????? ??????? ???????? ?? ???? ?????? ????? ??????? ????????? ?? ??????? ???????? ?? ???? ??? ???????? ?????? ??? ???????
Keywords:
perceptions of teachers, adequacy of the curricula activities, teacher's guide in SA, female class teachers in the intermediate stage in Mecca schoolsAbstract
The study aimed to identify the perceptions of teachers in the Intermediate stage among the adequacy of the curricula activities contained in the teacher's guide in SA. Survey as a research method implemented in this study; through using a questionnaire developed for the purpose of this study. The study sample consisted of (138) female class teachers in the intermediate stage in Mecca schools. Results of the study showed that, teachers' estimates of the adequacy of the curricula activities contained in the teacher's guide in the Intermediate stage was moderate in general, and the results indicated that the field of activities evaluation is the most effective filed as perceived by teachers, while the implementation of curricula activities was weak. The results also showed there were no statistically significant differences at the level of significance =0.05)a) attributed to the teachers' educational qualification, while the results showed that there are significant differences at the level of significance =0.05)a) among the members of the study attributed to the experience, and the interaction between the experience and the educational qualification.
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Sprague, J. (1992). Critical perspectives on teacher empowerment. Communication Education, 41 (2), 181-203.
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Apple, M. W., &Jungck, S. (1993). Whose curriculum is this anyway? In M. W. Apple, Official knowledge: Democratic education in a conservative age (118-142). New York: Routledge.
Cohn, M. M., &Kottkamp, R. B. (1993).Teachers: The missing voice in education. Albany, New York: State University of New York
Dumais, Susan, (2009), Cohort and Gender Differences in Extracurricular Participation: The Relationship Between Activities, Math Achievement, and College Expectations, Sociological Spectrum, 29 (1): 72 - 100.
Johnson, S. M. (1990). Teachers at work: Achieving success in our schools. New York: Basic Books.
Kilbourn, B. (1991). Self-monitoring in teaching.American Educational Research Journal, 28(4), 721-736.
Korkmaz, ?. (2008). Evaluation of teachers for restructured elementary curriculum (Grades 1 to 5). Education, 129 (2), 250-258.
Kray, K .(2010). Relations Between Classroom Teachers‘ Attitudes Toward Change, Perceptions Of ?Constructivist? Curriculum Change And Implementation Of Constructivist Teaching And Learning Activities In Class At Primary School Level. Published Master Dissertation, The Graduate School Of Social Sciences Of Middle East Technical University.
Martincevic , J. (2010). Extracurricular Activities as A Factor of Education for a Leisure Time, ZivotSkola, 24: 19- 34. Peguero, A. (2010). A Profile of Latino School – Based Extracurricular Activity Involvement, Journal of Latinos and Education, 9, (1): 60- 71.
Prawat, R. S. (1991). Conversations with self and settings: A framework for thinking about teacher empowerment. American Educational Research Journal, 28(4), 737-757.
Richards, J. (2003). Curriculum development in language teaching. Cambridge: Cambridge University Press.
Romanish, B. (1993). Teacher empowerment: The orphan of educational reform. Action in Teacher Education, 15(2), 1-8. 134
Sprague, J. (1992). Critical perspectives on teacher empowerment. Communication Education, 41 (2), 181-203.
Young, M. (2001).A Study of the Effect of School-Sponsored, Extra- Curricular Activities on High School Students. Cumulative Grade Point Average, SATScore, ACT Score, and Core Curriculum Grade Point Average. PhD Dissertation, University of Texas, U.S.A
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2023-03-02
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