العربية

This study aims at recognizing the importance of using online English language education sites in improving both listening and speaking skills as evaluated by the secondary schools teachers and supervisors viewpoints in Jeddah, also aims at recognizing the difference between the study sample viewpoints about this type of using as evaluated by the following variables (age , educational level, job, experience years, courses). Study problem: Represented in the following questions: 1. What is the importance of using online English language education sites in improving listening skill as evaluated by the secondary schools teachers and supervisors viewpoints in Jeddah? 2. What is the importance of using online English language education sites in improving speaking skill as evaluated by the secondary schools teachers and supervisors viewpoints in Jeddah? 3. To which extent the female students are adherent to use online English language education as evaluated by the secondary schools teachers and supervisors viewpoints in Jeddah? Are there any statistical indicative differences between the study sample responses toward the study tool about the importance of using online English language as per the variables (age , educational level, job, experience years, training courses). Study methodology: The study follows the descriptive methodology. The study sample is (344) female teachers and (26) female supervisors. The questionnaire is the data collection tool along with other data to reply questions after using the SPSS, arithmetic mean, mono-difference analysis. The researcher concluded the following: v The study sample has statistical indicative positive response towards using online English language in listening at the average (4.36 out of 5). v The study sample are of statistical indicative positive response towards using online English language in speaking at the average (4.26 out of 5). v The study sample are of statistical indicative positive response regarding the desire of female students in using online English language at the average (4.33 out of 5). v There are no statistical indication differences in the study sample opinions (female teachers and supervisors) at the average (0.05) and less among other study tools means as per the variables (age, educational level and experience years). v There are no statistical indication differences in the study sample opinions (female teachers and supervisors) at the average (0.05) and less among other study tools means as per the (job) variable. v There are no statistical indication differences in the study sample opinions (female teachers and supervisors) at the average (0.05) and less among other study tools towards the first and third aspects, whereas there is a difference towards the second aspect as per the training courses. Main recommendations: 1. Paying attention to providing computer networking and internet inside the English language labs. 2. Trying to consolidate the English language and the Internet in English language teaching among the curricula and evaluation exams. 3. Holding training courses for female supervisors in using online English language sites.

This study aimed to measure the effect of E‐learning ٢.٠ on Collaborative learning skills at the teachers' college students at King Khalid University in Abha. The study community comprised (٨٧٤) students during the first semester of the academic year (٢٠٠٧/٢٠٠٨) and a sample of (٥١) students were randomly selected. The quasi‐experimental method employed two groups post test design; the (٢٥) students experimental group were taught in collaborative learning style based on E‐learning ٢.٠ tools that includes mainly Wiki and Blogs. However, the (٢٦) students control group were thought the same content but in collaborative learning style using traditional E‐learning based on the learning management system (LMS). A verification procedure of the equality of the two groups was made before the experimental application was made. At the end the effect of the experiment was measured (Independent variable: E‐learning٢.٠) on collaborative learning skills via Gunawardena, Low and Anderson (١٩٩٧) Computer Supported Collaborative Learning (CSCL) content analysis tool with reliability coefficient Cappa (٠.٨٠), which indicates substantial agreement as interpretation of Kappa scale. The study concluded that there was generally low level of collaborative learning among the two groups; hence there were no significant differences in collaborative learning among the E‐learning ٢.٠ group and the traditional E‐learning group. However, after analyzing the results as per Gunawardena, Loe and Anderson (١٩٩٧) quinquennial classification it was noticed that there were no significant differences at the first level, Sharing/Comparing of Information. However, there were significant differences at (٠.٠١) in favor of the experimental group at the second & the third levels of the collaborative learning which were: The Discovery and Exploration of Dissonance or Inconsistency among Ideas and Negotiation of Meaning/Co‐construction of Knowledge. On the contrary, no participation was recorded at the fourth and fifth higher level of collaborative learning, Testing and Modification of Proposed Synthesis or Co‐construction and Agreement Statement(s)/ Application of Newly‐Constructed Meaning. The study recommended the issuance of rules and regulations that organize E‐learning at the higher educational institutes, adding compulsory course on E‐learning, provisioning and facilitating the access to wide broadband internet connections, provisioning of E‐contents in Learning Objects and Courseware, adding web sites of Higher Education Institutions with E‐learning ٢.٠ tools which includes blogs, wikis, applications sharing and social networks, training faculty members with sound pedagogy approach in teaching with LMS, Blogs, wikis, sharing applications and social networks. Finally, the issuance of legislations that protect internet's users.

A thesis Summary Presented by : Qasem Aill Elharbi Ph.D. In Education Philosophy “Educational Administration” By looking at the school management and at what it includes from administrative process – such as decision making, administrative communication, motivation and work evaluation – it will be noted that the beginner for these processes and its manager is the headmaster, as for his being the top of the administrative pyramid by considering him the leader of the staff at the school, and a manager who does numbers of functions and activities which reflect his leading role, and make him a basic side at the school. Through this context, the administration written refer to the developing of the new leading trends and its views in explaining the leading missions and its reflection upon the leading role of the school headmaster through the administrative processes such as : Situational leadership: which depend on the charismatic leadership that depend greatly upon the personality of the leader and his ability to affect others, through which the leader’s success depend on the nature of the surrounding situation of the leadership process. The sharing leadership – after the situational leadership – aims to share all the staff in the administrative responsibilities, and in making and taking decisions which make a cooperative culture of the educational leadership. After that transformational leadership appeared which depends on both the situational and the sharing leadership. Although the Ministry of Education in Saudi Arabia exerts enormous efforts to develop the leading role for the general secondary school headmasters, but the truth that there are some disadvantages and negligence in headmaster’s role. Hence, the problem of thesis determines in the main following question: How can the leading role of the general secondary school headmasters in Saudi Arabia be developed in the light of the directions of the modern educational leadership? The elements of leadership role system in this thesis restricted to: 1- Participation in Making decisions. 2- The administration Communication. 3- Motivation. 4- Performance assessment. For concerning with the trends of the modern educational leadership have restricted to: • The Situational Leadership. • The Sharing Leadership. • The Transformational Leadership. The thesis has also restricted on the managers of general secondary schools in the K.S.A and used system analysis approach, the thesis includes seven chapters as follows: Chapter one: The general framework of the thesis. Chapter Two: Trends of the Modern Educational Leadership at the General Secondary School in dealing with its concept and relation with management. (Theoretical framework). Chapter Three: The Leading Role of The General Secondary School Headmaster at Saudi Arabia (Theoretical study). Chapter Four: The factual leading role of the secondary School headmaster at Saudi Arabia (Field Study). Chapter Five: The present system assessment of the leading role of the general secondary schools headmasters at Saudi Arabia. Chapter Six: Proposed alternatives for developing the leading role of the general secondary schools’ headmasters at Saudi Arabia