals of education is to help students become well-rounded persons who can think critically. Being aware of how well teachers can impart knowledge and skills is vital because they are the most influential players in the educational process. In other words, the aim of this study is to see if there are any disparities in thinking abilities between male and female professors. 266 primary school teachers in Selangor completed the Teaching Skills Inventory, and the results showed that teachers use executive thinking skills. In spite of the fact that men teachers outperformed female teachers in all of Sternberg's proposed thinking types, a t-test shows that male teachers preferred executive thinking skills. The study's findings were followed up with several recommendations for further investigation.

scholarly journals The reality of administrative transparency among male and female principals of the intellectual education institutes in Riyadh from the point of view of male and female teachers: واقع الشفافية الإدارية لدى مديري ومديرات معاهد التربية الفكرية بمدينة الرياض من وجهة نظر المعلمين والمعلمات

2019 ◽  
Vol 3 (32) ◽  
Author(s):  
Wafa Turki Al-Ghmiz
Keyword(s):  
Decision Making ◽  
Point Of View ◽  
Male Teachers ◽  
Male And Female ◽  
Female Principals ◽  
Female Teachers ◽  
Study Population ◽  
Descriptive Approach ◽  
Very High

  The study aimed to identify the degree of administrative transparency and its impediments among male and female principals of intellectual education institutes in Riyadh and to determine if there were statistically significant differences between the responses of the study sample according to the following variables (gender, qualification, and experience). The study was based on the analytical descriptive approach, and the Questionnaire as a tool. Questionnaire consisted of (48) paragraphs, which were distributed to the study population composed of all the teachers of intellectual education institutes in Riyadh with a total number of 269.The results of the study showed that the degree of practicing administrative transparency among principals of intellectual education institutes in Riyadh is low with an average of (2.57 of 5) and that the obstacles of practicing administrative transparency are very high with an average of 4.32 of 5. The study revealed that there were no statistically significant differences at the level of 0.05 and less in the trends of the study items on the dimensions of administrative transparency according to the following variables (gender, qualification and experience).The study revealed that there were no statistically significant differences in the study items trends regarding the obstacles of administrative transparency according to the variables (experience, qualification) while the results of the study showed that there were statistically significant differences in the study items trends regarding the obstacles of administrative transparency (gender). The test showed differences in favor of male teachers. In the light of the results, the study presents a set of recommendations that emphasize the involvement of both teachers and principals in decision making and proposals.

scholarly journals PSYCHOLOGICAL EMPOWERMENT AND ITS RELATIONSHIP WITH DECISION-MAKING STYLES AMONG AL-AZHAR TEACHERS

2020 ◽  
Vol 8 (2) ◽  
pp. 102-111
Author(s):  
Mohamed Sayed Mohamed Abdellatif
Keyword(s):  
Decision Making ◽  
University Students ◽  
Positive Relationship ◽  
Psychological Empowerment ◽  
Correlation Coefficients ◽  
Male And Female ◽  
Female Teachers ◽  
Significant Difference ◽  
Decision Making Styles ◽  
The Relationship

Purpose: The research aimed to identify the relationship between psychological empowerment and decision-making Styles among Al-Azhar teachers. The research also aimed to identify the differences in teachers' levels on the (psychological empowerment and decision-making styles) scale according to the variable (gender). Methodology: The research sample consisted of (556) male and female teachers in Al-Azhar. The research tools included a psychological empowerment scale and decision-making styles scale. The researcher used descriptive methods. To process the results and validate the hypotheses, the researcher used the correlation coefficients and t-test. Main Findings: The results show that there is a positive relationship between psychological empowerment and decision-making styles. There is a negative correlation between the dimensions of psychological empowerment and decision-making styles. The results indicated a statistically significant difference in psychological empowerment due to gender in favor of males. Lastly, there is no statistically significant difference due to gender in the (intuitive) style. Implication: Psychological empowerment should be utilized to raise the decision-making styles of university students. Novelty: This is a first attempt to explore the psychological empowerment of the decision-making styles of university students in Egypt which may be further explored to enrich the students’ understanding.

The Islamic Studies Teachers' Perception of Integrating ICT Into the Teaching and Learning in the UAE Public Schools

2019 ◽  
Vol 10 (2) ◽  
pp. 69-82 ◽  
Author(s):  
Gubran Saif Al-Gumaei ◽  
Khadeegha Alzouebi ◽  
Hamdy Ahmed Abdelaziz
Keyword(s):  
Public Schools ◽  
Teaching And Learning ◽  
Future Research ◽  
Structured Interviews ◽  
Online Questionnaire ◽  
Male And Female ◽  
Teachers Perceptions ◽  
Islamic Studies ◽  
Female Teachers ◽  
Use Of Technology

This article investigates Islamic Studies teachers' perceptions in integrating ICT, and the anticipated challenges faced when using ICT. Data was collected through a questionnaire and semi-structured interviews. A total of 62 teachers participated in an online questionnaire consisted of 48 questions. In addition, eight teachers participated in the interviews. The findings of this study revealed positive perceptions of both male and female teachers in the integration of technology in their classrooms. The results showed that there were no significant differences between male and female teachers in all parts of the questionnaire. It also indicated that there was a number of challenges hindered the teachers' use of technology in teaching. Based on the research findings, it was recommended that stakeholders and decision makers in the MOE implement relevant training programs for Islamic studies teachers, to upgrade integrating ICT in classrooms. In addition, this article gives insights into future research studies on the effective use of ICT by Islamic studies teachers.

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