Journal of Educational Sciences > Volume 24, No. 3, 2012

Knowledge of Instruction and Evaluation Strategies Based Education Reform for the Knowledge Economy , ERfKE,  and Practicing these Strategies as Perceived by Ministry of Education Teachers in Jordan / Haidar I. Zaza,Mustafa Q. Heilat,Mohammed A. Al - Qudah

This study aimed at showing Knowledge of instruction and evaluation strategies based Education Reform for the KnowledgeEconomy , ERfKE,  and practicing these strategies by Ministry of Education Teachers in Jordan. The sample consists of 807 teachers , 435male, 372 female,  were selected randomly by clustered sampling. The findings revealed that the degree of teacher Knowledge and practicingof instruction and evaluation strategies is moderate. The findings also indicated that there were statistically significant differences , a < O, 05, in the degree of teacher Knowledge of instruction and evaluation strategies attributed to sex and experience favored to female and teacherswho have 5 years and more. But there were no statistical differences in the degree of teacher Knowledge of instruction and evaluationstrategies attributed to teacher's specialization. The findings also indicated that there were statistically significant differences , a < 0, 05,  inthe degree of teacher practicing of instruction and evaluation strategies attributed to experience favored to teachers who have 5 years andmore. However, there were no statistical differences in the total degree of teacher practicing of instruction and evaluation strategies attributedto teacher's specialization and sex.