This study aimed at investigating the acquisition degree of the 21st-century skills of mathematics teachers from the perspective of school principals. The study sample consisted of 75 school principals. They were selected randomly among the public schools. The study instrument consisted of four questionnaires, namely: personal skills, communication skills, technical skills, and teaching skills. Each questionnaire consisted of 30 items. The study results showed that the acquisition degree of the 21st-skills of mathematics teachers was intermediate for the personal and communication skills while it was high for the technical and teaching skills. The results also showed that there are no statistically significant differences (α=0.05) attributed to the gender variable from the perspectives of the male and female school principals towards the acquisition degree of the 21st-century skills of mathematics teachers. The study recommended utilizing the 21st-century skills of mathematics teachers which will result in improving the teaching process in general.   Keywords: Mathematics Teachers, 21st-Century Skills, Personal skills;

This study aimed to reveal the effect of using the flipped learning strategy on the development of achievement and the trend towards it among eighth grade students in the English language subject in the Hashemite Kingdom of Jordan. The sample of the study consisted of a sample of eighth-grade students who study in government schools affiliated with the Directorate of Education in the Northern Mazar District in the Hashemite Kingdom of Jordan, and their number (50) students were distributed into two groups chosen randomly, one of them is a control group, and the number of its students is (25) and the other Experimental and the number of its students (25) students. Where the control group was taught using the usual method, the experimental group was taught using the flipped learning strategy. To achieve the objectives of the study, the researcher used the descriptive approach and the experimental approach (with a quasi-experimental design), and the study tools were: an achievement test and a questionnaire to measure attitude. The study materials also included educational software. The results of the study indicated that there was a statistically significant difference between the average scores of the group of students. The experimental group and the control group in the post application of the attitude scale in favour of the experimental group, and this indicates that the use of the flipped classroom strategy had an impact on developing students' attitudes towards it.In light of this, the researcher recommends several recommendations, most notably taking advantage of the standards and the proposed educational model in the current research in the field of English language learning, as well as the application of multimedia programs in the use of the flipped classroom strategy, to raise the level of students in the basic stage in academic achievement, and to expand the application of elearning And blended learning to improve students' attitudes towards using the flipped classroom strategy to learn English, holding training courses for teachers on the use of the flipped learning strategy, and employing modern technologies and social networks in the educational process.

This study aimed at discovering the degree of practicing alternative evaluation strategies by mathematics teachers in Hail city. The study sample consisted of (55) teachers of mathematics in elementary stage. They were chosen by using random methods. To achieve the objectives of the study, the researchers used the descriptive methodology. An observation card was designed. Data were processed statistically. The results of the study showed that the degree of practicing alternative evaluation strategies as a whole by mathematics teachers was medium. Its mean was (2.12). The results also showed that there were no significant differences in the degree of practicing alternative evaluation strategies by mathematics teachers in the elementary stage due to the variable of experience, while there were significant differences due to the variable of training courses in favor of teachers participation in three training courses and more.

Objectives: The study aimed to know the degree to which faculty members at the International Islamic Sciences University in the Capital Amman Governorate used Google applications by supervising their students in light of the Corona pandemic. Methods: The descriptive approach (survey) was used. The study sample was chosen randomly, as the number of university students reached (3945) male and female students, and the study sample consisted of (371) male and female students. The questionnaire was used as a tool to collect the study data. Results: The study found the following results. The degree to which faculty members at the International Islamic Sciences University in the Capital Amman Governorate use Google applications to supervise their students in light of the Coronavirus pandemic was low, There are no statistically significant differences among the sample members in their estimation of the degree to which faculty members at the International Islamic Sciences University in the Capital Amman Governorate use Google applications to supervise their students in light of the Corona pandemic due to the variables of sex and specialization. Conclusion: The use of Google applications in supervising students was low and not affected by gender and specialization. In light of the results, researchers recommend the following: Training faculty members and providing them with the skills to employ these applications in the process of supervising their students, and to activate all applications provided by Google to serve students and not be limited to one application.