Journal of the College of Education for Women

The study aimed to know the degree to which Islamic education teachers employ the strategy of directed discovery in teaching to develop higher thinking skills (analysis, synthesis, and evaluation) among sixth-grade students at the basic stage in East Nile Province, Khartoum State - Sudan. The researcher used the descriptive-analytical method, and adopted a questionnaire that consisted of (15) indicators representing the skills of analysis, synthesis, and evaluation as a tool of the study. A random sample of (175) Islamic education teachers was selected, from the Department of Basic Education. The data were analyzed according to the Statistical Packages for Social Sciences (SPSS) program, and the results of the study have shown that the use of the directed discovery strategy by Islamic education teachers came (with a medium degree) in the axes of the indicators of the tool (analysis, synthesis, and evaluation), as well as in its calculation of their averages concerned with the three skills. This requires much more attention to be given to the employment of the directed discovery. As such a strategy help students to develop their skills and solve the problems they face. The researcher has recommended the necessity of creating applications and programs that help Islamic education teachers to develop their teaching capabilities using new and advanced methods of teaching, in order to raise their competencies and develop their students' higher thinking skills

This study aims to know the degree of importance and the availability of the enhancing specifications of the educational process, and the way its objectives are achieved. Such a step involves using educational techniques, laying the selection foundations, knowing the methods of their employment and tracking the obstacles that limit this employment in teaching Arabic to non-native speakers. To achieve these objectives, the study followed a descriptive approach, and collected the necessary data through an integrated questionnaire prepared for the purpose of describing the phenomenon or topic. This approach was adopted in collecting the data related and necessary to the topic under study, as it is characterized by being comprehensive. It further suits research papers that deal with educational problems. The study has concluded that modern educational technologies are highly recommended to be used in teaching languages. Such technologies further meet the learners’ needs in terms of achieving special and behavioral goals, supporting the educational content, and activating the teaching methods to achieve the general goals of the educational process if attention was paid to the way they are used and to their governing rules. The study has also concluded that the most important obstacles in teaching using technology are lack of training, ignorance and lack of knowledge of the methods and of employing them in the educational situation. The study has recommended the necessity of having a good preparation for the educational process based on technology, and of working to provide, update and follow-up on its maintenance. More so, the interest in teaching Arabic to non-native speakers through employing modern technologies in proportion to its elements and skills should be enhanced.

The study aimed at recognizing the availability of the cultural intelligence dimensions in social studies book at the high school in the kingdom of Saudi Arabia (curricula system- joint program). The study used the descriptive approach and content analysis method. As tools of the study, the study adopted a list of cultural list of indicators and dimensions that suits the secondary stage social curricula. It further adopted a content analysis form designed to analyze the social studies book in the secondary school in the kingdom of Saudi Arabia. The study has reached several results, the most significant results were: There is a difference in including the cultural intelligence dimensions in social studies book at high school in the kingdom of Saudi Arabia (curricula system- joint program). The cognitive dimension is the most included dimension with a frequency of 2497, representing 14%. However, the motivational dimension is the second with a 1019 frequency that represents 29.99%. The third and the last is the behavioral dimension with a 259 frequency, i.e., 6.86%. The results of the study have illustrated the existence of a disparity between the book units in incorporating the cultural intelligence dimensions. This is because the second unit has come first with a frequency of 845 (i.e., 22.38%) while the forth unit was the sixth and the last with a 516 frequency (i.e., 13.66%).

Citizenship education is the effective educational tool in building a citizen who is able to participate in building his country. This can only come through the educational efforts that teachers make in the classroom. Such a step requires teachers to have knowledge of citizenship education, its principles, and the foundations for its development. Thus, the study aims to examine the degree of social studies teachers' knowledge of the dimensions of citizenship education at the basic education schools in the Sultanate of Oman. It also aims to examine its relationship with a set of variables. The researchers used the quantitative descriptive approach to achieve the objectives of the study. They further adopted a test tool, which consisted in its final form of five areas: citizenship knowledge, rights and duties, national identity, community partnership, and global and digital citizenship. The test was divided later into (38) multiple-choice questions. After verifying the validity and reliability of this tool, it was applied to a sample of (200) male and female teachers. The results of the study have shown that the degree of knowledge of social studies teachers in citizenship education was average, reaching the arithmetic level of (57.67%). Furthermore, there were no statistically significant differences in the level of knowledge of social studies teachers of citizenship education with respect to the variables of gender and educational qualification in the fields of citizenship education. Accordingly, the researchers have recommended that citizenship education course should be included in teacher preparation programs at public and private universities in the Sultanate of Oman. Moreover, the concepts and principles of citizenship education should be included in the school curricula.

The process of predicting future performance is one of the most important purposes and uses of the test results in the educational sector. This is because the quality of tests is related to their ability to predict the learner's behavior in the future, and the accuracy of the educational and administrative decisions that are taken in light of their results. The study aimed accordingly to reveal the predictive ability of the university Grade Point Average (GPA) in the Score of the specialized test for the position of teacher in the Ministry of Education in the Sultanate of Oman. It further aimed to investigate the differences in the predictive ability according to the specialization and academic year using the descriptive approach. The sample of the study consisted of (349) s/he students enrolled in the educational qualification diploma program at A'Sharqiyah University, who took the specialized test for the position of teacher. The results of the study indicated that the GPA explains (13%) of the variance in the result of the specialized test for the position of teacher. In addition, there are statistically significant differences in the percentage of GPA in the result of the specialized test for the position of teacher to the scientific specialization and in favor of the humanities. Besides, there are no differences in this percentage due to the variable of the academic year. The study has recommended to continue using the SET for employment purposes and for admission to the educational qualification diploma program after making some improvements on it.

The present study aimed at examining the factors that affect the choice of a major among a sample of BA fe(male) students at the levels 3-8 in King Abdulaziz University (KAU), in Jeddah, Saudi Arabia. To meet this objective, a descriptive survey method was used together with a questionnaire that consisted of 4 axes to answer the central question: What are the factors affecting the choice of a major at the university? Results have shown that the item that measured the students’ ability to choose the major ranked (First); it was concerned with the effect on the students choice of his/her major in the university. On the last position and with respect to this effect came the professional tendencies and desires. Results have revealed that there were other differences of a statistical significance in favor of a literary major on the four axes of the questionnaire. Besides, there were no differences between the two sexes regarding the choice of a university major. The study has recommended the need for boosting the role of students awareness, and holding workshops and cultural courses after joining college, as well as for introducing majors, their fields and the application of a professional tendency scale in the preparatory stage in the university.

Encouraging children towards the cognitive motivation through the discovery and knowledge of the environment around them is essential. Thus, during the two researchers’ supervision of the practical lessons that involved the female students’ application of their experience in the Applied Kindergarten Laboratory, it has been noticed that there was a difference in the cognitive motivation of kindergarten children. In order to reinforce the research problem, the two researchers sent an open questionnaire to a sample of randomly selected kindergarten teachers from Al-Karkh and Al-Rasafa sides. The responses collected accentuated the researchers’ sense of the existing problem. To achieve the objective of the study represented by examining the kindergarten child’s cognitive motive, and the differences of the motive in terms of gender variable (male, female), a sample of (150) (males, females) children of an age ranging between (5-6) years of the preliminary stage was selected. The sample was randomly selected from the governmental kindergartens in Baghdad from its two sides Karkh and Rusafa. The two researchers prepared a triple alternatives measure of cognitive motive, which consisted of (45) items divided into two fields. The first field that was concerned with knowing the environment that surrounds the child consisted of (26) items, whereas the second field, which was about problem solving, consisted of (19) items. The results have shown that kindergartens children have a cognitive motive. To achieve the validity of the test, the researchers relied on the logic and constructive validity indicators. Moreover, to estimate the reliability of the study, Cronbach Alpha was adopted. The study have concluded that there were no statistically significant differences between the male/female variable with respect to the cognitive motive.

The present theoretical study analyzes the legacy
of the Chicago School of Urban Sociology and
evaluates it in the light of the growth and development
of Chicago City and the establishment of sociology in
it. Sociology has become an academic discipline
recognized in the United States of America in the late
nineteenth century, particularly, after the establishment
of the first department of sociology in the University of
Chicago in 1892. That was during the period of the
rapid industrialization and sustainable growth of the
Chicago City. The Chicago School relied on Chicago
City in particular, as one of the American cities that
grew and expanded rapidly in the first two decades of
the twentieth century. At the end of the nineteenth
century, the city witnessed the arrival of large numbers
of immigrants from Europe and South America.
Accordingly, this study aims to examine the heritage of
the Chicago School in depth, focusing on its origin,
genesis, and development of the Chicago School of
Urban Sociology. It also sheds light on its emergence
and dominance over the American academic edifice in
the first two decades of the twentieth century. The study
further aims to investigate the role of the pragmatic
thought in the growth and development of this school as
a prominent scientific edifice among all American
universities. The golden age of this school and the
creativity of its pioneers of the scholars continued until
the mid-forties. Thus, the study is to explain the causes
of its decline after the mid-forties of the last century.

The integration of gender in urban studies is
considered a goal and objective to build a society
characterized by justice and equality. It further allows
all its residents to enjoy the opportunities to live in a
safe urban life. Based on the that, the limitations of the
research and its field of interest related to the
relationship between gender and urban studies have
become clear. The insufficient knowledge in this regard
considers gender as a concept that does not exist in
itself, but rather overlaps and intersects with several
concepts and studies, including urban studies. Thus, it
has become necessary to adopt a descriptive
methodology that helps reach a theoretical framework
to explain the beginnings of such an interaction and
integration between the two concepts. Such a step in
return helps clarify the chronology of a number of
conferences and their role in shedding light on gender
issues focusing on the 2030 agenda. This is because
such agenda is related to the near future and obligates
all countries to achieve their goals where gender is one
of them. Accordingly, the present work poses the
question: Are gender studies and urban studies
reciprocal and collaborative? The research ends with a
set of conclusions, such as: the gender analysis of urban
issues provides new insights and an explicit
introduction to the study of gender and its effects in
urban studies. It further illustrates the role of such
insights on the development and prosperity of these
cities to be suitable for all. The research has
recommended integrating gender-sensitive planning
strategies, as they represent a key factor to policy
makers, urban planners, and designers in their policies,
programs and decision-making processes. They also
help create a sustainable and inclusive urban
development.

Many studies have recommended implying the
skills and strategies of creative thinking, critical thinking,
and reflective thinking in an EFLT curriculum to overcome
the process of EFL teaching-learning difficulties. It is
really necessary to make EFL teachers aware of the
importance of cultural thinking and have a high perception
of its forces. Culture of thinking consists of eight cultural
forces in every learning situation; it helps to shape the
group's cultural dynamic. These forces are expectations,
language, time, modeling, opportunities, routines,
interactions, and environment. To achieve the objective of
the study, investigating EFL student-teachers’ perceptions
of cultural thinking, the participants were randomly
selected from the fourth-stage students at the Department
of English Language-College of Education for Women University of Baghdad. The total population was (105)
while the participants were (87) student-teachers.
Ritchhart’s (2015) Eight-Cultural-Forces Scale was
adopted as a study tool, and its face validity and reliability
have been ascertained. It has been concluded that the
student-teachers perceive the culture of thinking
moderately despite their training program lacks any sort of
cultural thinking forces.

Literature on the use of the first-person pronoun in
abstracts and conclusion sections of final-year projects is
limited. In case of Algerian Master students, it is too scant.
The present paper aims at filling this gap through a study
concerned with students’ and engagement in their final
projects (memoirs). This quantitative study examines the
use of “we” and its various types, “our- us-I, my, the
researcher” in memoirs chosen at random from the d-space
portal of the University of Adrar, southern Algeria. Sixtyfive papers, submitted in the fields of linguistics or
didactics between 2015 and 2020 and representing nearly
half of the whole memoirs’ depository at the library’s dspace, constituted the corpus of study. The descriptive
analytical analysis of the findings has shown that the
pronouns “we” (exclusive), “our” (inclusive), and the
ambiguous “us” are highly employed in general
conclusions (GCs) than they are in abstracts. The results
clearly suggested that the students’ use of the personal
pronouns in GCs rather than in abstracts reflects their
awareness to their implications in the paper not only as
writers, but also as main researchers, thinkers and
interpreters. The conclusions and interpretations have
ultimately called for further studies with regard to their
pedagogical and academic significance

Many literary research papers have dealt with the work of Margaret Atwood's The Handmaid's Tale (1985) as a feminist work. However, nearly few studies combine social oppression with religious extremism. To bridge this gap, the present study aims at exploring the use of totalitarian theocracy of terror to oppress its citizens in the name of religion. In other words, it explicates the way religion is used to brutally suppress and exploit people in general and vulnerable women in particular. To meet this objective, the study adopted the qualitative descriptive method to describe how religion is used as a contradictory controlling means in Gilead discourse. It also adopted the Foucault theory in analyzing the data of the study, illustrating the means of terror in the novel, and identifying the features of the Gileadean regime. The study has concluded that the plight of women does not happen in a vacuum. It is a result and a reflection of people's past and present times. It is the extremist religious discourse that almost always contributes to violence and oppression. Finally, the Republic of Gilead highlights a common point between the dark and modern ages where the female citizens lived under the oppressive patriarchal government

Due to the difficulties that Iraqi students face when
writing in the English language, this preliminary study
aimed to improve students' writing skills by using online
platforms remotely. Sixty first-year students from Al-Furat
Al–Awsat Technical University participated in this study.
Through these platforms, the researchers relied on stimuli,
such as images, icons, and short titles to allow for deeper
and more accurate participations. Data were collected
through corrections, observations, and feedbacks from the
researchers and peers. In addition, two pre and post-tests
were conducted. The quantitative data were analyzed by
SPSS statistical Editor, whereas the qualitative data were
analyzed using the Piot table, an Excel sheet. The results
have shown improvement of more than (0.5). This
indicates that the study is effective and beneficial for the
Iraqi students. Moreover, students were generally satisfied
with the experience, as it allowed them to easily
communicate, research and rely on themselves when
learning to write in English as a foreign language. In
addition, semiotic awareness and learning via e-learning
platforms can be greatly adopted in teaching English in
Iraq. The study has further concluded that there is an
improvement in the performance of the Iraqi learners, and
that their writing skills were enhanced after the
improvement of their semiotic awareness. That is, the
improvement of their semiotic awareness has deepened
their understanding and enhanced their ability to analyze
and criticize. It also developed their communication skills
and motivated them to write better and search for details.

Euphemism is an important linguistic phenomenon
that tends to soften written or oral expressions. Thus, when
translators or interpreters face expressions including
euphemism, they need to know how to deal with them. The
problem of the current paper lies in the effect of rendering
euphemistic expressions inaccurately, as such expressions
represent the cultural and terminological sense of the
original language. Thus, rendering them improperly will
affect the sense of the interpreted speech. For this, it is
essential for translators in general and simultaneous
interpreters in particular to know the importance of
utilizing euphemism in the simultaneous interpreting field,
which is the main objective of this paper. To this end, a
systematic review has been adopted by shedding light on
euphemism types suggested by Williams’ (1975), and
euphemism functions suggested by Wijana and Rohmadi
(2008), and Nordquist (2018). Some examples were drawn
from the common euphemistic topics in which euphemistic
expressions and their translation were discussed. This
study has concluded that to convey the sense and cultural
meaning of the original euphemistic expression,
simultaneous interpreters must be aware of the types and
functions of euphemism. This is because the previous
knowledge of them plays a positive role in the performance
of simultaneous interpreters.