ملف إنجاز english phd

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‫تموح في سمائنا دوماً نجوم بّارقة‪ ,‬لا يخفت بريقيا عّنا لحظةً واحدةً‪ ,‬نترقّب إضاءتيا بقمو ٍب‬ ‫وليانة‪ ,‬ونسعد بممعانيا في سمائنا ك ّل ساعة‪ ,‬فاستحقت وبك ّل فخر أن يرفع اسميا في عميائنا‪.‬‬ ‫إلى سيدة القمب والحياة التي أىديتيا رسالتي لتيديني رضاىا‪ ,‬لكي أمي أحمى القُبلات‪ ,‬قُبلات‬ ‫بعدد مخموقات الله‪ ,‬وأحمى وأعظم الأمنيات‪ ,‬في مدحك تعجز الكممات‪ ,‬وان أريت القمر أتذكر‬ ‫أمي ذلك الإكميل بالأرض والسماوات‪ ,‬إليك أمي وحبيبتي ‪.‬‬ ‫إلي بؤرة النور التي عبرت بيا والأماني الجميمة‪ ,‬إلى من كممو الله بالييبة والوقار‪ ,‬من عممني‬ ‫العطاء دون انتظار‪ ,‬من كان سبب وجودي وأحمل اسمو بكل افتخار‪ ,‬من واجو الصعاب من‬ ‫أجمنا ليغرس معاني الوفاء والحب والتسامح‪ ,‬من جعمنا نعيش من أجل الحق‪ ,‬والعمم ومن رضاه‬ ‫كان طموحي‪ ,‬إلى والدي العزيز ‪.‬‬ ‫إلى حبيبات قمبي ودفء روحي‪ ,‬ورياحين عمري ‪ ..‬إلى أخواتي وتوأمي‪.‬‬ ‫إلى من أسكنوني المحبة والطمأنينة‪ ,‬ونور حياتي‪ ,‬وقوتي وعزتي‪ ,‬وسندي وسعادتي إلى‬ ‫ملاذي وممجئي إلى أخوتي‪..‬‬ ‫إلى صديقاتي ورفيقات دربي‪ ,‬مؤنسات د ارستي‪ ,‬وأخواتي التي لم تمدىن أمي‪ ,‬لكم حصتكم من‬ ‫القمب والروح‪.‬‬ ‫إلى من ضاقت السطور عن ذكرىم فوسعيم قمبي‪ ,,‬إلى من عرفتيم وعرفوني‪ ,,‬صادقين‬ ‫مخمصين… إلى من خبرتيم وخبروني‪ ,,‬ورحى الدىر تدور… إلى حماة لغة القرآن‪ ,,‬لغة‬ ‫الضاد‪.‬‬ ‫أىديكم جيدي وأممي من الله عز وجل أن أكون عمى قدر آمالكم‬ ‫ت‌‬

‫أشكر الله العمي القدير الذي أنعم عم َّي بنعمة العقل والدين‪ .‬القائل في محكم التنزيل\" َوفَْو َق ُك ِّل‬ ‫ِذي ِعْمٍم َعمِيٌم\"‪ ,‬وكما قال رسول الله \"صمي الله عميو وسمم\"‪):‬من صنع إليكم معروفاً فكافئوه‪ ,‬فإن‬ ‫لم تجدوا ما تكافئونو بو فادعوا لو حتى تروا أنكم كافأتموه)؛ فإني أحمد الله عز وجل عمى آلائو‬ ‫ونعمو التي غمرني وأوزعني بيا‪ ,‬ومن نعمو سبحانو وتعالى أن سيل لي طريق العمم‪ ,‬وكذلك‬ ‫تيسير سبل إنجاز ىذا العمل واتمامو عمى ىذا الوجو‪ ,‬فممو الحمد من قبل ومن بعد‪.‬‬ ‫عن أبي ىريرة رضي الله عنو أن النبي صمى الله عميو وسمم قال‪« :‬لا َي ْش ُكُر الّمَ َو َم ْن لا َي ْش ُكُر‬ ‫الَّنا َس»‬ ‫أبحرت في بحر الكلام لأقتفي أحمى كميما ٍت وأحمى الأحرف لكّنما الأمواج أردت قاربي فتحطمت‬ ‫خجلاً جميع مجادفي‪ ,‬لو أنني أنشدت ألف قصيدة لوجدتيا في حقكم لا لن تفي‪ ,‬سيروا إلى‬ ‫العمياء واقتادوا المنى وامضوا إلى الإبداع دون توقف‪ ,‬فميما نطقت الألسن بأفضالكم وميما‬ ‫خطـّت الأيدي بوصفكم وميما جسدت الروح معانييا تظل مق ّصرة أمام روعتكم وعمّو ىمتكم‪ ,‬فكل‬ ‫الشكر والتقدير لمعممي الفاضل الأستاذ الدكتور عوض قشطة‪ ,‬حفظو الله ورعاه‪ ,‬فإن قمت شك اًر‬ ‫فشكري لن يوفيو‪ ,‬حقاً سعى فكان السعي مشكو اًر‪ ,‬فحقاً كنت قامة تربوية وخبير متميز‪ ,‬غزير‬ ‫وكريم بعممك‪ ,,‬كنت مثالاً لمذين يؤمنون بالعقل ويحترمون التفكير وينادون بو في كافة المحافل‬ ‫العممية‪ ,‬كنت كوالِد لا تبخل بنصيحة لتقديميا لابنتك‪ ,‬فأسبغ عم ّي من جميل عمم ٍو‪ ,‬وفيض فكره‬ ‫فكان خير معمم‪ ,‬أسال المولى عز وجل أن يجزيو خير الج ازء في الدارين‪.‬‬ ‫من أي أبواب الثناء سندخل وبأي أبيات القصيد نعبر‪ ,‬فكن ِت ولا زل ِت كالنخمة الشامخة تعطي‬ ‫بلا حدود كن ِت كسحابة معطاءة سقت الأرض فاخضرت‪ ,‬جامعتي الجامعة الإسلامية كل الشكر‬ ‫لك‪.‬‬ ‫وكممة شك اًر لا تكفي والمعنى أكبر ما توفيو‪ ,‬يطيب لي أن أتقدم بعظيم شكري وتقديري‪ ,‬إلى كمية‬ ‫التربية ممثمة في عميدىا‪ ,‬والييئة التدريسية والعاممين فييا‪ ,‬فج ازىم الله خير الج ازء‪.‬‬ ‫وللجميعِ مني ك َّل التقديِر والمحبةِ والاحترا ِم‪...‬‬ ‫ث‌‬

‫ ب‬............................................................................................. ‫اقتباس‬ ‫ ت‬............................................................................................. ‫اْلِإىَداْ ُء‬ ‫ ث‬........................................................................................ ‫شكٌر وتقديٌر‬ ‫ج‬................................................................................... ‫فيرس المحتويات‬ 1........................................................................... TAKE hOME EXAM 9.............................................................. Critique Research in English 82 ..............................................................................Active Learning 28 ........................................................... Active learning power point ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌‫ج‬

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Description: Verbal-linguistic students love words and use them as a primary way of thinking and solving problems. They are good writers, speakers, or both. They use words to persuade, argue, entertain, and/or teach. Learning Activities and Project Ideas  Completing crossword puzzles with vocabulary words.  Playing games like Scrabble, Scrabble Junior, or Boggle.  Writing short stories for a classroom newsletter.  Writing feature articles for the school newspaper.  Using digital resources such as electronic libraries, desktop publishing, word games, and word processing.  Creating poems for a class poetry book.  Entering their original poems in a poetry contest.  Listening to a storyteller.  Studying the habits of good speakers.  Telling a story to the class.  Participating in debates. Description: Logical-mathematical students enjoy working with numbers. They can easily interpret data and analyze abstract patterns. They have a well- developed ability to reason and are good at computer programming. They think in terms of cause and effect. Learning Activities and Project Ideas  Solving puzzles using deductive reasoning.  Predicting outcomes based on circumstances.  Solving number or logic puzzles Playing math games.  Searching for patterns in the classroom, school, outdoors, and home.  Conducting experiments to demonstrate science concepts.  Using math and science software such as Math Blaster, which reinforces math skills, or King's Rule, a logic game.  Using science tool kits for science programs.  Designing alphabetic and numeric codes. 1

 Making up analogies. Description: Students strong in spatial intelligence think and process information in pictures and images. They have excellent visual receptive skills and excellent fine motor skills. Students with this intelligence use their eyes and hands to make artistic or creatively designed projects. They can build with Legos, read maps, and put together 1,000-piece jigsaw puzzles. Learning Activities and Project Ideas  Students with high spatial intelligence often think in pictures. They do well with art activities and spatial puzzles. Classroom activities to highlight spatial intelligence.  Art activities such as painting and play dough.  Working with play money.  Map reading and map making.  Taking photographs for assignments and classroom newsletters.  Taking photographs for the school yearbook, school newsletter, or science assignments.  Using clay or play dough to make objects or represent concepts from content-area lessons.  Using pictorial models such as flow charts, visual maps, Venn diagrams, and timelines to connect new material to known information.  Taking notes using concept mapping, mind mapping, and clustering.  Using puppets to act out and reinforce concepts learned in class.  Using maps to study geographical locations discussed in class.  Illustrating poems for the class poetry book by drawing or using computer software.  Using virtual-reality system software. Musical students think, feel, and process information primarily through sound. They have a superior ability to perceive, compose, and/or perform music. Musically smart people constantly hear musical notes in their head. Learning Activities and Project Ideas  Write and recite poetry.  act out historical or literary events.  Create songs or raps about math concepts.  Writing their own songs and music about content-area topics. 2

 Listening to music from different historical periods.  Tape recording a poem over \"appropriate\" background music .  Using rhythm and clapping to memorize math facts and other content- area information.  Listening to CDs that teach concepts like the alphabet, parts of speech, and states and capitals. Bodily-kinesthetic students are highly aware of the world through touch and movement. There is a special harmony between their bodies and their minds. They can control their bodies with grace, expertise, and athleticism. Learning Activities and Project Ideas  Dramatic especially of historical or literary events.  Using different body parts to measure objects.  Learn folk dances that represent different cultures.  Performing skits or acting out scenes from books or key historical events.  Designing props for plays and skits.  Playing games like Twister and Simon Says.  Using charades to act out characters in a book, vocabulary words, animals, or other content-area topics.  Acting out concepts.  Participating in movement breaks during the day.  Building objects using blocks, cubes, or Legos to represent concepts from content-area lessons.  Using electronic motion-simulation games and hands-on construction kits that interface with computers. Students strong in interpersonal intelligence have a natural ability to interact with, relate to, and get along with others effectively. They are good leaders. They use their insights about others to negotiate, persuade, and obtain information. They like to interact with others and usually have lots of friends. Learning Activities and Project Ideas  Working in small groups on a project.  Mentoring or teaching concepts to another student.  Conducting interviews. 3

 Role playing historical .  Team building exercises.  Working in cooperative groups to design and complete projects.  Working in pairs to learn math facts.  Interviewing people with knowledge about content-area topics.  Using puppets to put on a puppet show. People with a strong intrapersonal intelligence have a deep awareness of their feelings, ideas, and goals. Students with this intelligence usually need time alone to process and create. Learning Activities and Project Ideas  Writing reflective papers on content-area topics.  Writing a literary autobiography, reflecting on their reading life.  Writing goals for the future and planning ways to achieve them.  Using software that allows them to work alone.  Keeping journals or logs throughout the year.  Keeping a journal.  Writing a ( C.V)  Working independently.  Rewrite a story from their point of view.  Share how they'd be different if they were from another culture.  Making a scrapbook for their poems, papers, and reflections. This intelligence refers to a person's natural interest in the environment. These people enjoy being in nature and want to protect it from pollution. Students with strong naturalistic intelligence easily recognize and categorize plants, animals, and rocks.  Collecting items from nature.  Going on nature walks.  Math story problems featuring plants or animals.  Cultivating plants or caring for small animals. There are many ways to express oneself, and probably even more ways to gain knowledge and understand the universe. Individuals are capable, the theory of multiple intelligences advocates, of deep understanding and mastery in the most profound areas of human experience. 4

Active learning is generally defined as an instructional method that places student learning as the focus.This type of learning requires students to become hands-on and take part in meaningful activities. The aim of active learning is to remove the teacher from the centre of the stage and encourage the student to take lead. Very much a communicative and dialogue based approach, the concept of active learning is literally about engaging and immersing students in an educational experiences. This means using classroom materials that involve students as individuals (from the use of language to personalised resources) and giving learners both choices and accountability is a far cry from „traditional‟ education. There are three primary cognitive processes involved in active learning: 1. The selection of relevant material 2. Mentally organising the materials into meaningful representations 3. Integrating these representations with prior knowledge. Active learning engages students in learning, using activities such as reading, writing, discussion, or problem solving, which promote analysis, synthesis, and evaluation of class content. Active in-class learning also provides students with informal opportunities for feedback on how well they understood the material. Using active learning strategies that help learners to participate actively, such as 1. Think-Pair- Share. 2. Brainstorming. 3. Active discussion 4. Gamification : Differentiated instruction and assessment, also known as differentiated learning or, in education, simply, differentiation, is a framework or philosophy for effective teaching that involves providing all students within their diverse classroom community of learners a range of different avenues for understanding new information (often in the same classroom) in terms of: acquiring content; processing, constructing, or making sense of ideas; and developing teaching materials and assessment measures so that all students within a classroom can learn effectively, regardless of differences in ability, Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, 5

the use of ongoing assessment and flexible grouping makes this a successful approach to instruction. : is the kind of learning that happens in real time. This means that you, your classmates, and your instructor interact in a specific virtual place, through a specific online medium, at a specific time. In other words, it‟s not exactly anywhere, anyhow, anytime. Methods of synchronous online learning include video conferencing, teleconferencing, live chatting, and live-streaming lectures. Advantages of synchronous learning: 1. Classroom Engagement. 2. Dynamic Learning. 3. Instructional Depth. Asynchronous learning happens on your schedule. While your course of study, instructor or degree program will provide materials for reading, lectures for viewing, assignments for completing, and exams for evaluation, you have the ability to access and satisfy these requirements within a flexible time frame. Methods of asynchronous online learning include self-guided lesson modules, streaming video content, virtual libraries, posted lecture notes, and exchanges across discussion boards or social media platforms. Advantages of asynchronous learning 1. Flexibility . 2. Pacing . 3. Affordability.  Focuses on 21st century skills, content knowledge, and expertise.  Builds understanding across and among core subjects as well as 21st century interdisciplinary themes.  Emphasizes deep understanding rather than shallow knowledge.  Emphasizes deep understanding rather than shallow knowledge  Engages students with the real world data, tools, and experts they will encounter in college, on the job, and in life.  Allows for multiple measures of mastery. 6

: teaches students about the mental processes required to adapt and improve upon a modern work environment. focuses on how students can discern facts, publishing outlets, and the technology behind them. There‟s a strong focus on determining trustworthy sources and factual information to separate it from the misinformation that floods the Internet. take a look at intangible elements of a student‟s everyday life. These intangibles focus on both personal and professional qualities. Good luck ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ 7

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The Effect of Blended Learning Instruction in Improving Eighth Grade EFL Students' Writing Performance of Private School Students in Amman The topic (blended learning) is a The importance and justification .1 research topic that has gained a of conducting research (clarity growing attention in last years. Therefore, this study comes inline of the problem) with efforts in this domain and may be informative for educationalists and teachers who may be interested in blended learning. The study is well-conducted. The authenticity of the research .2 Results are well-documented. and contain the elements of Discussion and conclusions are updating and innovation clear and offer a clear insight into this research area. However, the researcher needs to points and comments mentioned below. 9

The objectives are clear and well- Clarity of objectives and .3 founded. contribution of research in addressing community issues and the applicability of its results. The methodology are clear and Clarity and realism of the .4 well-structured. The tools and research methodology and the statistical methods are detailed. compatibility of procedures I liked the fine-grained analysis and tools with them. that the researcher conducted to identify the writing activities that were most influenced by blended learning. The tools and statistical methods Clarity of statistical analysis tools .5 are detailed. I liked the fine-grained used and their relevance to the analysis that the researcher conducted to identify the writing activities that were most influenced by blended learning. subject of research and data Results and conclusions are clear Significance and contribution of .6 and informative. results to the growth and sharing of knowledge 11

The language is clear despite the The consistency and smoothness .7 few typos. of the search and the clarity of the writing language References are mostly recent and Accurate documentation in the .8 well-cited. text and reference list The research is similar to other previously published research (mention) Few studies explored the blended learning, but this study focuses on the context of private schools in Jordan, and targets English writing. Points of strength: The paper is well-written and well-structured. The statistical methodology is sound and well-documented. I liked the efforts done by researchers to assure the validity of tests and the instructional program. It was good also to report the limitations of the study. I also like the fine-grained analysis conducted by the authors to identify the writing activities most affected by the blended learning approach. The conclusions and discussions are also well-presented and were 11

properly mapped to the experimental results. Potential limitations: There is something missing in the abstract (refer to the sentence below): \"In the first and second group (i.e. A & D), students learned writing by the means of blended learning instructional program prepared by the researchers where the conventional method combined technology\" It is not clear what the authors did with the two remaining groups (C & D). I think the abstract is too short: It shows results without conclusions. The author claims that the blended learning has been investigated in the Jordanian setting but not in private schools. How could results be different in case of private schools? Can't we just generalize results from the normal setting? Requirement: The author should explain why we need to run this experiment in the context of private schools while the same problem was investigated in the normal setting. The author says: \" the previous research did not consider the students' performance writing in blended learning context \". List, in brief, what previous research focused on, and why can't we just generalize the existing findings on performance writing? I do not recommend mentioning the name of the private school: \" Al-Resalah private school\". Were all groups (A,B,C and D) taught by the same teacher or different teachers? If they were taught by multiple teachers, then this should be highlighted as a limitation of the study due to the expected differences between the instructional methodologies. I wonder why the authors used ANOVA rather than t-test? ANOVA 12

is used when we need to compare 3 or more conditions. You have three groups of which two used blended learning. ANOVA is usually used when each group uses a different setting to tell you which setting outperforms the other settings. In this study, we have two conditions only (pre-test and post-test). Conduct t-test between blended learning (male) and control (male). Then conduct t-test between blended learning (female) and control (female). Alternatively, conduct t-test between blended learning (male & female as one group) and control (male & female). The author needs to explain why they chose ANOVA, and what were the multiple conditions they compared with. In the abstract, the author named the groups: A, B, C and D, which in results she referred to this as A, B, D and E. ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ 13

Prospective Teachers’ Conceptual and Procedural Knowledge in Mathematics: The Case of Algebra. The research problem is realistic The importance and justification and worthy of research. and the researcher displayed the of conducting research (clarity .1 importance of research of the problem) appropriately. The knowledge of the level of conceptual and The authenticity of the research .2 procedural knowledge among and contain the elements of students' teachers is too large degree of importance. updating and innovation This study deserves search in new communities, and their originality Clarity of objectives and .3 is reflected in the target sample in contribution of research in this study. The study is considered addressing community issues authentic in her community and in and the applicability of its the branch of knowledge . The goals of the research are results. important and contribute to the enrichment of knowledge in this field, and contribute to the attention of those interested in the field of mathematics and education. The research objectives were quite clear, and the results are applicable through the recommendations and proposals made by the researcher. 14

The researcher used Clarity and realism of the a quantitative approach, which is an excellent methodology for such research methodology and the .4 research, and the procedures used compatibility of procedures .5 are very suited, and tools are very and tools with them. suitable to answer questions about the study. Clarity of statistical analysis tools The researcher used appropriate statistical analyzes to answer used and their relevance to the questions and was very successful. subject of research and data The results are drawn of this Significance and contribution of .6 research attention of those results to the growth and interested in teaching math and sharing of knowledge .7 learning to the level of conceptual .8 and procedural knowledge to students' teachers, and thus draws their attention to enhance training and improve methods of teaching mathematics at school and university level programs, and the researcher presented a set of recommendations, and suggestions are very valuable and that draws the attention of researchers to such things. Research Language was accurate The consistency and smoothness of and sequential, research free of the search and the clarity of the errors to a large degree. writing language References are mostly recent and Accurate documentation in the well-cited. text and reference list Excellence search quality documentation in the list of references. There is a match in the documentation between the references in the text and the list of references excellently. 15

The researchers used different types of references, for example: books, journals, articles and sites The research is similar to other previously published research (mention) The research is similar to previous research in his approach and some of the questions, but it is different than in the sample and procedures. Zuya, H. E., Matawal, D. B., & Kwalat, K. S. (2017). Conceptual and Procedural Knowledge of Pre-service Teachers in Geometry. International Journal of Innovative Education Research, 5(1), pp. 30-38. Zakaria, E., & Zaini, N. (2009). Conceptual and procedural knowledge of rational numbers in trainee teachers. European Journal of Social Sciences, 9(2), pp. 202- 217. Surif، J.، Ibrahim، N.، & Mokhtar، M. (2012): Conceptual and procedural knowledge in problem solving. Procedia - Social and Behavioral Sciences. 56. pp. 416 – 425. Mahir, N. (2009). Conceptual and procedural performance of undergraduate students in integration. International Journal of Mathematical Education in Science and Technology, 40(2), pp. 201-211. Khashan, KH. H. (2014). Conceptual and Procedural Knowledge of Rational Numbers for Riyadh Elementary School Teachers. Journal of Education and Human Development. 3(4), pp. 181-197. Hiebert, J., & Lefevre, P. (1986). Conceptual and procedural knowledge in mathematics: An introductory Analysis. In Hiebert, J. (1986). Conceptual and procedural knowledge: The case of mathematics (pp. 1-27). (1st ed). Lawrence Erlbaum Associates, Inc Groth, R., &Bergner, J. (2006). Preservice elementary teachers Conceptual and procedural knowledge of Mean, Median and Mode. Mathematical Thinkinge and Learninge. 8(1), pp. 37-63. Cheng-Yaa, L., Jerry, B., Der-Ching, Y. &Tsai-Wei (2013): Preservice Teachers Conceptual and Procedural Knowledge of Fraction Operation: A comparative Study of the United State and Taiwan. School science and mathematics, 113(1), pp. 41-51. Researcher can strengthen the quantitative results statements 16

student teachers through quotes from their interviews, which gives greater credibility to the search. This research is one of the few outstanding researches in his presentation and coverage of the subject and method of narrative and the integrity of his language and recommendations. The paper is well-written and well-structured. The statistical methodology is sound and well-documented. The researcher used grammar, spelling, headings and page numbers correctly. The language is simple in order to convince the readers and to help readers to understand the complete meaning. Zuya, H. E. (2017): Prospective Teachers‟ Conceptual and Procedural Knowledge in Mathematics: The Case of Algebra. American Journal of Educational Research, 2017, 5(3), pp. 310-315. ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ 17

The Effectiveness of Using RAFTs Strategy in Improving English Writing Skills among Female Tenth Graders in Gaza The topic (RAFTs Strategy) is a The importance and justification research topic that has gained a growing attention in last years. of conducting research (clarity .1 Therefore, this study comes in line of the problem) with efforts in this domain. The study is well-conducted. The authenticity of the research .2 Results are well-documented. and contain the elements of Discussion and conclusions are clear and offer a clear insight into updating and innovation this research area. Clarity of objectives and The objectives are clear and well- contribution of research in .3 founded. addressing community issues and the applicability of its results. The methodology are clear and well- Clarity and realism of the .4 structured. The tools and statistical research methodology and the .5 methods are detailed. I liked the fine- grained analysis that the researcher compatibility of procedures conducted to identify the writing and tools with them. activities that were most influenced by RAFTs Strategy. Clarity of statistical analysis tools used and their relevance to the The tools and statistical methods are detailed. I liked the fine-grained analysis that the researcher conducted to identify the writing 18

activities that were most influenced subject of research and data by RAFTs Strategy. Results and conclusions are clear Significance and contribution of .6 and informative. results to the growth and sharing of knowledge The language is clear despite the few typos. The consistency and smoothness Search Language was accurate and .7 of the search and the clarity of sequential, search free of errors to a large degree. the writing language References are mostly recent and Accurate documentation in the .8 well-cited. text and reference list Excellence search quality documentation in the list of references. There is a match in the documentation between the references in the text and the list of references excellently. The researchers used different types of references, for example: books, journals, articles and sites. The research is similar to other previously published research (mention) Few studies explored the RAFTs Strategy, but this study focuses on the context of private schools in Gaza, and targets English writing. Recommendations, proposals for amendment, comments on key elements: The paper is well-written and well-structured. The statistical methodology is 19

sound and well-documented. I liked the efforts done by researcher to assure the validity of test and the Strategy. It was good also to report the limitations of the study. I also like the fine-grained analysis conducted by the author to identify the writing activities most affected by the RAFTs Strategy approach. The conclusions and discussions are also well-presented and were properly mapped to the experimental results. ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ 21

Title: The language of the title is clear, and the title is limited to teaching and learning Islamic education. The research is experimental; it has an independent variable, which is represented by the strategies and techniques, and it has a dependent variable, which is represented by teaching and learning Islamic education. Introduction: The researchers started their study by talking about the educational and cultural activities in West Africa and their strategic role in introducing Islamic teaching. The arrangement and the order of information are creative since the writers mention the whole factors that have many effects on Islamic education in Africa such as: the establishment of Islamic in Africa, previous scholars‟ methods of diffusing Islamic teaching on the continent, and the reasons behind the neglecting of Africans‟ historical background in the early time. This is very important to represent and talk about the problem of the study. Then, the writers talked about all elements related to the Islamic education which are: the pedagogy and strategies of Islamic education in West Africa, approaches in Islamic education and techniques in Islamic education. Statement of the problem: The researchers write this statement: “The objective of this paper is to investigate some educational techniques and strategies in teaching Islamic education from African teachers’ perception.” This is the best direct way, in my opinion, to get the attention of the reader. Research Hypotheses: The writers did not mention the hypotheses in a clear way, so the reader has to get them from his\\her understating. The main two hypotheses, that I concluded, are: there is a need for using strategies and techniques in teaching and learning Islamic education and there are five effective educational techniques and two important educational strategies of teaching and learning in the classroom perceived by African teachers. Hypotheses were tested by using questionnaire. Methodology: 21

Questionnaires were distributed in to 83 respondents that the majority of them were African teachers from different field of studies and specialization, and there were five types of instruments employed during collecting the data and the main factor is the questionnaires. A 5-points liker–types scale was used to indicate the level of agreement and disagreement. The respondents were asked to respond to each item based on the following descriptions: strongly agree, agree, not sure, disagree, and strongly disagree. The researchers have three types of variable, which are: independent variable, that are the two strategies and five techniques, dependent variable that is teaching and learning Islamic education, and moderator variable which is teachers’ gender and the years of teaching experience. Instrument of the study: Two instruments were used for the study which are on observation sheet and a questionnaire. From my point of view, it is good to use more than one instrument in the research to collect data as possible as the researchers can. Limitations of the study: The study was conducted in West Africa. Also, this study is limited to the subject of teaching and learning Islamic education. As the writers did not mention the limitations directly, I tried to conclude them from my deep understanding of the research. The writers should add the limitations in their study. Results and Discussion The majority of the respondents perceived that teaching the traditional Islamic education is something that is viable. They also suggested that teachers also must have a strong basic fundamental background of Islamic knowledge and some experiences in teaching the Islamic education. This is due the fact that these factors could assist the students to acquire more knowledge about the subject more effectively. Conclusion and Recommendation The fundamental conclusion from this study is that there is a relationship between educational techniques and strategies in teaching and learning in the classroom. The teaching and learning process is extremely complex since it involves people with different abilities, needs and expectations. The writers provided some recommendations related to the teacher, curriculum, teaching styles that may be compatible with the environmental situation and integration of educational strategy with new developed. 22

References The researchers used different types of references, for example: books, journals, articles and sites. Also, they‟ve adopted APA style to document references. General Notes The writers used grammar, spelling, headings and page numbers correctly. The language is simple in order to convince the readers and to help readers to understand the complete meaning. Lubis, M., Yunus, M., Ishak, N., Muhamad, T. & Diao, M. (2009). Selected Topics in Education and Educational Technology: pp. 218- 223. Malaysia. ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ 23

Study Title: The Impact of Employing the Six Thinking Hats Strategy on the Development of Creative Thinking Skills and Trends Towards Mathematics Among Sixth Grade High-Achieving Students in Mathematics. Researchers: Abdel Kareem Mousa Farajallah Shadi Mohamad Sidam How to get this study: From ERIC- Education Resources Information Center Contents of the Study: This study aimed to investigate the impact of employing the „Six Thinking Hats‟ Strategy on the development of creative thinking skills and trends towards mathematics among sixth grade students, who are high-achievers in mathematics. To achieve the objectives of the study, the researchers used the quasi-experimental design, with a study sample consisting of an experimental group made up of 33 students, who were required to sit for a pre-and-a post test. The study tools consisted of a test for creative thinking skills and a scale of trends towards mathematics. Methodology the researcher of this study used the quasi- experimental approach, using the design of a single group with a pre-post measurement. The population of the study consisted of high- achieving sixth grade students in mathematics for the academic year (2016- 2017). Statistical methods used in analyzing the results and their suitability: The Statistical Package for Social Sciences (SPSS) was used to perform the required analysis, in which the (T-test) for two independent samples was used to study the differences between the variables of the study, in addition to calculating the size of the impact of that the difficulty index for each paragraph, the researcher kept all of the testparagraphs. The statistical methods are suitable for the subject of the study and the nature of dealing with the variables. The study results: 24

The study results showed that there were significant statistical differences between the pre and post scales in creative thinking skills and the scale of trends towards mathematics; this difference is in favor of the post application of the scale. the researchers prepared a list of creative thinking skills by reviewing the research literature and by analyzing the content of the second unit of the sixth grade math book entitled “Geometry and Measurement”, in addition to a sample survey of opinions of specialists in education. In light of this, the list of creative thinking skills necessary for sixth grade students, consisted of the following (3) skills: Fluency, Flexibility, Originality. Aspects of benefiting from this study and its relationship to this course and its topics: Modern teaching methods such as the Six Thinking Hats can be used to develop creative thinking skills and students' attitudes in mathematics, the mechanism for using the creative thinking test in the Engineering and Measurement Unit (content of specialization), as well as identifying steps for designing a measure of the trend toward mathematics among students and the procedures necessary to implement them, by dividing them For several axes including: appreciation of the importance and value of mathematics, enjoyment of learning mathematics, the interest of mathematics), a mechanism for preparing activities and exercises that enable students, especially the basic stage, to practice creative thinking skills, And the design of a teacher's guide that provides some lessons using the Six Thinking Hats strategy to develop creative thinking skills and attitudes towards mathematics, and that students can increase the direction of mathematics by using methods that direct them towards creative thinking and developing these thinking strategies. And work to improve creative thinking skills and student attitudes toward mathematics, which are of course difficult and frightening. Significance and contribution of results to the growth and sharing of knowledge  Types of thinking, especially creative thinking, and its sub-skills (fluency, flexibility, and originality) that have a close relationship to success in school subjects, especially mathematics.  Reveal the trend towards mathematics through the direction scale according to the Likert pentatonic scale. 25

 The Six Thinking Hats strategy is one of the most important educational strategies in improving and teaching thinking and developing it with its various skills for the teacher and learner.  Learn about new teaching and evaluation methods for teachers that help them in the presentation and educational activities of sports lessons in new ways.  Take advantage of the study tools when preparing similar studies such as the creative thinking test and the scale of attitudes toward mathematics.  Knowing the ways of organizing the concepts, generalizations and engineering skills of the basic stage students in a way that develops their creative thinking and their engineering achievement.  Identify a new methodology in scientific research in studies that have a relationship with thinking that is not followed in Arab studies. Documentation of the study: Farajallah, A.K, & Sidam, S. (2018). The Impact of Employing the Six Thinking Hats Strategy on the Development of Creative Thinking Skills and Trends Towards Mathematics Among Sixth Grade High-Achieving Students in Mathematics. ERIC- Education Resources Information Center, 6(2), pp 118-133. http://dx.doi.org/10.12785/jtte/060205. ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ 26

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What is Active Learning? Active learning is an approach to instruction that involves actively engaging students with the course material through discussions, problem solving, case studies, role plays and other methods. Active learning approaches place a greater degree of responsibility on the learner than passive approaches such as lectures, but instructor guidance is still crucial in the active learning classroom. Active learning activities may range in length from a couple of minutes to whole class sessions or may take place over multiple class sessions. Active learning refers to a broad range of teaching strategies which engage students as active participants in their learning during class time with their instructor. Typically, these strategies involve some amount of students working together during class, but may also involve individual work and/or reflection. These teaching approaches range from short, simple activities like journal writing, problem solving and paired discussions, to longer, involved activities or pedagogical frameworks like case studies, role plays, and structured team-based learning. In a “traditional” class, it is common for only some students in a given course to participate in asking or responding to questions. In contrast, a class with successful active learning activities provide an opportunity for all students in a class to think and engage with course material and practice skills for learning, applying, synthesizing, or summarizing that material. does not require abandoning the lecture format. Rather, adding small active learning strategies can make lecturing more effective for student learning. These activities give 28

students just a minute or two to check their understanding of recent material, practice a skill or highlight gaps in their knowledge before giving an explanation. Active learning is a student centered approach in which the responsibility for learning is placed upon the student, often working in collaboration with classmates. In active learning teachers are facilitators rather than one way providers of information. The presentation of facts, so often introduced through straight lecture, is deemphasized in favor of class discussion, problem solving, cooperative learning, and writing exercises (graded and ungraded). Other examples of active learning techniques include role-playing, case studies, group projects, think-pair-share, peer teaching, debates, Just-in-Time Teaching, and short demonstrations followed by class discussion. There are two easy ways to promote active learning through the discussion. The first method is the mini lecture format in which the instructor talks ten to twenty minutes about a particular topic and then pauses for students to consolidate their notes, find gaps, and work with classmates to fill in gaps. The second technique is an active listening lecture where students just listen to a lecture without writing notes and then, after ten to twenty minutes, the student works with a classmate or small group to recall, clarify, and elaborate on the lecture's content. In the section below, click on the links to find examples of active learning strategies described in SERC's Teach the Earth web site. Examples of Active Learning Techniques  Think Pair Share: students ponder the answer to a question and then share their thoughts with a neighbor.  Role Playing: \"each student takes the role of a person affected by an Earth science issue, such as a volcano or a polluted lake and studies the impacts of Earth science issues on human life and/or the effects of human activities on the world around us from the perspective of that person.\"  Discovering Plate Boundaries (more info) : this is a group discussion method employing many aspects of cooperative learning. In the example cited here, students use the \"Jigsaw\" technique to learn more about plate tectonics. For a more general discussion of cooperative learning see the module on Cooperative Learning.  Peer Review: students review and comment on materials written by their classmates. 29

 Discussion: promoting a successful discussion depends on correctly framing questions. Discover tips for framing discussion questions to promote higher order thinking.  Role Playing: students look at the topic from the perspective of a character, who will affect and be affected by a chosen topic.  Problem solving using real data: students use a variety of data to explore scientific questions.  Just in Time Teaching: students read assigned material outside of class, respond to short questions online, then participate in collaborative exercises the following class period.  Game Based Learning: uses competitive exercises, either pitting the students against each other or through computer simulations. 31

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