Analysis of Web 2.0 Technologies for Problem-Based and Colloborative Learning

The advancement seen on the Web during the last decade has put the users in the center of the interaction. A similar tendency is apparent in education, thus making the blend of Web 2.0 technology and learning a natural part of instructional environment. The geographical spread of the students has meant that most discussions have been restricted to instances when the students are physically on campus by virtue of their scheduled classes. By using Web 2.0 technologies, students are able to collaborate remotely, at a time that suits them. The purpose of this research was to investigate and analyze the potential of using Web 2.0 tools in collaborative learning. Several interviews were conducted with users and expert opinions were sought to gather empirical data to determine which tools are suitable for collaborative learning. This project comes up with a framework for Web 2.0 tools through an organized assortment of literature and existential data to describe the benefits of these tools

The Challenges that English Teachers Face in the Employment of the Evaluation Matrix in Classes for Students with Learning Difficulties

The current study aimed at identifying the challenges that English teachers face when they employ the evaluation Matrix in classes for students with learning difficulties. The study followed the descriptive-analytical method. A questionnaire was designed to meet the study objectives.  the study sample consisted of 136 English teachers of the primary education level in public schools in the city of Irbid.  The findings revealed that the challenges that English teachers face in employing the evaluation Matrix in classes for students with learning difficulties came with a very high degree, they also revealed the absence of differences with statistical significance between the responses of the sample attributable to the variables of gender and experience years.  Furthermore, the findings showed the presence of statistically significant differences between the responses of the sample attributable to the variable of academic qualification

The availability of teaching aids in resource rooms and their use by teachers in Irbid Governorate

This study attempted to find the degree of availability of teaching aids in the resource rooms and the extent to which teachers use them in Irbid Governorate. To achieve the objectives of the study, the researcher used a checklist to determine the availability or non-availability of teaching aids, and a questionnaire to determine the degree of use of these teaching aids. The study sample consisted of (230) male and female teachers. The study concluded that the following devices were largely available: the recorder, the school radio unit, the radio, the television, the computer, a printer, and a data show device. The following educational materials: blackboard, chalk, book, eraser, pencils, ruler, cardboard, and teacher's guide were widely available. The degree of use of the book, the blackboard, the eraser, the pencils, the chalk, and the ruler came to the highest degree. However, the use of the computer data shows the device had the lowest degree

The Training Program Effectiveness to Improve English Pronunciation for Students with Hearing Impairments in the Elementary Level

This study aimed to determine the effect of a training program to improve English pronunciation for hard-of-hearing students. To achieve the aim of the study, the researchers used the quasi-experimental approach, and the study sample consisted of (30) students with hearing impairments from primary schools in the city of Irbid. The experimental group studied based on the training program and consisted of (15) students, and (15) students of the control group studied in the traditional way. A set of instruments has been prepared, which consists of an image-naming test and preparing a training program based on the curriculum for students to see their effectiveness in raising the level of pronunciation for students with hearing impairments in the English language. The results showed that there were statistically significant differences between the control and experimental groups in favour of the experimental group. The study recommended holding training courses (sound training) targeting parents of hearing-impaired students in order to develop the receptive and expressive language of their children

Modeling Thermal Conductivity, Thermal Diffusivity and Specific Heat of Asphalt Concrete Using Beta Regression and Mixture Volumetrics

The main objective of this paper is to develop predictive models using Beta regression for laboratory-prepared hot mix asphalt (HMA) specimens' thermal properties, including thermal conductivity (TC), thermal diffusivity (TD) and specific heat (SH). Thirty such specimens were prepared while varying the mixture's nominal maximum aggregate sizes (NMAS) and gradation coarseness. The widely used Transient Plane Source (TPS) method was employed to determine the thermal properties of the asphalt concrete. Only one type of asphalt binder was used for preparing all specimens. The air void volume (Va) and the effective binder volume (Vbe) were calculated for each mixture. To this end, the multiple linear regressions and the non-linear beta regressions were employed. Laboratory work resulted in hundred and fifty (150) data points. Three nominal maximum aggregate sizes, two gradation coarseness levels, five replicates and five different locations of measurements to ensure accuracy and repeatability in the obtained results. In conclusion, using Va and Vbe as predictors provided reliable predictive models for the thermal properties of different asphalt mixtures. The distribution of Va and Vbe was identified, and synthetic data was created to evaluate the accuracy of the models. Apart from R2 values, beta regression was more reliable to predict thermal properties of asphalt mixtures than multiple linear regression

An examination of teacher collaboration in professional learning communities and collaborative teaching practices

The present study aims to examine the influence of teacher collaboration within professional learning communities (PLCs) and collaborative teaching practices on both the professional growth and academic achievement of students. The study employed a mixed-methods research design that  incorporated both qualitative and quantitative research methodologies. This research comprises both survey responses and interview transcripts obtained from K-12 educators who are currently engaged in Professional Learning Communities (PLCs) or collaborative teaching methodologies. The findings of this study have the potential to enhance the existing literature on teacher collaboration and furnish educators, policymakers, and researchers with valuable perspectives to steer optimal strategies for promoting effective teacher collaboration in Professional Learning Communities (PLCs) and collaborative teaching approaches. The objective of the research is to investigate the influence of teacher collaboration within Professional Learning Communities (PLCs) and collaborative teaching practices on the development of professional skills and academic achievements of students. The results of this study underscore the importance of recognizing the advantageous effects that collaborative teaching methodologies can have on the academic achievements of students. This necessitates the provision of adequate time for collaborative activities, encouraging supportive leadership within educational institutions, and allocating sufficient resources for collaboration