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Adequacy and Consistency in Instructional Planning Processes as a Means for Evaluating and Developing Teacher’s performance. |
An-Najah University Journal for Research, Humanities, Volume 22, Issue 2 |
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2008 |
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Children’s Right to Learn |
Institutes of Education. UNRWA/UNESCO |
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1979 |
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Cognitive Strategy Activators asInstructional Aids for Improving Student’s Learning Process |
Bethlehem University’s Journal, (10), 41-77 |
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Conditions Affecting Embedded Versus Generative Cognitive Strategy Activators: A Cross-Cultural Study |
Bethlehem University Journal, No. (15), pp. 57-83 |
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1996 |
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Distance Education as Evaluated by Students, Supervision, and Administrators of Al-Quds Open University |
Arabic Universities Union Journal, (38), 119-158 |
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2001 |
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Effect of Training in Instructional Design on Teachers and Students’ Performance |
Psychological and Educational Measurement and Evaluation Journal, (3), 93-134 |
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1994 |
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Embedded Versus Specified and Unspecified Generative Cognitive Strategies: Their Effects on Memory and Comprehension Levels of Learning |
An-Najah University Journal for Research, (8), 296-338 |
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1994 |
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Enhancing Teachers’ Performance Through Practicing The Instructional Designer Competencies |
The International Yearbook On Teacher Education 1966 Proceedings, (11), 413-420 |
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1996 |
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From Behaviorism To Cognition: A Shift to Enhance Learning and Instruction in the 21 Century |
Ta’Arib Journal, (8), 117-150 |
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1994 |
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How Can Teachers Activate Students’ Cognitive Strategies by Using Adjunct Questions: A Prescriptive Model For Improving Teaching and Learning |
The International Yearbook On Teacher Education 1966 Proceedings, (11). 395-411 - 420 |
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1996 |
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Instructional Design: Theory and Measurement |
Psychological and Educational Measurement and Evaluation Journal, 4, 278-312 |
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Instructional Quality Profile: A Curriculum Evaluation and Design Tool |
Najah Journal for Research, (3), 59-94 |
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Instructional Technology: It’s Nature, Domains, and Role in Developing Learning and Instructional Processes |
Ta’ Arib Journal, (3), 75-89 |
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Learner-Control Versus Program-Control Over Cognitive Strategies And Sequence Type: Their Effects on Memory and Application Levels of Learning |
The Islamic University Journal, 1(2), 33-81. |
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1994 |
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Learning by Conventional Versus Open Methods of Teaching When Using an Introductory Arabic Course at a Freshmen College Level |
Arabic Universities Union Journal. (28), 153-195 |
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Models of Syllabus Organization |
Damascus University Journal in Humanities, (13), 21-58 |
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Practicing Instructional Design Skills Enhance Teachers’ Performance and Motivation and their Students’ Achievement |
The Arabic Journal for Education, 22(2), 129- 160 |
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Procedures for Content Analysis: The Theory and Practice |
Teacher- Student Journal, (1), 50-63 |
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Review of Experimental Studies on Adjunct Questions |
Arabic Universities Union Journal, (21), 117-138 |
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Student-Generated vs. Teacher-Generated adjunct questions:Their Effects on Remember – and Application – Level Learning |
Syracuse University, New York. Dissertation Abstract International, 43(7), 2281-A. |
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Teacher’s Role In Distance Learning- The Internet Age |
The Arabic Journal for Education. 19(2) |
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The Degree that the Qalqilia Schools’ Teachers Consider the “Bloom’s Taxonomy” in Cognitive Domain when they Planning for Teaching |
An-Najah University Journal for Research, Humanities, Volume 25, Issue 10 |
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2011 |
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The Effect of Advance Organizer on Remember and Application Levels of Learning |
The Arabic Journal for Higher Instructional Research, (8), 3-44. |
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1988 |
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The Effect of Applying Study Skills on University Student's Learning by using Notes-Taking and Underlining |
Arabic Universities Union Journal, (42), 167-204 |
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The Effect of Promoting Meta-Cognitive Strategies on Memory and Comprehension Levels of Learning |
An-Najah University Journal for Research, (9), 402-428 |
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1995 |
