Jordan

وفيما يتعلق بالأدوات التي تم استخدامها في هذا المشروع – مشروع المسح الوطني لتقييم القراءة والحساب للصفوف الأولى)إيجرا وإيجما( في الأردن – فقد تمت مواءمتها بشكل خاص لكي تتلاءم مع المنهاج الأردني، وذلك من خلال ورشة مواءمة ضمت متخصصين تربويين من وزارة التربية والتعليم ومن معهد تراينجل للأبحاث )أر.تي.آي إنترناشيونال() RTI )International الذين عملوا جنباً إلى جنب مع خبراء التعليم الأساسي ومعلمي القراءة والحساب المحليين ) الأردنيين( وذلك من اجل الخروج بتصاميم )نماذج( مختصرة لتقييم القراءة وتقييم الحساب في الصفوف الأولى، )إيجرا وإيجما( باستخدام مواد مناهج الصف الثاني والثالث. إضافة إلى تقديم تقييمات شفوية فردية للطلبة. وقد قام معهد أر.تي.أي إنترناشيونال ) RTI International( بالتعاون مع شريكه، دجاني للاستشارات، بإرسال فرق بحث لمقابلة مدراء المدارس والمعلمين، وكذلك لإجراء جرد لمصادر التعلم في المدارس والصفوف، ولملاحظة دروس الحساب والقراءة كجزء من المسح القائم لوصف مدى فعالية الإدارة المدرسية. في آذار 2012، بعد أسبوع من التدريب، قامت فرق البحث، والمكونة من فريق عمل شركة الدجاني للاستشارات والمتعاقدين وكذلك أفراد من العاملين في وزارة التربية والتعليم، بزيارة ما مجمله 156 من المدارس الابتدائية حول الأردن. وقد تم اختيار معلم للصف الثاني وآخر للصف الثالث بشكل عشوائي من كل مدرسة، وقد تم أيضا اختيار 10 طلبة بشكل عشوائي من هذه الصفوف لإجراء تقييم مهارات القراءة والحساب للصفوف الأولى )إيجرا وإيجما(، وكذلك إجراء مقابلات معهم للحديث حول تجربتهم في المدرسة. وقد تم اختيار 3120 طالباً للمشاركة في التقييمات والمقابلات. وبالفعل، تم مقابلة المعلمين الذين تم اختيارهم، كما قام أحد كبار المعلمين، في وجود أحد الباحثين، برصد أداء معلم الصف الثاني أثناء تقديمه لدرس القراءة ودرس الحساب. وقد قام الباحثون بعمل جرد لساحات المدرسة والغرف الصفية المختارة. وقد تم الانتهاء من جمع البيانات في نهاية أيار 2012.

To gain insight into both student facility with foundational skills and to better understand characteristics among Jordanian schools associated with this performance, USAID/Jordan, in partnership with the Jordan Ministry of Education (MOE), contracted with RTI International under the Education Data for Decision Making (EdData II) project to conduct the SSME, including the EGRA and EGMA, in a sample of primary schools in Jordan. The hope is that evidence-based information resulting from the survey can inform future education policy decisions, as needed. The instruments used in this project—the National Early Grade Literacy and Numeracy Survey in Jordan—were adapted specifically for the Jordanian context during an adaptation workshop with the Ministry of Education. RTI’s education specialists worked together with local Jordanian reading, math, and primary school experts and officials to design abbreviated versions of the Early Grade Reading Assessment (EGRA) and the Early Grade Mathematics Assessment (EGMA), using curriculum materials for grades 2 and 3. In addition to administering individual oral assessments of students, RTI and its local partner, Dajani Consulting, sent research teams to interview School Principals and teachers, conduct inventories of school and classroom resources, and observe reading and math lessons as part of the SSME survey.

This brief discusses an intervention in Jordan which was developed following the 2012 EGRA and EGMA revealed that Jordanian children in the early grades were not reading with comprehension or doing mathematics with understanding. As a result, the MoE Curriculum Team and the Senior Reading and Mathematics Supervisors, to develop an intervention pilot research program that would support teachers in providing deliberate, structured, and developmentally appropriate daily practice in foundational skills for reading and mathematics.

This brief discusses Jordan's remedial pilot research program which was designed to assist teachers in improving the performance of those children who had fallen behind the general performance level of the rest of the class. The program focused on Arabic reading and mathematics in grades 1, 2, and 3. The rationale of the program is that children who are not performing at the general level of the class can benefit from additional instructional support that is aimed at their individual level of learning.

This report, translated in Arabic, discusses the impact and results of the pilot intervention that was implemented during the 2013-2014 school year across 43 schools reaching more than 400 teachers and approximately 12,000 students in Jordan.

This report discusses the impact and results of the pilot intervention that was implemented during the 2013-2014 school year across 43 schools reaching more than 400 teachers and approximately 12,000 students in Jordan.

This presentation, delivered at the MENA region All Children Reading workshop in Rabat, provides an overview of results to date in the region and introduces the early grade reading barometer.

This report discusses Jordan's remedial pilot research program which was designed to assist teachers in improving the performance of those children who had fallen behind the general performance level of the rest of the class. The program focused on Arabic reading and mathematics in grades 1, 2, and 3. The rationale of the program is that children who are not performing at the general level of the class can benefit from additional instructional support that is aimed at their individual level of learning.

This report discusses the impact and results of the pilot intervention that was implemented during the 2013-2014 school year across 43 schools reaching more than 400 teachers and approximately 12,000 students in Jordan.