Bibliografías temáticas / Educational change in Jordan

Literatura académica sobre el tema "Educational change in Jordan"

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Publicado: 4 de junio de 2021
Última modificación: 20 de febrero de 2023

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Artículos de revistas sobre el tema "Educational change in Jordan"

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Rabee, Ahmad Mohm’d. "A Proposed Strategy for Managing Change in Value System and Knowledge Structure: A Case Study of Private University Students in Jordan". International Education Studies 12, n.º 5 (29 de abril de 2019): 68. http://dx.doi.org/10.5539/ies.v12n5p68.

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Every nation depends on its knowledge framework and value system in order to survive. For this reason, this study was focused on identifying a proposed strategy for managing the change in the value system and the knowledge structure of private university students in Jordan. Also, to point out the need for students to own their procedures, the sample consisted of a random sample of 279 faculty members. The results of the study showed that the highest areas of the use of faculty members in the field of educational procedures have an average of 3.25 with a class of Medium, and the students’ need for owning the measures of management changed significantly. The system of values and knowledge of the students in private universities in Jordan in the field of educational procedures have an average of 3.36. The study reached a proposed vision for building a strategy to manage the change in the value system and the knowledge structure of private university students in Jordan in an environment where students feel reassured and whereby tranquility affects their behavior, values, and attitudes.
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El Kharouf, Amal y Nour Daoud. "Gender Role Attitudes among Higher Education Students in Jordan". Mediterranean Journal of Social Sciences 10, n.º 4 (1 de julio de 2019): 63–75. http://dx.doi.org/10.2478/mjss-2019-0053.

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Abstract Youth are the change agents of any society, therefore, it is critical to identify their attitudes toward gender roles. The study utilizes a social survey approach, where a stratified random sample is selected from the study population, which consists of Jordanian youth who are enrolled at the University of Jordan in Amman, Jordan. The size of the sample is 848 youth, with 33.5% (N=284) males and 66.5% females (N=564). A survey, based on two scales, is developed to measure youth’s attitudes toward gender roles: the gender professions scale and the gender skills scale. The study also examines the effect of the following variables: age, type of college, place of residence, monthly income, and educational level of the mother. The analysis uses statistical methods to recognize differences in attitudes, to understand the relationship between the independent and dependent variables, and to determine statistical significance (set at p ≤ 0.05). The results show that the attitudes of female youth toward gender roles are nontraditional in comparison to those of their male counterparts. Moreover, attitudes toward gender roles tend to be gender-balanced among older youth who live in urban areas, study in humanitarian colleges, and whose mother’s educational level is high. The study highlights the importance of institutionalizing the concept of gender in higher educational institutions.
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Innabi, Hanan y Omar El Sheikh. "The Change in Mathematics Teachers' Perceptions of Critical Thinking after 15 Years of Educational Reform in Jordan". Educational Studies in Mathematics 64, n.º 1 (29 de septiembre de 2006): 45–68. http://dx.doi.org/10.1007/s10649-005-9017-x.

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Wafaa Ahmed Bakheet, Wafaa Ahmed Bakheet. "The reality of applying electronic supervision in public schools during the Corona pandemic period from the point of view of educational supervisors in the Northern Region of Jordan: واقع تطبيق الإشراف الإلكتروني في المدارس الحكومية خلال فترة جائحة كورونا من وجهة نظر المشرفين التربويين في إقليم الشمال بالأردن". مجلة العلوم التربوية و النفسية 5, n.º 30 (29 de agosto de 2021): 1–26. http://dx.doi.org/10.26389/ajsrp.b070321.

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The study aimed to identify the reality of the application of electronic supervision in public schools during the period of the Corona pandemic from the point of view of educational supervisors in the Northern Region in Jordan, depending on the changing gender and years of experience supervisory and specialization. The research adopted the descriptive analytical approach. The researcher took from (the questionnaire) a main tool to take the opinions of the members of the sample of the study consisting of 50 supervisors. The results of the research showed the reality of the application of electronic supervision in public schools during the period of the Corona pandemic from the point of view of educational supervisors in the Northern Region in Jordan at the level of the whole tool obtained a total level (3.98 out of 5) with a rating (high). At the field level: the area (barriers to the use of electronic supervision) received the highest average (4.21) rating (very high). This is followed by the field (the importance of educational supervision) where the average (3.98), the field (the application of electronic supervision in supervisory work) where the level of response was (3.91), and finally the field (the concept of electronic supervision) where the level of response was (3.80) , all are rated (high). It also showed that there were no statistically significant differences at the level of (α≤0.05) the reality of the application of electronic supervision in public schools during the corona pandemic period from the point of view of educational supervisors in the Northern Region in Jordan due to the change of gender and years of experience supervisory and specialization in all dimensions and the overall degree where the level of significance of the values (T) was greater than (0.05). The researcher recommended the adoption of integrated education in Jordanian schools, even after the Corona pandemic, to meet exceptional circumstances. The educational supervisor should develop his supervisory practices to conform to the circumstances of the Corona pandemic and to the requirements of e- learning. Finally, the teacher is supported by educational media that he or she can rely on when designing his e- lessons.
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Al-Najjar, Mohammad A. A., Ruaa R. Al-alwany, Firas M. Al-Rshoud, Rana K. Abu-Farha y Mohammed Zawiah. "Menstrual changes following COVID-19 infection: A cross-sectional study from Jordan and Iraq". PLOS ONE 17, n.º 6 (29 de junio de 2022): e0270537. http://dx.doi.org/10.1371/journal.pone.0270537.

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Purpose COVID-19 infection is normally followed by several post-COVID effects. This study aimed to investigate to evaluate menstrual changes in females following COVID-19 infection, and to evaluate female perception about the effect of COVID-19 on their menstrual cycles. Methods During this cross-sectional survey-based study, a convenience sample of 483 women from Jordan and from Iraq, who had infected with COVID-19 were invited to fill-out the study questionnaire. Results The study was conducted on the females, with a median age 31 years old. Results showed that 47.2% of them (n = 228) suffered from a change in the number of days between two consecutive periods, as well as from a change in the amount of blood loss. Also, more than 50% of them believed that COVID-19 infection may cause changes in the amount of blood loss during the cycle (n = 375, 56.9%), and changes in the number of days between the two consecutive periods (n = 362, 54.2%). Regression analysis showed that participants with higher educational level (bachelor or higher) (Beta = -0.114, P = 0.011), and those living in Iraq (Beta = -0.166, P<0.001) believed that COVID-19 has lower tendency to cause menstrual changes. In addition, non-married females (Beta = 0.109, P = 0.017), and those who are current smokers (Beta = 0.091, P = 0.048) believed that COVID-19 has higher tendency to cause menstrual changes. Conclusion his study revealed that COVID-19 infection could affect the menstrual cycle for the females. Further prospective studies should be done to confirm these findings and evaluate how long these menstrual irregularities lasted.
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JONES, SANDY RUSSELL. "AMIRA EL-AZHARY SONBOL, Women of Jordan: Islam, Labor, and the Law, Gender, Culture, and Politics in the Middle East Series (Syracuse, N.Y.: Syracuse University Press, 2003). Pp. 311. $45.00 cloth, $24.95 paper". International Journal of Middle East Studies 36, n.º 3 (agosto de 2004): 504–6. http://dx.doi.org/10.1017/s0020743804433078.

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In an Arab country that boasts the highest female literacy rate in the region (79.4% in 1998) and arguably the best educational system, how is it that Jordanian women's participation in the economy falls so terribly short of the hopeful expectations generated by these facts? In her study of women in Jordan, Amira El-Azhary Sonbol provides answers to this question. First, while the Jordanian constitution proclaims equal rights for women, specific legal codes limit these rights. Second, school curricula and classroom practices are gendered, encouraging early marriage for girls, not the pursuit of a career. Third, social attitudes continue to be patriarchal. While all the chapters of the book are written with the aim of addressing Sonbol's central concern, they are also intended to stand individually. The format serves a practical purpose: to facilitate discussion and promote legal change in Jordan and elsewhere.
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Alsharari, Nizar Mohammad. "The development of accounting education and practice in an environment of socio-economic transformation in the Middle East". International Journal of Educational Management 31, n.º 6 (14 de agosto de 2017): 736–51. http://dx.doi.org/10.1108/ijem-04-2016-0082.

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Purpose The purpose of this paper is to explore the development of accounting education and practice as influenced by the socio-economic transformation in Jordan. Design/methodology/approach The paper presents an explanatory study of how accounting education and practice has developed in relation to socio-economic change in Jordan, using the institutional economic theory-based constructivist approach, in which knowledge is constructed by compiling data from different sources, including historical and statistical analyses, documents, and archival records. Findings The study finds that accounting education in Jordan cannot be effectively studied without reference to how accounting practice affects, and is affected by the social, economic, political and cultural dimensions of its operating environment. The study finds that accounting change has been driven by the Jordanian Government’s response to the macroeconomic challenges that had historically restricted economic growth, including the scarcity of natural resources, budget deficits, soaring debt, and structural unemployment. The ongoing program of privatization has been a significant contributor to economic, accounting, and legal change. Since accountancy is accepted as a social practice, culture plays a significant role in accounting research, and cultural factors bearing on accounting education and practice in Jordan include the historical imposition of western accounting paradigms in developing countries, Jordan’s cultural values, the quality of its education system, and the disparity between the private sector’s and public management’s embrace of technology and applications for management accounting. The study finds that accounting education in Jordan cannot be effectively studied without reference to how accounting affects, and is affected by the social, economic, political and cultural dimensions of its operating environment. Research limitations/implications This paper describes the development of accounting education in an environment of socio-economic change, which has potential implications for accounting practitioners, academics, and policy makers in developing countries. The study’s constructivist approach selected with the aim of constructing a picture of the change environment, and thus, present new knowledge in a compilation of data limits, however, the generalizability of the findings. Originality/value The paper is a one of very few research studies in the accounting literature to present evidence from the Middle East of how accounting education and practice has developed in response to socio-economic transformation, and has itself contributed to socio-economic growth in Jordan. The significance of cultural factors in these developments provides further understanding of the dynamics of developing accounting education and practice in the era of globalization.
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Shamieh, O., A. Mansour, R. Harding, M. Tarawneh y S. Payne. "National Home Care Initiative in Jordan: A Demonstration Project". Journal of Global Oncology 4, Supplement 2 (1 de octubre de 2018): 242s. http://dx.doi.org/10.1200/jgo.18.97300.

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Background and context: The home healthcare market in Jordan is nascent with little service offered. It suffers from a highly fragmented and underregulated landscape. The limited access to qualified trustworthy home care services, lack of professional home care training, and lack of home health care insurance coverage have added to the heavy in-patient bed demand and delayed hospital discharges especially for disabled or terminally ill patients. Aim: To establish a comprehensive national home care program to improve the delivery of palliative and home care services in Jordan, and to conduct a situational analysis and generate policy recommendations. Strategy/Tactics: We used multiple strategies to reach our objectives. 1. Expansion of home care services at King Hussein Cancer Center (KHCC) to create a local demonstration project. 2. Building health care professional capacity by offering variety of educational programs. 3. Improving quality of service delivery by generating clinical practice guidelines, such as standards operating procedures and patient and family educational materials. 4. Use the pilot operational and financial data to generate an economic model to inform the development of similar home health care units in hospitals across Jordan. 5. National advocacy and building effective partnership with all related stakeholders to advance national policy. Program/Policy process: Between May 2016 and May 2017, 7818 home care visits were conducted by KHCC. For capacity building; 678 health care professionals were trained in palliative and home care, out of which 366 participants were females (54%). Palliative care was successfully recognized as a specialty by the Jordan Nursing Council and recognized as a subspecialty by the Jordan Medical Council. The palliative and home care standards of practice were included in the health care accreditation council. The analysis of economic evaluation data suggested that home care services decreased in-patient utilization and costs which is advantageous to a country with limited resources. As a result of the advocacy stream and a collaborative network, the national palliative and home care strategic framework was generated, and endorsed by the Ministry of Health. Outcomes: The NHCI resulted in a very successful pilot project and achieved specialty and subspecialty recognition. Furthermore, we were able to build the capacity of health care professionals and policy makers in the palliative and home care sector from public, private and academic institutions. In the advocacy and policy dimension, the Minister of Health officially approved and adapted the palliative and home care strategic framework that was developed by this initiative. What was learned: Cross-sector collaboration and effective partnership resulted in system change and policy advancement. Developing effective economic systems is essential in low resourced countries. The initiative was supported by a joint grant from the USAID and KHCC.
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M Aman, Abdulrazak y Norshuhada Shiratuddin. "Virtual reality and augmented reality create fair education opportunities for refugee children in camps". International Journal of Engineering & Technology 9, n.º 3 (4 de agosto de 2020): 665. http://dx.doi.org/10.14419/ijet.v9i3.31003.

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In this article, it is reported about Virtual Reality and Augmented Reality, its impact on the technology world, and change it induced in the digital world. Virtual Reality is the next step in the evolution of technology, changing the face of technology, and whole new experience. Virtual Reality and Augmented Reality changing people’s daily lives and serving the helpless beings on the planet. Hence, helping to improve the educational system, introducing an innovative and compulsive method of teaching, creating new opportunities for helping out the refugee children in refugee children with lesser resources and opportunities. Identifying the current problems in the educational system, virtual Reality, and augmented Reality, providing solutions for the pre-existing problems in the system. Use of VR and AR for students with fewer resources to increase their exposure to the world. Conducting Virtual Reality trips, VR education in refugee camps, and use of VR to reach out to children with no formal education. Use of VR for educational purposes for refugee children and teachers in Turkey, Germany, Syria, Jordan, and all over the globe. Future of VR and AR, its impact on the world in the coming years, providing a completely new experience and visualization of the digital world.
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Awamleh, Manal Ahmad y Faten Hamad. "Digital preservation of information sources at academic libraries in Jordan: an employee’s perspective". Library Management 43, n.º 1/2 (12 de enero de 2022): 172–91. http://dx.doi.org/10.1108/lm-10-2021-0088.

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Purpose Digital preservation requires new skills and collaboration among library staff to maintain long-term access to information resources. Digital content and digital technologies pose a serious challenge to information institutions to continue to select, preserve and access information resources. However, there is an urgent need to increase awareness of the new trends in the partnership between research communities and academic libraries; there is also a need for new digital preservation-related skills among librarians. Therefore, this research aims to investigate the benefits, importance, requirements and challenges of digital preservation in academic libraries in Jordan.Design/methodology/approach A questionnaire was disseminated to 150 library staff working at the 10 public universities in Jordan, with 133 questionnaires suitable to analyze with a response rate of (88.6%).Findings The results indicate a moderate perception of the benefits and importance of digital preservation, as well as the requirements and challenges in academic libraries in Jordan to carry out the digital preservation process. This indicated the importance of increasing the academic libraries' – specifically academic libraries in Jordan – awareness of the vast and important benefits of digital preservation to maintain long-term access to information. It was noted that factors such as sex, experience, educational level and specialization did not affect the results.Practical implications The findings will provide insights for other academic libraries on how to plan and develop preservation policies to maintain access to information.Social implications Access to information is a human right that contributes to the advocacy of sustainable development, and hence, digital preservation can facilitate long-term availability and accessibility to information.Originality/value This paper provides insights and practical solutions for academic libraries in response to technological development and the change requirements. It will help academic libraries handle and cope with the challenges of providing distance library services over digital channels.
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Tesis sobre el tema "Educational change in Jordan"

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Alshurfat, Saleh Swailem, University of Western Sydney, of Arts Education and Social Sciences College y School of Education and Early Childhood Studies. "The role of primary school teachers in education change in Jordan". THESIS_CAESS_EEC_Alshurfat_S.xml, 2003. http://handle.uws.edu.au:8081/1959.7/756.

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This thesis reports an evaluation of the Jordanian Education Reform Program (JERP) initiated in 1987. The thesis includes a review of the international literature on education reform culminating in a conclusion that the most widely accepted approach currently is a mixed-model one that is partly top-down and partly bottom-up. Both quantitative and qualitative types of data were gathered and analysed. The findings of the study were that some seven teacher roles, particularly those of technologist and social change agent, were being performed at comparatively low levels, while others, particularly those of developer of student’s cognitive growth and health educator, were being performed at comparatively high levels. Many problems in the implementation of the education reforms were revealed in the interviews, especially the failure to involve teachers in the process of planning the reforms. Implications for policy, practice and further research were suggested.
Doctor of Philosophy (PhD)
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Taji, Mona 1956. "Looking through the magnifying glass : higher education policy reforms and globalization in Jordan". Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85208.

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This study was based on the assumption that globalization is behind the initiative for higher education reform in Jordan. The changes stemming from globalization are of such magnitude that they are impacting higher education systems almost everywhere, in varying degrees of intensity.
The conceptual framework of this study is shaped by qualitative methodology, and guided by a social constructivist paradigm, using a case study strategy. My aim is to choreograph this inquiry based on the post-modern notion that there is no single correct interpretation that captures reality. In this study, I identify the forces responsible for the restructuring of higher education in Jordan, to help gauge the scope and dimensions of the changes advanced under the banner of reform.
My aim in this study is to expand the ongoing debate on higher education in the context of globalization. And most importantly for Jordan, I aim to help develop a more coherent, multi-linear view of the dynamics underlying the reforms advanced, and the various impacts of globalization. By providing insight into the relationship between globalization and the needs advanced for higher education policy reforms, this study aims to help work with globalization rather than against it, and invest every effort to benefit from its opportunities.
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Alshurfat, Saleh Swailem. "The role of primary school teachers in education change in Jordan". Thesis, View thesis, 2003. http://handle.uws.edu.au:8081/1959.7/756.

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This thesis reports an evaluation of the Jordanian Education Reform Program (JERP) initiated in 1987. The thesis includes a review of the international literature on education reform culminating in a conclusion that the most widely accepted approach currently is a mixed-model one that is partly top-down and partly bottom-up. Both quantitative and qualitative types of data were gathered and analysed. The findings of the study were that some seven teacher roles, particularly those of technologist and social change agent, were being performed at comparatively low levels, while others, particularly those of developer of student’s cognitive growth and health educator, were being performed at comparatively high levels. Many problems in the implementation of the education reforms were revealed in the interviews, especially the failure to involve teachers in the process of planning the reforms. Implications for policy, practice and further research were suggested.
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Alshurfat, Saleh Swailem. "The role of primary school teachers in education change in Jordan /". View thesis, 2003. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20050811.150405/index.html.

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Salman, Amin Mohammad Hasan. "Some problems in the educational system in Jordan". Thesis, University College London (University of London), 1986. http://discovery.ucl.ac.uk/10019208/.

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Problems arise from asynchronous changes in society. Therefore, changes in the socio—economic system have created problems due to inadequate responses in the educational system. While new aims in education have been discussed, and even were incorporated in the 19614 Jordanian Education Law, they have not been fully achieved in practice. While many of these aims were appropriate to the new circumstances in Jordan, there were serious faults in the Law, which prevented the successful pursuit of the aims. This study an attempt to reveal why the aims of education in Jordan, as set out in the 196 14 Law, have not been achieved adequately in practice, by examining some issues of policy in the educational system. The central issues are: school buildings, literacy, adult education and private education. In addition there are constraints which hinder the realisation of the aims of education and solutions to these issues. The constraints that are considered in this study are finance and the mental states of participants in the educational process. To tackle this situation it is necessary to design new policies for educational administration and finance, the structure and organisation of the system, curricula in the schools of Jordan and teacher training. Therefore, the thesis is organised as follows. Chapter One deals with a discussion of the aims of education in general and in Jordan specifically, in terms of whether they should be knowledge, child or society centred. The second chapter deals with issues in the educational system and constraints preventing change and suggests how the Minitry of Education could deal with the problem of achiving the stated aims of education. The third chapter discusses educational administration, and the relationships between the various parts of the educational administration system. Special attention is paid the the different roles of administrators at the national, local and school level, to explore the extent to which these roles are complementary or in conflict. Chapter Four deals with the structure and organisation of the school system, and whether the pressent 6-3-3 is the most appropriate organisation for the achievment of the educational aims. The fifth chapter tackles the curriculum, which is perhaps the most important issue of all. All the elements of curriculum development, namely theory, objectives and content are discussed and related to the aims of education and whether they are knowledge, child, or society centred. The sixth chapter deals with the related issues of teaching methods and evaluation in similar terms. Chapter six deals with the preparation of teachers, and how teachers can best be trained so as to improve the opportunities for achieving the stated aims. Particuar attention is paid to the institutions in which the training of teachers takes place, and the part played by the universities and the Ministry of Education. In the eighth and final chapter the findings oare summarised, and a range of policies are put forward which are deigned to solve the identified problems.
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Peck, Brian MacLellan 1958. "KING HUSAYN OF JORDAN: TRADITION AND CHANGE IN MODERN MIDDLE EASTERN MONARCHY". Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/291239.

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Sammour, Hael Y. "Educational Activities at the University of Jordan in Two Decades (1962-1982)". Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc331035/.

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This study examined the educational activities at the University of Jordan, established in 1962, which is the oldest university in the country. The study traced the historical development of the university, which emphasizes highly-qualified graduates, and analyzed some of its educational practices. Research on this subject is limited. Jordanians have written little about their educational system, and there is little evidence of foreign scholars' interest in the subject. Some researchers argued that national pride was the main reason for establishing the university, since financial resources were not available to initiate and sustain serious research. The university started in the fall semester of 1962 with 167 students and one faculty, the Faculty of Arts. Two decades later, the university had ten faculties: Commerce and Administrative Sciences, Sciences, Medical Sciences (Medicine, Nursing, and Pharmacy), Agriculture, Education, Law, Engineering, Sharia, and Physical Education. The total number of staff continued to increase from 7 in 1962 to 627 by 1982. The size of the physical structure increased from one building to 40 buildings with approximately 18,000 square meters in 1982. As of 1982, more than 15,253 students had graduated from the university with bachelor's, master's, and diplomas-in-education degrees. In 1972, the University of Jordan changed from the yearly system to the credit-hour system, making it the first university in the region to adapt the credit-hour system. This study also provided information on students studying in Jordanian schools, students in host countries, students and faculty distribution in seven faculties, faculty demographics, research projects, degree programs, university budgets, as well as the multipurpose general secondary education examination which has no clear directive philosophy.
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Droeber, Julia. "Young middle class women in Jordan : taking part in social change". Thesis, University of Exeter, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.272988.

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Mustafa, Muhannad Khazer. "The use of educational technology in teaching Islamic education in Jordan". Thesis, University of Huddersfield, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247397.

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Kharman, Nabil Moussa. "Educational developments in Jordan : a comparison of private and public schools". Thesis, University of Reading, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.427031.

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Libros sobre el tema "Educational change in Jordan"

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Haddad, Wadi. The dynamics of education policymaking: Case studies of Burkina Faso, Jordan, Peru, and Thailand. Washington, D.C: World Bank, 1994.

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Robins, Philip. Jordan to 1990: Coping with change. London: Economist Publications, Economist Intelligence Unit, 1986.

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Syria, Lebanon, and Jordan. New York, NY: Britannica Educational Pub. in association with Rosen Educational Services, 2011.

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Open University. E629 Course Team. Managing educational change. Milton Keynes: Open University Press, 1992.

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Rodwell, Susie. Managing educational change. London: University of London Institute of Education, 1986.

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Hargreaves, Andy, ed. Extending Educational Change. Dordrecht: Springer Netherlands, 2005. http://dx.doi.org/10.1007/1-4020-4453-4.

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Rodwell, Susie. Managing educational change. London: University of London Institute of Education, 1986.

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Jaber, Kamel Abu. The Badia of Jordan : the process of change. Amman: University of Jordan, 1987.

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Jābir, Kāmil Ṣāliḥ Abū. The Badia of Jordan: The Process of Change. Amman: University of Jordan, 1987.

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Hung, David, Shu-Shing Lee, Yancy Toh, Azilawati Jamaludin y Longkai Wu, eds. Innovations in Educational Change. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6330-6.

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Capítulos de libros sobre el tema "Educational change in Jordan"

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Kanaan, Taher H. "The Political Economy of Higher Education in Jordan: Cost-Sharing Revisited". En Universities in Arab Countries: An Urgent Need for Change, 249–86. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73111-7_14.

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Badran, Serene y Adnan Badran. "Who Pays What for Public & Private University Education in the Arab Region Compared with the Rest of the World: Context of Jordan". En Universities in Arab Countries: An Urgent Need for Change, 225–48. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73111-7_13.

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Lo, Leslie N. K. y Fang Wang. "Navigating Educational Change". En Navigating Educational Change in China, 93–116. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-63615-3_5.

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Beabout, Brian R. "Principles of Leading Change". En Educational Futures, 151–72. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-100-7_10.

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Chapman, Christopher. "Aiming for systemic change". En Educational Equity, 20–37. Names: Chapman, Christopher, editor. | Ainscow, Mel, editor. Title: Educational equity : pathways to success / edited by Christopher Chapman and Mel Ainscow. Description: Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003128359-2.

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Kwok, Ka-ho. "Social Change and Educational Change". En When Education Meets Politics in Taiwan, 5–19. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-152-0_2.

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Pink, Ross Michael. "The Middle East: Egypt, Israel, Jordan". En The Climate Change Crisis, 185–216. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-71033-4_8.

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Gillham, Bill. "Directions of Change*". En Reconstructing Educational Psychology, 11–23. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003279853-1.

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Datnow, Amanda, Lea Hubbard y Hugh Mehan. "Prospects for Educational Change". En Extending Educational Reform, 138–45. London: Routledge, 2005. http://dx.doi.org/10.4324/9780203993965-7.

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Malone, Helen Janc. "Systems Change". En Future Directions of Educational Change, 165–69. New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315269955-12.

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Actas de conferencias sobre el tema "Educational change in Jordan"

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"CHANGES IN HEMODYNAMIC STATUS, SLEEP PATTERN, MENTAL HEALTH , AND SOCIAL LIFE AMONG NIGHT SHIFT MEDICAL WORKER IN JORDANIAN HOSPITALS". En International Conference on Public Health and Humanitarian Action. International Federation of Medical Students' Associations - Jordan, 2022. http://dx.doi.org/10.56950/bgcw7569.

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Background: Shift work is essential for many occupations like in the Emergency Medical Service that provides critical services that must be available all hours as a result of the irregularly day and night nature work (e.g., 9 p.m to 7:30 am ) with long-duration shifts (e.g., 24h and 48h) they could end up with a higher risk of disturbances in hemodynamic status which is contributed to (shock, heart failure, pressure changes, Sleep deficiency) along with mental health issue Objective: we aim to compare the blood pressure, heart rate, and O2 saturation and investigate the effect of demographic that includes (BMI, age, sex, educational level, mental status, memory, and decision-making ability. ) symptoms, and substance consumption (including caffeine, tea, energy drink, alcohol, smoking, multi-vitamin ..etc) between two group night shift and day shift Method: this study will be conducted in private hospitals and public hospitals in Jordan (Amman and Irbid ) and its design is a cross-sectional observational where adult health care providers will be invited to participate in completing an interviewer administration questionnaire Results: the high percentage of night medical workers faced a problem in many aspects including sleep disturbances, higher pressure, high caffeine intake, low focus, and decision-making ability along with social and family issues and mental health disturbances Conclusion: so we could conclude that medical night Shift work is associated with impaired alertness and low efficacy due to sleep loss and circadian disturbances so the performance remains mainly impaired during night shifts and the ability to focus and solve the problem and memorize information become lower with time In the end, we hope that medical institutions and hospitals would care more about the working environment not only the physical side but also mental health which should be put under the consideration Keywords: hemodynamic status, night shift, mental health, cardiovascular disease, social life
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Alshawabkeh, Akram N., Nima Rahbar, Thomas C. Sheahan y Guoping Tang. "Volume Change Effects on Solute Transport in Clay Under Consolidation". En Geo Jordan Conference 2004. Reston, VA: American Society of Civil Engineers, 2004. http://dx.doi.org/10.1061/40735(143)9.

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El Shawa, Sahba, Merna Alzurikat, Zaina Abu Sha’ar y Moh'd Sami Ashhab. "JSRI space design competitions: Education and outreach for emerging space countries". En Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.069.

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As countries around the world are racing towards realizing the common dream of humans creating long-term habitats in space, emerging space countries like Jordan, with no established space agency, are struggling to participate in the development of research and projects in the field. Additionally, due to the deteriorating economical situation in Jordan, students now seek professions with higher market demands and payment rates to ensure a safe career path. This led Jordanian students to overlook emerging fields of study like space. From here arises the need to conduct proper outreach to spread awareness on space research and its benefits, and to incorporate space studies in the Jordanian educational system in order to build a strong base of human resources in the field. Since Jordan is lacking in both educational and theoretical, as well as professional and practical sides, students mostly turn to completing their studies and gaining professional experience in the space field abroad. Therefore, before establishing Jordanian-targeted education programs and initiatives for space studies, there is the need for the establishment of local space institutes, projects, and programs which ensure that students will have access to training programs and practical experience as well as securing future job opportunities, thereby making space careers a viable option. In 2020, under the Moon Village Association's Participation of Emerging Space Countries program, a roadmap for Jordan’s contribution to lunar exploration and the Jordan Space Research Initiative (JSRI) were created. This 20-year roadmap focuses on establishing an analog R&D facility in Jordan’s Wadi Rum desert, aiming to support the emerging space field in Jordan, while contributing to its national priorities and sustainable development goals. Beginning with the outreach element to foster space education, JSRI launched two space design competitions in 2021 to engage students and professionals interested in the field. These competitions allowed the participants to learn about spacesuit and rover design, as well as develop their own prototypes in a hands-on educational exercise. By providing funding and expert support, JSRI ensured that a diverse group of Jordanians was able to participate, regardless of their backgrounds. This approach proved to be successful in enabling the participation of various segments of the Jordanian society, and has shown that people with a passion for space can thrive through educational initiatives such as these competitions. Building on this success, future partnerships and educational initiatives are being established, aiding in the formation of a space network in Jordan
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Chen, Dong y Jennifer G. Duan. "Modeling Channel Morphologic Change in the West Jordan River, Utah". En World Environmental and Water Resources Congress 2006. Reston, VA: American Society of Civil Engineers, 2006. http://dx.doi.org/10.1061/40856(200)63.

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Ghwanmeh, Sameh. "Utilizing ICT to Enhance Pedagogy within the Educational System in Jordan". En 2nd Annual International Conference on Education and e-Learning. Global Science Technology Forum, 2012. http://dx.doi.org/10.5176/2251-1814_eel12.41.

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Kanan, Tarek, Ahamd Turki Obaidat y Majduleen Al-Lahham. "SmartCert BlockChain Imperative for Educational Certificates". En 2019 IEEE Jordan International Joint Conference on Electrical Engineering and Information Technology (JEEIT). IEEE, 2019. http://dx.doi.org/10.1109/jeeit.2019.8717505.

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Batarseh, M., H. Khan, M. Goebel, P. Dawe, T. El-Hasan, A. Jireis, M. Y. Al Rawashdeh, R. Paterson, J. Pomeroy y O. Mohawsh. "Transboundary Water Governance and Climate Change: Focus on Dead Sea, Jordan". En EAGE Workshop on Dead Sea Sinkholes – Causes, Effects and Solutions. Netherlands: EAGE Publications BV, 2012. http://dx.doi.org/10.3997/2214-4609.20143072.

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Niedre-Lathere, Kristīne y Alīda Samuseviča. "Transformative Dimensions of Educational Change Context". En 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.20.

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AlTarawneh, Ragaad, Manal AlKhoshrman, Yousef Nabeel, Shah Rukh Humayoun y Ahmad B. A. Hassanat. "The Story of Designing an Educational Mobile Application for Children in South of Jordan". En Proceedings of the 31st International BCS Human Computer Interaction Conference (HCI 2017). BCS Learning & Development, 2017. http://dx.doi.org/10.14236/ewic/hci2017.10.

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Amrieh, Elaf Abu, Thair Hamtini y Ibrahim Aljarah. "Preprocessing and analyzing educational data set using X-API for improving student's performance". En 2015 IEEE Jordan Conference on Applied Electrical Engineering and Computing Technologies (AEECT). IEEE, 2015. http://dx.doi.org/10.1109/aeect.2015.7360581.

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Informes sobre el tema "Educational change in Jordan"

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Raei, Lamia. A Pathway to Youth Employment: Youth internships programme in Jordan. Oxfam IBIS, agosto de 2021. http://dx.doi.org/10.21201/2021.7956.

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As part of the Youth Participation and Employment (YPE) programme, Oxfam’s partner INJAZ works to bridge the skills gap between the educational system and the changing needs of the labour market in Jordan. Oxfam supports the INJAZ internship programme, which aims to integrate young people into private-sector companies in order to help inform their future career choices. For many young people who participate in the programme, their internship is a stepping-stone to full employment. This case study presents examples of young people who enrolled in the scheme, enhanced their skills, and found a job. Though the uncertainty caused by COVID-19 has affected the pace of recruitment, Oxfam and INJAZ are still working tirelessly to achieve the programme’s mission.
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Blackford, Johanna. Paradigm Shifts in Large-Scale Educational Change: Uncovering the Oregon Education Investment Board's Theory of Change-in-Action. Portland State University Library, febrero de 2020. http://dx.doi.org/10.15760/etd.7293.

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Kiwan, Dina, May Farah, Rawan Anna y Heather Jaber. Women’s Participation and Leadership in Lebanon, Jordan and Kurdistan Region of Iraq: Moving from individual to collective change. Oxfam GB, abril de 2016. http://dx.doi.org/10.21201/2016.604070.

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Cascio, Elizabeth y Ayushi Narayan. Who Needs a Fracking Education? The Educational Response to Low-Skill Biased Technological Change. Cambridge, MA: National Bureau of Economic Research, julio de 2015. http://dx.doi.org/10.3386/w21359.

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Burbach, Jessica. Pushing Back on School Pushout: Youth at an Alternative School Advocate for Educational Change Through Youth Participatory Action Research. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.6269.

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Ciapponi, Agustín y Sebastián García Martí. Do educational outreach visits improve health professional practice and patient outcomes? SUPPORT, 2017. http://dx.doi.org/10.30846/170107.

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Educational outreach visits entail the use of a trained person from outside the practice setting to meet with healthcare professionals in their practice. They provide information that may include feedback about professional performance with the intent of improving practice. This type of face-to-face visit is also called academic detailing and educational visiting. The intervention may be tailored based upon previously identified barriers to change or combined with other interventions, including reminders or interventions targeted directly at patients, such as recall clinics
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Carlson, Lisa. Marriage in the U.S.: Twenty-five Years of Change, 1995-2020. National Center for Family and Marriage Research, diciembre de 2020. http://dx.doi.org/10.25035/ncfmr/fp-20-29.

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The marriage rate in the U.S. has fallen over the last 25 years, while the rate of premarital cohabitation has increased (Cherlin 2020; FP-17-05). In 1995, the marriage rate was about 45 per 1,000 women, falling to about 31 per 1,000 women by 2020 (FP-20-21). Using data from the 1995 and 2020 Current Population Survey, this family profile investigates 25 years of change in marriage among women aged 18-49. Updating FP-15-17, the profile also examines variation in the share of women ever married by age, race/ethnicity, and educational attainment.
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Cliffe, Emma. Local Humanitarian Leadership Index: A snapshot of progress towards local humanitarian leadership outcomes in the humanitarian coordination architecture in Jordan, Lebanon and Syria. Oxfam, julio de 2022. http://dx.doi.org/10.21201/2022.9141.

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This index outlines what needs to change in order to achieve local humanitarian leadership in the Syria crisis response. It summarizes research undertaken on the engagement of local and national actors in the international humanitarian coordination architecture in Jordan, Lebanon and Syria, and is accompanied by three country case studies. The index is designed to support local and national non-government organizations to advocate for reforms so they can increase their engagement within the humanitarian coordination system, and use these spaces to advocate for their desired changes in the response. Donors, UN agencies and INGOs bear the main responsibility for enabling those reforms. The recommendations in each section provide practical solutions to address the barriers and challenges identified in the research.
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Clark-Wilson, Alison, Shakil Ahmed, Tom Kaye y Asma Zubairi. A Theory of Change for Teachers towards a Technology-Enhanced Education System in Bangladesh. EdTech Hub, marzo de 2022. http://dx.doi.org/10.53832/edtechhub.0088.

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In November 2020, UNICEF requested support from EdTech Hub to help the Government of Bangladesh improve the reach, effectiveness, and inclusiveness of the programme of activities proposed in the government’s Covid-19 Response and Recovery Plan: Education Sector (⇡Ministry of Primary and Mass Education, 2020). At that time, this plan led to a wide and diverse range of programmes initiated by the government and other stakeholders. As a result, EdTech Hub worked with the government and other stakeholders to rapidly create A Theory of Change (TOC) for a technology-enhanced education system (⇡Clark-Wilson et al., 2021). While acknowledging that parents, caregivers, teachers, school, and community leaders are also key stakeholders, the first TOC focused on learners as, ultimately, the desired impacts of a technology-enhanced education system are directed towards learners’ educational outcomes. One recommendation of the earlier working paper was that a TOC should also be developed that focused on teachers as key agents in the development of a technology-enhanced education system for the country. The process to develop this second TOC comprised a desktop review, interviews, and two stakeholder consultation workshops. The resulting teacher-centred TOC draws on existing theory and practice as well as stakeholders’ assumptions of how the evolving technology-enhanced teacher professional development offer might achieve its goals — and what conditions need to be in place to achieve this. This working paper documents and explains the teacher-centred TOC. An output of the EdTech Hub, https://edtechhub.org
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Clark-Wilson, Alison, Shakil Ahmed, Tom Kaye y Asma Zubairi. A Theory of Change for Teachers towards a Technology-Enhanced Education System in Bangladesh. EdTech Hub, marzo de 2022. http://dx.doi.org/10.53832/edtechhub.0088.

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In November 2020, UNICEF requested support from EdTech Hub to help the Government of Bangladesh improve the reach, effectiveness, and inclusiveness of the programme of activities proposed in the government’s Covid-19 Response and Recovery Plan: Education Sector (⇡Ministry of Primary and Mass Education, 2020). At that time, this plan led to a wide and diverse range of programmes initiated by the government and other stakeholders. As a result, EdTech Hub worked with the government and other stakeholders to rapidly create A Theory of Change (TOC) for a technology-enhanced education system (⇡Clark-Wilson et al., 2021). While acknowledging that parents, caregivers, teachers, school, and community leaders are also key stakeholders, the first TOC focused on learners as, ultimately, the desired impacts of a technology-enhanced education system are directed towards learners’ educational outcomes. One recommendation of the earlier working paper was that a TOC should also be developed that focused on teachers as key agents in the development of a technology-enhanced education system for the country. The process to develop this second TOC comprised a desktop review, interviews, and two stakeholder consultation workshops. The resulting teacher-centred TOC draws on existing theory and practice as well as stakeholders’ assumptions of how the evolving technology-enhanced teacher professional development offer might achieve its goals — and what conditions need to be in place to achieve this. This working paper documents and explains the teacher-centred TOC. An output of the EdTech Hub, https://edtechhub.org
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