مدى تطبيق منحى التعليم الجامع وعلاقت ه بجودة التعليم في مدارس وكالة الغوث الدولية من وجهة نظر معلمي المرحلة الأساسية

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creativework.keywordsمنحى التعليم الجامع ,جودة التعليم ,كالة الغوث الدوليةar
dc.contributor.authorوسام محمد جابر الشدفانar
dc.contributor.authorWissam Mohammed Jaber Al-Shadfanen
dc.date.accessioned2023-01-24T10:03:36Z
dc.date.available2023-01-24T10:03:36Z
dc.date.issued2020-12-26
dc.description.abstractThis study aimed to investigate the extent of applying inclusive education approach and its relationship to the quality of education in UNRWA schools from the point of view of primary school teachers. The researcher followed the descriptive, analytical approach .The study population consisted of (509) teachers of UNRWA schools in the Hebron Education Area. The study sample consisted of (204) teachers, including (73) male teachers and (131) female teachers, from the Hebron Education Area schools, which was chosen by the stratified random sampling method. The researcher used two questionnaires which are: the extent of application of the inclusive education approach questionnaire and the level of education quality questionnaire. The results of the study showed; The overall score for the extent of applying the education approach is high; the existence of statistically significant differences in the averages of the extent to which the inclusive education approach is applied to the total score due to the gender variable in favor of (females), to the variable of experience in education on the total score in favor of teachers whose years of experience are (more than 10 years), and to the variable of school sex on the total score in favor of teachers who work in (mixed) schools, and there are no statistically significant differences in the averages of the extent of applying the education approach due to the variable of specialization on the total score. It was also found that the overall score for the quality of education was high; the existence of differences for the variable of experience in education on the total score, in favor of teachers whose years of experience are (more than 10 years), and for the variable of school sex on the total degree, in favor of teachers who work in (mixed) schools, and there are no statistically significant differences in the averages of the quality of education. In light of the results of the study, the researcher recommended the necessity of working to ensure the continuity of the application of the inclusive education approach, with an emphasis on raising the level of quality in education commensurate with the requirements and needs of the Palestinian community, and keenness to design friendly and inclusive classroom and school environments to suit the needs of all students, as well as conducting more training For administrators and teachers on inclusive education and the participation of parents and community institutions in supporting inclusive education and fulfilling their roles.en
dc.identifier.citationالشدفان، وسام محمد. (2020). مدى تطبيق منحى التعليم الجامع وعلاقت ه بجودة التعليم في مدارس وكالة الغوث الدولية من وجهة نظر معلمي المرحلة الأساسية [رسالة ماجستير منشورة، جامعة القدس، فلسطين]. المستودع الرقمي لجامعة القدس. https://arab-scholars.com/81707dar
dc.identifier.urihttps://dspace.alquds.edu/handle/20.500.12213/7697
dc.language.isoar
dc.publisherAl-Quds Universityen
dc.titleمدى تطبيق منحى التعليم الجامع وعلاقت ه بجودة التعليم في مدارس وكالة الغوث الدولية من وجهة نظر معلمي المرحلة الأساسيةar
dc.titleThe Extent of applying the Inclusive Education Approach and its Relationship to the Quality of Education in UNRWA schools from the Point of View of Primary School Teachersen
dc.typeThesis
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