Document Details
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Document Type |
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Thesis |
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Document Title |
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The Effect of Development on an Education Unit in Light of The Gardner’s Theory On The Gifted children in Jeddah’s kindergartens Education أثر تطوير وحدة تعليمية في ضوء نظرية جاردنر على تنمية أداء الأطفال الموهوبين في روضات جدة التعليمية |
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Subject |
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Problem of the study – The theoretical framework and the previous Studies – The study measures – Results of the study – The summary of study results and the recommendations |
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Document Language |
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Arabic |
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Abstract |
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Title of the study: the impact of the implementation of an enrichment developed unit in the light of (Gardner) theory, on the development of talent domains of gifted children in Jeddah educational kindergartens.
The current study aimed to investigate the impact of the application of enrichment developed unit in the light of (Gardner) theory, on the development of three talent domains: cognitive, affective, and psychometric domain, of gifted children in Jeddah educational kindergartens.
Sample: study sample consisted of (37) children, divided into two groups: experimental, consisting of (18) child, (10 males and 9 females), and controlled, consisted of (19) child, (10 males and 9 females).
Instruments: The study included the following instruments:
1. Observation card to discover talented children on the basis of the theory of multiple intelligence theory.
2. Rating scale to estimate the level of talent in the cognitive domain.
3. Rating scale to estimate the level of talent in affective domain.
4. Rating scale to estimate the level of talent in psychometric domain.
5. Developed unit (my book unit).
The results: the current study found the following results:
1- There are significant differences at the level of statistical significance (α ≤ 0.05) on the talent level in the cognitive domain, due to the group, and for the benefit of the experimental group. And there aren’t significant differences at the level of statistical significance (α ≤ 0.05 on the talent level in the cognitive domain, due to sex, or interaction between group and sex.
2- There are significant differences at the level of statistical significance (α ≤ 0.05) on the talent level in the affective domain, due to the group, and for the benefit of the experimental group. And there aren’t significant differences at the level of statistical significance (α ≤ 0.05 on the talent level in the affective domain, due to sex, or interaction between group and sex.
3- There are significant differences at the level of statistical significance (α ≤ 0.05) on the talent level in the psychometric domain, due to the group, and for the benefit of the experimental group. And there aren’t significant differences at the level of statistical significance (α ≤ 0.05 on the talent level in the psychometric domain, due to sex, or interaction between group and sex.
4- There aren’t significant differences at the level of statistical significance (α ≤ 0.05) on the multiple intelligence scale, due to the group, or sex, or of the interaction between group and sex, while there are statistically significant differences at the level of significance (α ≤ 0.05) on the interpersonal intelligence, due to sex, in favor of males. There are also no statistically significant differences at the level of significance (α ≤ 0.05) on the other seven domains of intelligence, due to the group, or sex, or of the interaction between group and sex.
Recommendations: The study concluded a series of recommendations:
The study concluded sum recommendations, such as: Training teachers, who are working in kindergartens, to develop modules and other lessons. Refers to Gardner theory |
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Supervisor |
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Prof. Dr. Nawal Hamed Yasin |
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Thesis Type |
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Doctorate Thesis |
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Publishing Year |
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1430 AH
2009 AD |
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Number Of Pages |
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401 |
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Co-Supervisor |
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Dr. Khadeja Khan – Prof.Dr. Hala Bakhsh |
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Added Date |
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Monday, March 5, 2012 |
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Researchers
| أمال عبد العزيز مسعود | Masoud, Amal AbdulAziz | Investigator | Doctorate | |
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