Literaturnachweis - Detailanzeige
| Autor/in | Al-Ramamneh, Abdallatif Khalaf |
|---|---|
| Titel | Assessing Distance-Education Services for Students with Learning Difficulties during the Corona Pandemic |
| Quelle | In: Cypriot Journal of Educational Sciences, 16 (2021) 5, S.2100-2114 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Zusatzinformation | ORCID (Al-Ramamneh, Abdallatif Khalaf) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1305-905X |
| Schlagwörter | Distance Education; Pandemics; COVID-19; Students with Disabilities; Learning Disabilities; Parent Attitudes; Teacher Attitudes; Public School Teachers; Educational Assessment; Foreign Countries; Jordan |
| Abstract | This study aimed to assess the distance-education services provided to students with learning difficulties during the Coronavirus pandemic. To achieve the objectives of the study, the researcher built two scales to assess distance education services that are offered to students with learning difficulties; one is from the teachers' viewpoint and the other is from the parent's perspective. The findings showed that the degree of assessment of distance education services for students with learning difficulties during the Corona pandemic was moderate at the overall level among teachers and low among parents. There were no statistically significant differences in the teachers' responses attributed to the variables: gender, academic qualification, and years of experience. Moreover, there were no statistically significant differences in parents' responses attributed to the variables: the child's gender, the educational qualification of the parents and the child's age. (As Provided). |
| Anmerkungen | Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi. Sht. Ilmiye Sakir Sokak, No: 9, Ortakoy, Lefkosa, 2681, Cyprus. e-mail: editor.cjes@gmail.com; Web site: http://www.cjes.eu/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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