This research aimed to investigate the requirements of the application of the STEM approach in teaching science and mathematics and the teachers' attitudes towards it. The study used descriptive approach. The study sample consisted of (159) male and female teachers chosen by the random stratified sample method from the study community represented by all science, mathematics and computer teachers in Ajloun Governorate in the academic year 2019/2020. The scale of requirements for applying the STEM approach and teachers' attitudes towards it was developed; the validity and reliability of the study instrument were verified by appropriate statistical methods. Statistical processing was done using arithmetic means, and the analysis of multiple variance analysis. The results showed that the teachers 'assessments of the requirements of the STEM approach are all high and above the hypothetical average (75%). "Changing the teaching methods" dimension came in the first place with an arithmetic mean (30, 29), followed by the dimension of "changing the learning goals" with an arithmetic mean (30.15). The third place was for "changing the vision and skills of teachers" dimension with an arithmetic mean (30.13), and the last place was for the domain of "changing the classroom environment" with an arithmetic mean (22.37). It showed that teachers' attitudes toward STEM teaching are positive and high. And there were no statistically significant differences at the level (0.05) in the male and female teachers' assessments of the requirements of STEM application and their attitudes towards it. On the other hand, there are statistically significant differences in their estimates according to the phase variable and in favor of the elementary stage. There were statistically significant differences according to the variable of specialization and for the benefit of science and mathematics teachers compared to Computer ones. And in light of the results, the study presented a set of recommendations.

Purpose of the study: The purpose of this study is to investigate the impact of dialogue journal writing (DJW) on learning the vocabulary, organization, and grammar of English. It also explores the impact of DJW on the attitudes of students towards writing in English. Methodology: The sample of the study consists of 50 undergraduate Jordanian students divided equally into an experimental and control group. The control group was given traditional writing instruction while the experimental group was taught using dialogue journal writing. The study used a pre and post-test to investigate the impact of DJW on writing skills, while a questionnaire was used to unveil the attitudes of students to writing. Main Findings: The results of the research revealed that the vocabulary, organization, and grammar learned by the experimental group were significantly improved (p<0.05) compared to the control group. The study also found out that students taught using DJW developed positive attitudes towards writing better than students exposed only to conventional teaching methods of writing. Applications of this study: The present study is beneficial in providing teachers of English as a foreign language with new methods to teach writing skills. Novelty/Originality of this study: The current study is significant since the impact of dialogue journals on writing is under-researched in the Jordanian context.

<p style="text-align: justify;">The Think-Pair-Share (TPS) strategy makes the learning environment interactive, lively, collaborative and democratic. It allows students to interact; accept information; develop collaborative discussion skills; refine their thinking; and participate effectively in the classroom. In this study, the researchers investigated the effect of the collaborative discussion strategy (think-pair-share) on developing students' skills in solving engineering mathematical problems. Once we had confirmed the validity and reliability of the tools, we used the quasi-experimental approach. The study sample consisted of 66 students divided into two groups: Namely, an experimental group, which comprised 33 students who studied mathematics using the (think-pair-share) strategy; and a control group, which comprised 33 students who studied in the traditional way. Both groups sat for a pretest and post-test in mathematics. The test results showed that the use of the TPS strategy had a positive effect on developing problem-solving skills compared to the traditional method. In light of these results, the study recommended the use of TPS strategy to improve the skills of students in solving engineering mathematical problems.</p>

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Abstract:This study investigated Al-Balqa Applied University Intermediate Colleges Commitment to Exclusive Standards of Technical Education. The study involved a randomly chosen sample of 123 members of the teaching staff in three colleges (The technological Engineering College, El-Husun University College and Ajloun University College). The study tool consisted of sixty items related to six variables (leadership, organizational culture, planning, curricula, teaching technology, scientific research, community service and development). The statistical analysis showed that the responses were at the average level and there were no significant differences (α =0.05) in the evaluations of the members of the study of the colleges commitment to the Exclusive Standards of Technical Education, based on the study variables (college, academic degree, teaching experience and specialty. It was recommended that an international electronic data-base should be provided, and that Exclusive Standards of Technical Education should be adopted to evaluate the quality of teaching at technical colleges.