School Leadership Master’s Program Enhancement through Cross-Border Collaboration between Assiut and Kuwait Schools of Education

Egypt and Kuwait are currently executing a large-scale transformation in the national education system. On such time, school leadership capacity building and development is crucial and fundamental. Therefore, the current research seeks to scrutiny leadership components presented in the Education Administration Master program offered in Assiut and Kuwait Faculties of Education to cross match the presented knowledge and competencies with international requirements of highly credited leadership master programs. A comparative analytical study was implemented to compare the leadership models presented in the Assiut and Kuwait master’s programs in educational administration. The intended outcome is to enhance the current master program offered in both faculties. Received: 31 October 2021 / Accepted: 1 December 2021 / Published: 3 January 2022

The Degree of Application of Educational Administrative Accountability by the Principals of Special Education Centers and its Relationship to Some Variables from Teachers’ Perspective

This study aimed to define the degree of application of educational administrative accountability by the principals of special education centers and its relationship to some variables from the teachers' perspective in Amman. The descriptive-analytical approach was adopted. The study sample consisted of (85) male and female teachers, who were chosen randomly. A measure of administrative accountability in educational systems was developed consisting of four areas namely, students, teachers, goals, innovation, and creativity. Findings revealed that the degree of application of educational administrative accountability by the principals of special education centers came to a medium degree and in all its fields, and there were no differences in the degree of application of educational administrative accountability by the principal of special education centers attributed to the variables of gender and educational level. Received: 23 September 2021 / Accepted: 15 November 2021 / Published: 3 January 2022

Meaningful Learning Model: The Impact on Students’ Reading Comprehension

The purpose of this study is examining the impact of meaningful learning model on students’ reading comprehension. This study uses true experimental research with pretest-posttest control group design. The class is divided into two classes; experimental class who receives treatments by using meaningful learning model and control class who receives treatments by using conventional teaching model. The total of sample is 110 students who are selected from eight grade students of junior high schools either state or private schools in Central Java Province. To obtain valid data, this study uses tests given at the pre-test and post-test in both classes. After the data is obtained, the data is analyzed by using the SPSS t-test formula. Based on the results of the calculations in the pretest and posttest, it was known that both classes are homogeneous and normally distributed from the calculation of the Levene’s test method and Saphiro-Wilk. In the pretest, t-count (0.452) is lower than t-table (1.982), whereas in the posttest, t-count (2.361) is higher than t-table (1.982). This indicates that meaningful learning model has an influence on student grades in reading comprehension rather than using conventional teaching model. Received: 4 October 2021 / Accepted: 17 November 2021 / Published: 3 January 2022

Reasoning Model and Moral Simulation to Improve Students’ Social Skills: A Focused Look at Emotional Intelligence

Education serves the purpose of cultivating the capacity to shape character and civilisation in a dignified manner to advance the nation's intellectual life. Social studies education is an affective domain subject because it teaches students to see knowledge in social interactions and to apply it directly in the community environment. This study compares students' social skills acquired through moral reasoning-based cooperative learning to those acquired through simulation-based cooperative learning in order to determine the effectiveness of simulation-based and moral reasoning-based cooperative learning in improving students' social skills, as well as the interaction between the two. This research employed a quasi-experimental design with a comparative approach. The study was conducted in classes VIII A and VIII B, with 27 students and 26 students, respectively, at SMP N 27 Pesawaran, Lampung Province, Indonesia. The findings of this study indicate a significant difference in social skills between students taught using the Moral Reasoning cooperative learning model and students taught using the Simulation cooperative learning model in social studies subjects. Learning that employs the Moral Reasoning learning model is more effective than learning that employs the Simulation one. Received: 2 September 2021 / Accepted: 5 December 2021 / Published: 3 January 2022

The Level of Reading Comprehension Skills of Students with Learning Disabilities in Jordan

The study aimed to measure the level of reading comprehension skills of students with learning difficulties in the Kasbah of As-Salt, and the study used the descriptive method on a sample of (54) male and female students chosen randomly. The reading comprehension scale was developed and prepared by Al-Mahalla and Al-Ramamneh (2019), and the results indicated that the level of reading comprehension was at an intermediate level and in all its three dimensions (literal, deductive, and creative). And the existence of statistically significant differences in the level of reading comprehension due to the variable of gender in favor of males, and there are also statistically significant differences in the level of overall reading comprehension due to the variable of the educational level of parents and in favor of holders of a bachelor's degree. Received: 23 September 2021 / Accepted: 1 December 2021 / Published: 3 January 2022

Kuwaiti Teachers' Satisfaction with the Social Studies Curriculum and Their Performance in the Classroom

This study investigated Kuwaiti teachers' satisfaction with the structure of the social studies curriculum and their performance in the classroom. It aimed to answer two main questions through a twenty-two-item questionnaire applied to a sample of 132 social studies teachers. The results have shown moderate satisfaction in this regard among those teachers. There were no effects of teacher gender, experience, or various school districts on the satisfaction of social studies teachers and their performance in the classroom. The researcher called for reevaluating the curriculum by its developers to pinpoint and rid it of the causes that obstruct higher teachers' satisfaction and performance, mainly its inadequacy to students' interests, needs, skills, creativity, individual differences, and practical learning activities, and up-to-date teaching methods. Received: 9 September 2021 / Accepted: 5 December 2021 / Published: 3 January 2022

The Impact of (STEAM) Approach on the Innovative Thinking and Academic Achievement of the Educational Robot Subject among Eighth Grade Students in Jordan

This study aimed to identify the effect of a STEAM-based learning approach in teaching the educational robot's subject on academic achievement and creative thinking among eighth-grade students in Jordan. A purposive sample was selected and divided into two groups. An experimental group (n=30) implements a STEAM-based learning approach, whereas the control group (n=32) studied in a traditional method. A pre- posttest was administered, and the data were analyzed using statistical methods to validate the study results, such as "t" tests and a one-way ANOVA test. The results showed statistically significant differences between the experimental and control groups in academic achievement and creative thinking. In conclusion, the STEAM-based learning approach significantly improved the students' academic achievement and creative thinking skills. Received: 13 October 2021 / Accepted: 2 December 2021 / Published: 3 January 2022

Syndicate Marriage or Trafficking? The Travails of Asian Migrant Women

Migration is a phenomenon that has come to stay. It cuts across all nations in the world. People migrate for different purposes such as education, marriage, labour, job opportunity or employment and shelter for refugees. Migration occurs through various mediums which could be self, family members, friends, or other intermediaries such as brokers. This research applied the pure library-based research method to highlight the activities of brokers in migration in Asia and examine the ordeals of women victims in cross-border migration. It was discovered that activities of these illegal brokers, that is also known as syndicates, are not different from human trafficking. The women victims, whose desires are to change their status, soon got trapped in uncertainty with shattered dreams, hence the suggestion that Asian countries enter into bilateral agreement to enable favourable and a less strict migration procedures for their member states. In addition, the contracting states should enact strict legislation to curb syndicate marriage and check the accesses of these illegal brokers. Received: 13 October 2021 / Accepted: 21 November 2021 / Published: 3 January 2022

Social Sciences and Inequalities in the New Post-COVID-19 “Normal”

The pandemic caused by COVID-19 (either through its direct effects by the disease it causes or the measures taken in an attempt to control its spread) had, and still has, a profound effect at several levels beyond the medical, such as the economic and social, political, scientific, psychological, educational, legal and religious levels, among others. However, studies demonstrate that this influence has not been the same for all due to old inequalities and also the emergence of new inequalities. In this letter to the Editor, the authors discuss some of the contributions of the Social Sciences to the understanding of social inequalities in this new post-COVID-19 “normal” through the mobilization of relevant literature and also their experience in analysing COVID-19 with the eyes of the Social Sciences, notwithstanding their plurality. The results of this analysis allow concluding that the Social Sciences can make a very relevant contribution – in an interdisciplinary way – to the understanding of this phenomenon of the relationship between COVID-19 and inequalities based on socioeconomic factors with the aim of increasing social cohesion and social justice. Received: 4 October 2021 / Accepted: 11 November 2021 / Published: 3 January 2022

Analysis of Academic Interpersonal Communication Factors in the Covid-19 Pandemic Period of Buddhist College Students

This study aims to determine the factors influencing interpersonal communication of Buddhist College students, in the online learning process during the covid-19 pandemic, and (2) know the indicators that affect the student's interpersonal communication factors. This study uses a mixed-method. Qualitative methods are used to describe the data descriptively, while quantitative methods are used in factor analysis. Respectively, the most influential factor on interpersonal communication is the motivation in communicating in the academic field, with a score of 0.81, followed by self-confidence with a score of 0.67, and lastly, openness, with a score of 0.67. Each factor is composed of four indicators as follows. For example, confidence is composed of belief, a sense of responsibility, objectivity, and rationality. The strongest indicator of the self-confidence factor is the belief in one's abilities. Meanwhile, achievement motivation factors are mostly composed of such indicators as a willingness to learn, adaptability, the desire to excel, and the existence of communication efforts. The indicator of the strongest motivational factors is achievement motivation. In addition, the openness factor is composed of indicators of equality, environmental interaction, mutual trust, and values. The strongest indicator of the openness factor is the value of interpersonal communication, especially in online learning processes. Received: 31 October 2021 / Accepted: 3 December 2021 / Published: 3 January 2022