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03230nam a22002297a 4500 |
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0255231 |
| 024 |
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|3 10.12816/0019818
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| 041 |
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|a ara
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| 044 |
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|b مصر
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| 100 |
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|a العمرجي، جمال الدين إبراهيم محمود
|g El-Amraji, Jamal El-Din Ibrahim
|e مؤلف
|9 311504
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| 245 |
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|a دراسة تقويمية للجودة فى مؤسسات رياض الأطفال
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| 260 |
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|b جامعة الإسكندرية - كلية رياض الأطفال
|c 2013
|g أكتوبر
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| 300 |
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|a 205 - 284
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| 336 |
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|a بحوث ومقالات
|b Article
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| 520 |
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|b The Research Problem: \ The research problem is represented in the main following question: \ • To What extent are quality standards achieved in Kindergarten Institutions in Egypt? \ From the previous main question emerged the following sub questions: \ 1- What is the reality of applying quality standards in Kindergarten Institutions? \ 2- What are the obstacles for achieving quality standards in Kindergarten Institutions? \ 3- What are the proposed solutions to overcome the obstacles for achieving quality standards in Kindergarten Institutions? \ The Research Importance: \ The research problem is represented in the main following question: \ 1- It provides a set of questionnaires that benefit workers in kindergarten institutions through re-applying them or designing other questionnaires that identify the reality of the institutions in which they work in terms of the application of quality standards. \ 2- It helps Educational Administrators to identify the obstacles for achieving quality standard؛ in Kindergarten Institutions. \ 3- It presents a number of suggested solutions for overcoming the obstacles for achieving quality standards in Kindergarten Institutions. \ 4- It may contribute in the development of Kindergarten institutions in light of proposed recommendations and suggestions. \ Research Result: \ 1- There are statistically recognized differences, between the Averages of educational effectiveness indicators and the institutional capacity in favor of educational effectiveness. \ 2- There are statistically recognized differences between the Averages of Teacher/ Child and curriculum indicators in the effectiveness of educational capacity. The educational effectiveness of the teacher came in the first place while the educational effectiveness of the curriculum came second. The educational effectiveness of the child came last. \ 3- There are Statistically recognized differences between the Averages of Community participation and human and financial resources in the institutional capacity in favor of community participation and the deficiencies in physical and human resources are evident.
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| 653 |
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|a رياض الأطفال
|a جودة التعليم
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| 700 |
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|a الحمراوي، سولاف أبو الفتح
|g Al-Hamrawi, Solaf Abu Al-Fath
|e م. مشارك
|9 465453
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| 773 |
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|4 التربية والتعليم
|6 Education & Educational Research
|c 004
|f Maġallaẗ Al-Ṭifulaẗ wa Al-Tarbiyyaẗ
|l 016
|m مج5, ع16
|o 1029
|s مجلة الطفولة والتربية
|t Journal of Childhood and Education
|v 005
|x 2090-3847
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| 856 |
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|u 1029-005-016-004.pdf
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| 930 |
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|d y
|p y
|q y
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| 995 |
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|a EduSearch
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| 999 |
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|c 666733
|d 666733
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