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Psychological Stresses and Abuse of Kindergarten Children among Working and NonWorking Mothers
Aisheh. H. Tawalbeh* & Hasan Al- Zawaydeh
Hashemite University, Jordan
_____________________________________________
The study goal was to investigate the stress among working and non-working mothers and the abuse of their
kindergarten age children. Two instruments were developed to measure the stress with two versions for
working and non-working mothers, and a child abuse tool. Face validity and retest reliability were conducted.
The stress tool contained 25 Items. The tools were administered to a sample of 400, working (200) and
nonworking (200) mothers in Amman. A t-test for independent samples was used to test the difference
between means of stress and child abuse for working and non-working mothers. Also, two-way analysis of
variance was conducted to find the mean differences of the three abuse dimensions: physical, psychological
and neglects for working and non-working mothers. Results showed statistical difference (p < 0.05) between
means of stress in favor of working mothers, but the difference between means of abuse was in favor of nonworking mothers. The results also showed statistical significant differences (p < 0.05) in the three domains of
physical, psychological and neglect abuse, in favor of the non-working mothers. Implications and
recommendations for future studies were suggested.
Keywords: Psychological Stresses Physical, Psychological Abuse, Neglects Working, Non-Working Mothers.
* aisheh.tawalbeh@gmail.com
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Daynada, V. (1992). Role conflict and coping
strategies in married professional
women with children in Poland.
Dissertation Abstracts, 63,124A.
Buchnan, A., & Oliver, E. (1988). Abuse and

neglect as a cause of mental retardation.
British Journal of Psychiatry, 131, 458-476.
Goddard, C. (2008). The financial cost of child

abuse in Australia. Child Abuse Prevention
Research Australia, Monash University.
the United States: Statistical evidence. The

Leadership Counsel/ 2005.
Sarros, J. (1988). Administrator burnout:
findings and future directions. Journal of
Educational Administration, 26, 184-196.
Jaqua, M. (1987). Stress and working

Women: some Effects of Being in
Traditional and Non Traditional
Occupations. Dissertation Abstracts, 15,
145A.
Selye, H. (1979). Correlating stress and

cancer. Journal of American Proctology, 30,
18-28.
Juneja, R. (1979). A Comparative Study of

Working And Non Working Mothers,
Practices and problems of Rearing
Children. Indian Psychological Review, 18,
1-4.
Sklar, L.S., & Anisman, H. (1981). Stress and

cancer. Psychological Bulletin, 89, 36-46.
Smith, S.M., & Hanson, R. (1975).
Interpersonal relationships and childrearing practices in 214 parents of
battered children. The British Journal of
Psychiatry, 127, 513-525.
Kemp, H. (1986). Child abuse and neglect. New

York Human Sciences Press.
Matteson, M., & Ivancevich, F. (1987).
Controlling works Stress. London: Jossey
bass, 5, 25 -27.
Straus, M.A, (1980). Stress and physical child

abuse. Child Abuse and Neglect, 4, 75-88.
Prevent Child Abuse America. (2001). Total

estimated cost of child abuse and neglect in
( -)

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The Effect of a Proposed Educational Guide Using Advanced Teaching Styles on the
Achievement of Volleyball Specializing Female Students in some Tactical Aspects
Abdelsalam Jaber Hussein*
University of Jordan, Jordan
_____________________________________________
The purpose of the current study was to investigate the effect of a proposed educational guide using advanced
teaching styles on the achievement of female students who are specialized in volleyball in some tactical
aspects. The experimental approach was used. The sample consisted of 36 female students selected
purposively and divided into three equal groups. After preparing the educational guide, it was used for 6
weeks (2 teaching units per week and 120 minutes each). Data analysis revealed that each group developed in
the post-test compared to the pre-test in both the cognitive and field aspects for the offensive and defensive
tactics in volleyball. When the three groups were compared in the achievement post-test, the results revealed
significant differences in favor of the group that used the brain storming compared to the other two groups
(the multilevel group and the demonstration group). Also, a significant difference appeared between the
multilevel teaching style and brain storming in favor of the multilevel group.
It was recommended to use the brain storming as it encourages thinking, innovation and acquiring
information from the teaching tools used. In addition, the results do not suggest nor encourage the
demonstration teaching style for the university students.
Keywords: Volleyball, Teaching Methods, Achievement, College Students.
* abdelsalam702000@yahoo.com
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Kenny, B., & Gregory, C. (2006). Volleyball steps to
success. Human kinetics. United States of
America.
Beckett, K. (1990). The effects of two teaching styles

on college student achievement of selected
physical education outcomes. Journal of
Teaching in Physical Education, 10, 153-169.
Mosston, M. & Ashworth, S. (1994). Teaching

physical education (4th ed.). Columbus,OH.
Ching, W., & Ruey, Y. (2002): The effects of creative

problem solving training on creativity. Black well
publishers.
De Bono, E. (1994). Course in creativity lateral
& thinking, modual (1). Ruwi: management
marketing consultancy services.
Goodnough, K. C. (2000). Exploring multiple
intelligences theory in the context of sciece
education:an
action
research
approach.
Dissertation
Abstract
International-a.
61/06:2164.
Harries, R. (1998). Creative thinking techniques.
Retrieved
2010,
from:
www.virtualsalt.coom/krebook2.html.
Janel, S. M. (2001).Teacher development exploring our
own practice. London: Athenaeum press, LTD.
Joel, D. (2003). Volleyball fundamentals. Human
kinetics. United States of America.
( -)

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_____________________________________________
Implementation of Human Rights Principles in School Administration: Perceptions

of Principals and Teachers of Arab Schools at Jerusalem Governorate
Mohammad A. Abdeen* & Eman Reyad Mustafa
Al Quads University, Palestine
_____________________________________________
This study was undertaken during the 2009 /2010 academic year to explore the Arab schools principals'
and teachers' perceptions of the degree to which human rights principles were implemented in school
administration in Jerusalem Governorate. A stratified random sample of (36) principals, and (475) teachers
was chosen; and a 54-item questionnaire covering five fields of human right was developed to solicit data.
Both the validity and reliability of the questionnaire were examined. Results showed that the application
of human rights principles in school administration -as perceived by principals and teachers- was
moderate. Results also showed that there were no statistical significant differences ( 0.05) between
the means due to gender, educational qualification, years of experience, and supervising body; while
significant differences were found between means due to job title and school stage.
Keywords: Human Rights, School Administration, Jerusalem Governorate.
*abdeen@edu.alquds.edu
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:
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guidance and counseling in promoting
student discipline in secondary schools in
Kenya: A case study of Kisumu district.
Educational Research and Reviews, 5 (5), 263272.
schools in Turkey.
Journal of Educational
Administration, 46 (4), 497-513.
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(2010). Ready to succeed in the classroom: Summary
report. The Center for Future of Teaching and
Learning, Santa Cruz, CA.
'Aydin, I., & Karaman, Y. (2008). Principals

opinions of organizational justice in elementary
Dessein, W. (2002). Principal and communication.

Public Administration Review, 4 (12), 11-42.
administrator
relationship
in
Turkey.
International Journal of Leadership in Education, 12
(1). 51-71.
Dramasted, S.
(2004).
Job satisfaction and
organizational commitment among teachers in
Norway. Dissertation Abstracts International, 65
(2), 409A.
Lumby, J., & Morrison, M. (2009).

Youth
perspectives:
Schooling,
capabilities,
frameworks, and human rights. International
Journal of Inclusive Education, 13 (6), 581-596.
Frueh, E. (2008). Seizure management for schoolage children. Education Digest, 73 (6), 38-40.
Malcolm, T., & Wenyan, W. (2008). Health

promotion and education policy and practice in
urban schools in Lianoning province, China.
Global Health Promotion, 15, 44-49.
Gondogdu, K., & Yildirim, A. (2010). Voices of

home and school on democracy and education
at the primary level: A case study. Asia Pacific
Education Review, 11 (4), 525-532.
Militello, M., Schimmal. D.; & Eberwein, H.

(2009). If they knew, they would change: How
legal knowledge impacts principals' practice.
NASSP Bulletin, 93 (1), 27-52.
Helen, M. (1997). Does teacher empowerment

affect classroom? The implications of teacher
empowerment for instructional practice and
National Educational Association. (2006). It's time

for change.
(Eric document ED496307).
Retrieved
on
13/2/2011
from:
www.eric.ed.gov/eric/PDFS/Ed496307/pdf
student academic performance. Educational

Evaluation and Policy Analysis, 8 (19), 77-93.
Karakse, T. (2007). High school teachers'
perceptions regarding principals' ethical
leadership in Turkey. Asia Pacific Education
Review, 8 (3), 464-437.
Karaman, Y., & Aypay, A. (2009).
perceptions
of
tolerance
in
Yilmaz, K., & Tasdan, M. (2009). Organizational

citizenship and organizational justice in
Turkish primary schools. Journal of Educational
Administration, 47 (1), 108-126.
Teachers'
teacher-
( -)
WGCT-
/SF
*

____________________________________________
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____________________________________________
WGCT-SF

_____________________________________________
Psychometric Properties of the Short Form of Watson-Glaser Critical Thinking

(WGCTA-S)Appraisal among a Sample of Students Teachers
Khaled N. Al - Otaibi *
King Saud University, Kingdom of Saudi Arabia
_____________________________________________
The purpose of this study was to examine the psychometric properties of the Watson-Glaser Critical
thinking Appraisal -Short form (WGCTA-S) - as a tool that measures critical thinking. It comprises 40 items
that measure five skills: inference, recognition of assumptions, deduction, interpretation and evolution of
argument within (16) different scenarios. The test was administered to a random sample of 400 students
from the Teachers College. The results revealed that the (WGCTA-S) is a valid and reliable test. Factor
analysis revealed five factors identifying the same factors of the original instrument. The correlation
coefficients ranged between dimensions and total score for the test between (0.301 - 0.801) which shows the
construct validity, and the reliability of test re-test was (0.78) and alpha was (0.80). The results of the study
found differences between students of theoretical and scientific departments on (WGCTA-S) in the favor of
the students of scientific departments. The study also found differences between students of high academic
achievement and low academic achievement on (WGCTA-S) in favor of the of high academic achievement.
Keywords: Critical thinking, Watson-Glaser, Psychometric Properties, Student Teachers.
* khaled8581@yahoo.com
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Halpern, D. F. (1998). Teaching critical thinking for

transfer across domains. American Psychologist,
53(4), 449-455.
Bailin, S. R., Case, J.R., Coombs, & L.B. Daniels

(1999). Common misconceptions of critical
thinking. Journal of Curriculum Studies, 31 (3),
269283
Loo, S., &Thorpe, K. (1999). A Psychometric

Investigation of Scores on the Watson-Glaser
Critical Thinking Appraisal New Form S.
Educational and Psychological Measurement, 59
(6),995-1003.
Browne,
M.N,.
&
Freeman,
K.
(2000).
Distinguishing features of critical thinking
classrooms. Teaching in Higher Education. 5 (3),
301-309.
Pual, R., & Elders, L. (2008). Critical & Creativity

thinking. The Foundation for Critical Thinking
Retrieved July 11, 2009 from:
www.criticalthinking.org.
Ejiogu, K., Yang, Z, Trent, J., & Rose, M. (2006).

Understanding the relationship between critical
thinking and job performance. Poster session
presented at the 21st annual conference of the society
for Industrial and organizational psychology, Dallas,
TX, May 5-7.
Rudd, R., Baker, M., & Hoover, T. (2000).

Undergraduate agricultural student learning
styles and critical thinking abilities: Is there a
relationship? Journal of Agricultural Education,
41(3), 2-12.
Ennis, R, (1992). Critical thinking: What is it?

Proceedings of the Forty-Eighth Annual
Meeting of the Philosophy of Education Society
Denver, Colorado, Retrieved April 10, 2008
from:
http://www.ed.uiuc.edu/PES/92_docs/Ennis.
HTM
Schafersman, S. (1991). An Introduction to Critical

Thinking.
Retrieved
July
2008
from:
http://www.freeinquiry.com/criticalthinking.h
tml
Facione, P. (2009). Critical Thinking; What It Is and

Why It Count Retrieved July 23, 2008 From:
http://www.insightassessment.com/pdf_files/
what&why2006.pdf
Schroeder, M, B. (2006). Improving college students'

ability to think critically. Master degree.
Unpublished thesis, The University of Kansas.
Watson, G., & Glaser, E. (2008). Watson-Glaser
Critical Thinking Appraisal Short Form Manual.
Pearson Education, Inc.
Facione, P. A. (1990). Critical thinking: A statement

of expert consensus for purposes of educational
assessment and instruction. Millbrae, CA, The
California Academic Press:19.
Watson, G., & Glaser, E. (2009). Watson-Glaser TM

II Critical Thinking Appraisal Technical Manual
and Users Guide. Pearson Education, Inc.
Fero, L. J. (2009). Comparison of Simulation-Based

Performance with Metrics of Critical Thinking
Skills in Nursing Students: A Pilot Study.
Doctor of Philosophy. School of Nursing.
University of Pittsburgh. Retrieved March 2,
2008 from:
http://etd.library.pitt.edu/ETD/available/etd04092009-215120/unrestricted/Ljferoedt.pdf
Williams, R. (2003). Critical thinking as a Predictor

and
Outcome
Measure
in
a
Large
Undergraduate Educational Psychology Course.
ERIC_NO: ED47807

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) ( .(
.
Gadzella, B.M., Stacks, J., Stephens, R.C., & Masten,

W.G. (2005). Watson-Glaser Critical Thinking
Appraisal, Form S for education majors. Journal
of Instructional Psychology, 32, -19.
Gadzella, B., Hogan, L., Masten, W,\., Stacks, J.,
Stephens, R., & Zascavage, V. (2006) Reliability
and validity of the Watson-Glasere Critical
Thinking
Appraisal-Forms
for
different
academic groups. Journal of Instructional
Psychology, 33(2), 141-143.
(-)

____________________________________________
\\
\\
\\
____________________________________________

217

_____________________________________________
The Effect of the Strategies of Multiple-Intelligences and Six Hats Strategies and
Problem Solving in the Development of Eighth Grader's Scientific Thinking Skills in
Jordan.
Feras Al Sulaiti* & khaled Mifdy
Hashemite University, Jordan
_____________________________________________
This study aimed to reveal the impact of the strategies of multiple intelligences, problem solving, and the six
hats on the development of scientific thinking skills among students in eighth grade in Jordan. The study took
place in the first semester 2010-2011. The sample consisted of (217) students who were divided into three groups
for boys and three for girls. The sample was a stratified random sample. The first group was taught according to
the strategy of multiple intelligence, and the second group according to the strategy of problem-solving, while
the third was taught according to the strategy of the six hats. Researchers prepared a test to measure the level of
scientific thinking among members of the study. The instrument included five areas. The results of the study
were:
There were statistically significant differences between the average score of students who studied according
to the six hats and the average score of students who studied according to the multiple intelligence, and
problem solving in favor of the former group.
Females outscored males (p .05)
There was no significant interaction effect between teaching strategy and gender at (p 0.05).
Keywords: Teaching Strategies, Multiple Intelligences, Six Hats, Problem Solving, Scientific Thinking.
*ferasalslaiti@yahoo.com

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:
Goodenough. K. (2000). Exploring multiple
intelligence's theory in the context of science
approach. Dissertation Abstract International.
61/06:2164.
Anderson, J. (1995). Cognitive psychology and its

implication (4th Eds).Freeman and company,
New York.
Armstrong. L. (1994). Multiple intelligence in the
classroom. alexandria: association for aupervision
and curriculum development. Michigan, USA.
Gross, R. (1998). Peak Performance: The Six

thinking hats, Armed Forces Comptroller, 43(3),
38.
Batchelor, S. (2000). Six hats thinking, a tool for

participation in development, Christion outreach.
NGO, Cambodia / UK.
Hurd, P.D. (1994). New minds for a new age:

prologue to modernizing the science
curriculum. Science Education, 70(1), 103-116.
Brown, J. (1995). Observing dimensions of learning in

classrooms and schools. Eric number: Ed 390166.
Keith, T., Carolyn, P., Pauline, S. and Michelle,

W.,(2004). Cross-age peer tutoring of science in
the primary school: Influence on scientific
language and thinking. Educational Psychology,
1, 57-70.
Cotton, K. (2001). Teaching Thinking skills. School

Improvement
Research
Series
(SIRS).
Northwest Regional Educational Laboratory,
Portland.
Retrieved
10/3/2005
from:
http://www.nwrel.org/scpd/sirs/6/cull.html
National Research Council, NRC.(1996). National

Science Education Standers. Washington, D.C.:
National Academy Press.
Davidson, N., & Worsham, T. (1992). Enhancing

thinking through cooperative learning. Teachers
College Press, New York and London.
Novak, J. A. (2002).The implication and outcomes

of using proble-based learning to teach middle
school science.DAI-A 62\08,2718.
De Bono, E. (1992). Thinking course facts on file circle,

3rd edition. New York: Inc.
Mustafa, S. (2005). The Effect of Multiple

Intelligences Theory (MIT)- based Instruction
on Attitudes Towards the Course, Academic
Success, and Permanence of Teaching on the
Topic of Respirator y Systems. Educational
Sciences: Theory & Practice. 7 (1).231-239
De Bono, E. (1999). Six thinking hats, MICA,

Management Resources, Inc, chapter 1.
Gardner, H. (1983). Frames of mind, the theory of
multiple intelligence. New York: Bascic Books.
Stanley, D, (1998). Ausubel`s Learning Theory: An

Approach to Teaching Higher order Thinking
Skills. High School Journal, (1): 35-51.
measured by concept of self and attitude

toward science.DAI-A 64\03,261.
Wilson, S. (2000). The role of musical intelligence in
multiple intelligence's Florida elementary school.
Dissertation Abstract International-A 60/03:
0684.
Walter,
J.
(1996).
Six
thinking
hats.
Argumentativeness and response to thinking
model, a paper presented at the annual
conference of southern states communication
association; March 1996, Memphis, Department
of Communication Studies University of North
Carolina at Chapel Hill.
Yager, R. (2000). A vision for what science

education should be like for the 25 years for a
new millennia. School Science and Mathematics,
100 (6), 327-341.
Williamson, C., & Perroe, C. (2003).The effect of

problem-based learning on high school
enrolled inbiology for the technology as
( -)

*

____________________________________________
\\
\\
\\
____________________________________________
_____________________________________________
An Evaluation of Teacher Preparation Program in the College of Education, Sultan

Qaboos University from the Perspectives of its Graduates
Salem Al Ganbousy*, Hmood Al Harthi & Ali Kazem
Sultan Qaboos University, Sultanate of Oman
_____________________________________________
The study aimed to evaluate teacher preparation program in the College of Education, Sultan Qaboos University
from the perspectives of its graduates of batches of 1990-2007. To collect data, a questionnaire was administrated
to 639 graduates that represent 8% of the population (n = 7890). The questionnaire consisted of three dimensions:
(1) the content, (2) teaching methods, and (3) assessment. Reliability of the three dimensions with alpha
Cronbach was 0.82, 0.81, and 0.84, respectively. The questionnaire included also an open-ended question about
difficulties faced by graduates in labor market attributed to the academic preparation. The results of the study
were: in reference to the content, the graduates highly valued the contribution of the specialization courses
compared to educational/professional courses that were considered to have medium contribution. The results
showed that 40% of the sample believed that there was an overlap among the courses; lecturing was the main
teaching method used compared to field trip method which was the least used. Essay questions were the main
assessment method. Finally, the most common difficulty faced by graduates was the discrepancy between
acquired knowledge in college and the required knowledge in the field. The study concluded with some
recommendations.
Keywords: Teacher PreparatioPprogram, Evaluation Program, Graduates.
*ghnbousi@squ.edu.om
& (Dean
) :Lauer, 2003
) (Khan & Saeed, 2010
) (Alumni Studies
;(Brant & Regan, 2002
) Weerts & Ronca, 2007
.
) (British Colombia College
. )(Volkwein, 2010
) (British Columbia College, 2009
) (Garcia-Arcil, 2009
Sciences
in
)Philadelphia,2010

(University
(University of
of
) (Garcia-Aracil, 2009
) Montana, 2011
& (Bosshart, Wentz
) Wentz, 2009
Graduate Career
) (Australian, 2011
) (Landrum, Hettich, & Wilner, 2010
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) (
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).Council, 2010
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Washigton: NCATE
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____________________________________________
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_____________________________________________
The Professional Development Needs of Mathematics Teachers in Saudi Arabia

Abdullah Suliman Al-Balawi* & Radman Mohammed Saeed
The Excellence Center of Science and Mathematics Education, King Saud University, Kingdom of Saudi
Arabia
_____________________________________________
This study aimed at determining the professional development needs of mathematics teachers in Saudi
Arabia. The sample of the study contained 643 teachers and 39 supervisors of four districts of education
across Saudi Arabia. The survey addressed two domains of professional development: content knowledge in
mathematics, and pedagogical content knowledge.
The study found that, in the domain of content knowledge for professional development, the most frequently
occurring topics were as follows: Topological concepts and their applications, spherical geometry and its
applications; mathematical problems solving; mathematical logic, reasoning, and proof; and, limits and
continuity and their applications. In the domain of pedagogical content knowledge, participants defined
areas of deficit across thirteen topics. Included in these were: Mathematical teaching for students with special
needs; mathematical teaching for gifted students; lab use in teaching mathematics, etc. Two-way ANOVA
indicated that there were significant differences in means of mathematics teachers needs for professional
development in favor of supervisors vs. mathematics teachers in the pedagogical content knowledge domain
alone. While there were no significant differences in the means of the need for professional development for
mathematics teachers related to their teaching grade level or to the interaction between job and grade level in
both domains.
Keywords: Professional Development, Mathematics Teacher, in-Service Training.
*aalbalawi@ut.edu.sa
2005
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( -)
____________________________________________
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_____________________________________________
Mathematics Teachers Attitudes toward Low Achievers in Mathematics

Ibrahim A. El-Shara* & Adnan S. Al-Abed
University of Jordan, Jordan
_____________________________________________
The present study aimed at identifying mathematics (math) teachers attitudes toward low achievers in
mathematics, and the degree to which these attitudes are affected by their: sex, stage of school they teach
in, years of experience, and their qualifications. For the purpose of the study, the Math Teachers Attitudes
toward Low Achievers in Mathematics Scale (MTALAMS) was developed. The scale consisted of 30 items,
distributed over 3 subscales: feelings, beliefs, and behavior. Validity and reliability of the scale were
established. The sample of this study consisted of 217 male and female mathematics teachers in Amman,
Jordan in the academic year 2011. The ratio weight of the total of the math teachers attitudes toward low
achievers in mathematics was (62.3%). The results of the study revealed statistically significant differences
in the mean scores of math teachers attitudes toward low achievers in mathematics attributed to their
years of experience; but no significant differences attributable to the other variables of the study were
recorded. A number of suggestions and recommendations were provided.
Keywords: Attitudes, Mathmematics Achievement, Learning Difficulties, Math Teacher.
*i.shara@ju.edu.jo
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" "
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" "
"
) & Dwyer, 1993; Pace, Mullins, Beesley, Hill,
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" "
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) & Mc Call, Evahn,
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""
"".
- ""
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"".
) Eccles, Midgley, Buchanan,
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"".
).(Voelkl, 1995
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""
"
" )Yara, 2009, p.
).(Blote, 1995; Willson, 1999
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(2004; Matzin, Piek, Bell, & Barrett, 2003
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) & Ma
(Kishor, 1997
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(Entwistle, 1996
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""
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)(
:

*
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;Moore & Kuipers, 1987; Parker, et al., 1989
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* ) (
"
"
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"

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(2007; Myers, 1999; Smith & Mackie, 2007
) (
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).(Cherry, 2011b
) (

"
"
).(Staats, 1986
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. ) (
) Cota, 2000; Dwyer,
1993; Henderson-Sullivan, 2004; Matzin, et

al., 2003; Potvin et al., 2001; WalkerDalhouse, Sanders, & Dalhouse, 2009; Yara,
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: ""
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& Lieberman, 2005; Myers, 1999; Smith
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) (
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Journal of Educational and Psychological Studies - Sultan Qaboos University
2012
Journal of Educational & Psychological Studies

Journal of Educational & Psychological Studies (JEPS) is a refereed periodical issued by
Sultan Qaboos University. It is concerned with publishing original research that has
originality of thought, clarity of methodology, & accurateness of documentation, in
curricula & teaching methods, educational psychology & educational administration. The
journal also publishes reports about conferences & symposia, reviews of recently
published educational & psychological books & synopses of university dissertations in
different fields of education. JEPS is published in Arabic &/or in English.
Academic Publication Board
Amer Ali Al-Rawas, Chairman of Academic Publication Board
Maher Mohd Abu Hilal

Eugene Johnson
Mohamed ELsarayrah
Lamk Mohamed Al Lamki
Jamal Khalid Al - Ghailani
Sabah AL-Sulaiman
Khaled Day
Reginald Victor
Editorial Board
Editor-in-Chief
Maher M. Abu hilal
Sam A. Ammar
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Associate Editors
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Mubarak S. Al Hashimi
Ali S. Al Mosawi
Ali M. Ibrahim
Ahmad H. Al Rabaani
International Advisory Board
Dennis McInerney, Hong Kong

Institute of Education, China
Ahmad Audeh, Yarmouk University,

Jordan
Fahed Al Dulaim, King Saud

University, Saudi Arabia
Shaker A. Sulaiman, Egyptian

Academy of Arts, Egypt
Vivian Khamis, American University,

Beirut
Salha Sunqur, Damascus

University, Syria
Ahmad Bustan, Kuwait University,

Kuwait
AbduRahman Al-Tariri, King Saud

University, Saudi Arabia
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University, Canada
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Abu Hilal, M. (2008). Motivation, attribution of academic experiences & achievement
among Arab students within a socio-cultural context. In T. O. Seng, D. M.
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Psychiatric Press.
In-Text
Roll (1976) or Roll, 1976
2012
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In-Text:
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Atkinson, R.C., & Shiffrin, R.M. (1971). The control of short-term memory. Scientific
American, 225, 82-90.
In-Text (two authors):
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In-Text (three to five authors):
(Smith, Zappella, Rosen, Gustman, & Rock, 1994)
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L- NEWSPAPER ARTICLE NO AUTHOR
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Amazing Amazon region. (1989, January 12). New York Times, p. D11.
In-Text:
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M- SPECIFIC INTERNET SITE
Reference:
Electronic reference formats recommended by the American Psychological Association.
(2000,
October
12).
Retrieved
January
3,
2001
from
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In-Text:
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In-Text (subsequent references):
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http://www.iugaza.edu.ps/ara/research/articles
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Reference:
Jacobson, J.W., Mulick, J.A., & Schwartz, A.A. (1995). A history of facilitated
communication: Science, pseudoscience, & antiscience. American Psychologist, 50,
750-765. Retrieved January 12, 2001, from PsycARTICLES database.
In text:
Jacobson, Mulick and Schwartz (1995) or Jacobson, Mulick, and Schwartz (1995);
Jacobson, et al. (1995) or Jacobson et al., 1995 in subsequent references.

2012
TABLE OF CONTENTS
Title
Psychological Stresses and Abuse of Kindergarten
Children among Working and Non-Working
Mothers
Author (s)
Aisheh. H. Tawalbeh
Hasan Al- Zawaydeh
Page
1-20
Hashemite University
The Effect of a Proposed Educational Guide Using

Advanced Teaching Styles on the Achievement of
Volleyball Specializing Female Students in some
Tactical Aspects
Abdelsalam Jaber Hussein
Implementation of Human Rights Principles in

School Administration: Perceptions of Principals
and Teachers of Arab Schools at Jerusalem
Governorate
Mohammad A. Abdeen
Eman Reyad Mustafa
Psychometric Properties of the Short Form of

Watson-Glaser Critical Thinking Appraisal
(WGCTA-S) among a Sample of Students Teachers
Khaled N. Al-Otaibi
21-36
University of Jordan
37-61
Al Quds University
62-79
King Saud University
Feras Al Sulaiti
Khaled Mifdy
The Effect of the Strategies of MultipleIntelligences and Six Hats Strategies and Problem
Solving in the Development of Eighth Grader's
Scientific Thinking Skills in Jordan.
Hashemite University
An Evaluation of Teacher Preparation Program in

the College of Education, Sultan Qaboos University
from the Perspectives of its Graduates
Salim Saleem Al Ganbousi Hmood

Khilfan Al Harthi
Ali Mahdy Kazem
80-98
99-113
Sultan Qaboos University
The Professional Development Needs of

Mathematics Teachers in Saudi Arabia
Abdullah Suliman Al-Balawi

Radman Mohammed Saeed
114-132
King Saud University
Math Teachers Attitudes toward Low Achievers in

Mathematics
Ibrahim A. El-Shara
Adnan S. Al-Abed
University of Jordan
133-146

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