This study aimed to explore writing problems among undergraduate students at the university level... more This study aimed to explore writing problems among undergraduate students at the university level, based on students self reporting technique and the verification from their teachers’ ratings. Twenty-eight students were considered good candidates for this research using two criteria of self reporting and high means of responses. Twenty-five faculty members teaching the previous sample were asked to fill in a similar survey conveying the current level of writing for the selected student. Results revealed four categories of handwriting problem; handwriting, sentence structure, vocabulary and spelling, and written expression. In addition, high agreement of written language problems from the perspective of both students and faculty members were also observed. A discussion of the results and implications for written language problems at the University of Jordan are provided.
This study investigated the assessment practices used by resource room teachers in Jordan to dete... more This study investigated the assessment practices used by resource room teachers in Jordan to determine eligibility for learning disability, and to identify assessment obstacles. The study also investigated whether assessment practices and obstacles of assessment differ among resource room teachers as a function of gender and academic qualification. 150 resource room teachers were randomly selected out of 455 to complete a survey designed to serve the purpose of the study. Results indicated that most teachers rely heavily on teacher-made tests of academic achievement to make eligibility decisions. Curriculum based assessment; students' response to intervention (RTI) and dynamic assessment were found to be the least practices used by teachers. With regard to assessment obstacles, results revealed that one of the major obstacles to assessment were high rate of referral especially for low achievers. Results also indicated statistically significant differences in assessment practices for teachers' qualification but not for teacher’s gender. Concerning the obstacles faced by teachers both variables showed no significant differences. Implications of these findings for assessment practices and for future research in Jordan are provided.
This study investigated the knowledge and attitudes of Jordanian school teachers and counselors t... more This study investigated the knowledge and attitudes of Jordanian school teachers and counselors toward epilepsy. A sample of 259 teachers and counselors completed the two-part questionnaire. Validity was assessed using an informed panel of judges, and test–retest reliability was established. The results showed average knowledge of epilepsy and generally favorable attitudes toward students with epilepsy. Although participants revealed apt knowledge about the causes and symptoms of epilepsy, they demonstrated poor knowledge about methods of dealing with seizures. However, participants scored high on items relating to the equality of rights and the need for further support. Findings indicated that although participants showed favorable attitudes, more information and awareness about epilepsy should be provided to teachers and counselors within the school systems of Jordan.
This study investigated the knowledge and attitudes of Jordanian school counselors toward diabete... more This study investigated the knowledge and attitudes of Jordanian school counselors toward diabetes mellitus. A sample of 295 counselors completed a questionnaire consisting of two parts concerning knowledge and attitudes. The face validity of the questionnaire was assessed using an informed panel of judges, and its reliability was established using the test- re-test method. Results showed that counselors as a whole had a moderate level of knowledge about diabetes. This level of knowledge was related to counselor gender (females were more knowledgeable than males) and to knowing a person with diabetes, but not to counselor age. Results also showed that counselors showed favorable attitudes toward students with diabetes. Knowing a student with diabetes had no influence on attitudes.
This study aims at evaluating the status quo of using ICT among special education teachers in Amm... more This study aims at evaluating the status quo of using ICT among special education teachers in Amman- Jordan schools. The study describes the extent to which ICT has been made available to teachers and stuendts, and obstacles that hinder their use. A questionnaire was developed and sent to 137 teachers who participated in the study. 97 questionnaires were returned, representing 70% of the total population. Results indicated that availability of tools and devices was limited. Educational programs available in resource rooms were Word Processor, PowerPoint, graphic related programs, and educational games. Difficulty in accessing the internet, lack of educational programs for students with special needs, and lack of educational devices were the obstacles encountered by special education teachers. On comparing use of ICT by special education teachers in public and private schools, private schools made significantly greater use. Results showed significant differences among special education teachers based on their educational qualifications. Teachers with Doctorate or Master degrees used ICT more often than teachers holding Bachelor degrees.
This study aimed to explore writing problems among undergraduate students at the university level... more This study aimed to explore writing problems among undergraduate students at the university level, based on students self reporting technique and the verification from their teachers’ ratings. Twenty-eight students were considered good candidates for this research using two criteria of self reporting and high means of responses. Twenty-five faculty members teaching the previous sample were asked to fill in a similar survey conveying the current level of writing for the selected student. Results revealed four categories of handwriting problem; handwriting, sentence structure, vocabulary and spelling, and written expression. In addition, high agreement of written language problems from the perspective of both students and faculty members were also observed. A discussion of the results and implications for written language problems at the University of Jordan are provided.
This study investigated the assessment practices used by resource room teachers in Jordan to dete... more This study investigated the assessment practices used by resource room teachers in Jordan to determine eligibility for learning disability, and to identify assessment obstacles. The study also investigated whether assessment practices and obstacles of assessment differ among resource room teachers as a function of gender and academic qualification. 150 resource room teachers were randomly selected out of 455 to complete a survey designed to serve the purpose of the study. Results indicated that most teachers rely heavily on teacher-made tests of academic achievement to make eligibility decisions. Curriculum based assessment; students' response to intervention (RTI) and dynamic assessment were found to be the least practices used by teachers. With regard to assessment obstacles, results revealed that one of the major obstacles to assessment were high rate of referral especially for low achievers. Results also indicated statistically significant differences in assessment practices for teachers' qualification but not for teacher’s gender. Concerning the obstacles faced by teachers both variables showed no significant differences. Implications of these findings for assessment practices and for future research in Jordan are provided.
This study investigated the knowledge and attitudes of Jordanian school teachers and counselors t... more This study investigated the knowledge and attitudes of Jordanian school teachers and counselors toward epilepsy. A sample of 259 teachers and counselors completed the two-part questionnaire. Validity was assessed using an informed panel of judges, and test–retest reliability was established. The results showed average knowledge of epilepsy and generally favorable attitudes toward students with epilepsy. Although participants revealed apt knowledge about the causes and symptoms of epilepsy, they demonstrated poor knowledge about methods of dealing with seizures. However, participants scored high on items relating to the equality of rights and the need for further support. Findings indicated that although participants showed favorable attitudes, more information and awareness about epilepsy should be provided to teachers and counselors within the school systems of Jordan.
This study investigated the knowledge and attitudes of Jordanian school counselors toward diabete... more This study investigated the knowledge and attitudes of Jordanian school counselors toward diabetes mellitus. A sample of 295 counselors completed a questionnaire consisting of two parts concerning knowledge and attitudes. The face validity of the questionnaire was assessed using an informed panel of judges, and its reliability was established using the test- re-test method. Results showed that counselors as a whole had a moderate level of knowledge about diabetes. This level of knowledge was related to counselor gender (females were more knowledgeable than males) and to knowing a person with diabetes, but not to counselor age. Results also showed that counselors showed favorable attitudes toward students with diabetes. Knowing a student with diabetes had no influence on attitudes.
This study aims at evaluating the status quo of using ICT among special education teachers in Amm... more This study aims at evaluating the status quo of using ICT among special education teachers in Amman- Jordan schools. The study describes the extent to which ICT has been made available to teachers and stuendts, and obstacles that hinder their use. A questionnaire was developed and sent to 137 teachers who participated in the study. 97 questionnaires were returned, representing 70% of the total population. Results indicated that availability of tools and devices was limited. Educational programs available in resource rooms were Word Processor, PowerPoint, graphic related programs, and educational games. Difficulty in accessing the internet, lack of educational programs for students with special needs, and lack of educational devices were the obstacles encountered by special education teachers. On comparing use of ICT by special education teachers in public and private schools, private schools made significantly greater use. Results showed significant differences among special education teachers based on their educational qualifications. Teachers with Doctorate or Master degrees used ICT more often than teachers holding Bachelor degrees.
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Papers by Hatem Alkhamra
to teachers and stuendts, and obstacles that hinder their use. A questionnaire was developed and sent to 137 teachers who participated in the study. 97 questionnaires were returned, representing 70% of the total population. Results indicated that availability of tools and devices was limited. Educational programs available in resource rooms were Word Processor, PowerPoint, graphic related programs, and educational games. Difficulty in accessing the internet, lack of educational programs for students with special needs, and lack of educational devices were the obstacles encountered by special education teachers. On comparing use of ICT by special education teachers in public and private schools, private schools made significantly greater use. Results showed significant differences among special education teachers based on their educational qualifications. Teachers with Doctorate or Master degrees used ICT more often than teachers holding Bachelor degrees.
to teachers and stuendts, and obstacles that hinder their use. A questionnaire was developed and sent to 137 teachers who participated in the study. 97 questionnaires were returned, representing 70% of the total population. Results indicated that availability of tools and devices was limited. Educational programs available in resource rooms were Word Processor, PowerPoint, graphic related programs, and educational games. Difficulty in accessing the internet, lack of educational programs for students with special needs, and lack of educational devices were the obstacles encountered by special education teachers. On comparing use of ICT by special education teachers in public and private schools, private schools made significantly greater use. Results showed significant differences among special education teachers based on their educational qualifications. Teachers with Doctorate or Master degrees used ICT more often than teachers holding Bachelor degrees.