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One of the main functions of schools is to prepare students to integrate and actively participate in modern democratic societies. The culture and climate of the school unit, the interaction between teachers and students, the subjects, the teaching and pedagogical activities are some of the factors shaping the democratic ethos of students as future citizens. Another essential factor is the school textbook, as it holds a central role in Greek education, affecting educators' teaching choices and is the main source of information for students. The purpose of the present research was to examine whether the 6th grade school textbooks offer opportunities to cultivate students as active citizens. Quantitative and qualitative content analysis was used for the implementation of the purpose of the research. Regarding the direction of analysis, we investigated "what" is said, which was interpreted based on the relevant theoretical assumptions and research. The 'theme' was defined as the unit of recording, including 'knowledge', 'skills/abilities' and 'attitudes/values' that contribute to the cultivation of citizenship. The fact that the productive system of categories emerges from the relevant theory ensures the validity of the present study. For the reliability of the categories and sub-categories in terms of quantitative content analysis, the system of coders was used and questions whose classification was not agreed by at least two coders were excluded from further analysis. In addition, Krippendorff's alpha was employed as coefficient to examine intercoders' reliability. As far as the qualitative analysis is concerned, a descriptive representation of the researched material was made, and characteristic references were quoted. Data analysis indicates that 6th grade school textbooks, as a whole, offer various opportunities to shape citizenship. While emphasis is laid on providing citizenship-related knowledge, it is encouraging that these textbooks also contain many skill-building activities which are a prerequisite for cultivating active citizens. However, findings suggest that these textbooks do not contribute adequately to the formation of corresponding attitudes and values. In conclusion, it is considered necessary to update school textbooks in order to give equal emphasis to knowledge, skills, attitudes and values related to citizenship. Moreover, in-service teachers, as the main mediators between the content of the textbook and students, can make good use of this study's results. Our findings can also be useful to researchers, authors involved in the design of relevant teaching material, as well as education policymakers. [ABSTRACT FROM AUTHOR]

Copyright of Dirasat: Educational Sciences is the property of University of Jordan and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: The existing research in this field indicates that there has been insufficient investigation into the life experiences of sixth-grade teachers and students concerning the qualitative values of mathematics lessons. Furthermore, there is a noticeable gap in the development of a scale for assessing teaching skills in the qualitative evaluation of mathematics lessons. This highlights the need for comprehensive studies that explore the lived experiences of both teachers and students in the context of qualitative values within mathematics education, along with the design of an effective scale to assess teaching skills in the qualitative evaluation of mathematics lessons. Aims: The purpose of this research was to investigate the lived experiences of sixth grade teachers and students of the qualitative value of math lessons. Methods: The current research was applied in terms of purpose and qualitative in terms of method and based on phenomenological strategy. The participants of this research were sixth grade teachers and students who were selected by purposive sampling. The tool used in this research was a semi-structured interview. In order to analyze the data, the coding method was used. Results: the results showed that the interviewees suffered from disadvantages such as lack of belief in qualitative evaluation, teachers' lack of knowledge about the philosophy of qualitative evaluation, the spirit of evaluation not being governed, and the inability of students to measure by themselves., the growth of teachers in the evaluation system has been mentioned a little. Also, teachers suffer from harms such as the reduction of healthy competition, children's insensitivity to lessons, low motivation, and lack of proper infrastructure, carelessness, students not studying, lack of enthusiasm and attractiveness in teachers, and the inability to cover weaknesses in evaluation. Qualitatively pointed out. Conclusion: The aim of the current research was to investigate the lived experiences of sixth grade teachers and students of the qualitative evaluation of mathematics lessons, to design a scale of teacher skills in the qualitative evaluation of mathematics lessons. The results of data analysis showed that from the teachers' point of view, 23 main categories and 60 sub-categories, and from the students' point of view, 21 main categories and 42 sub-categories were identified as necessary factors and components and obstacles and challenges for the implementation of qualitative evaluation.

The relevance of cultivating creativity and problem-solving skills in students to face the challenges of 21st century learning is undeniable. With the aim of developing these competencies, this article presents the design and implementation of a Project Based Learning (PBL) Program focused on sixth grade students. The sample consisted of 30 students from that educational level. Qualitative and quantitative methods were used to evaluate the impact of the program on the development of creative and problem-solving skills. The main results revealed significant improvements in the ability to generate ideas, originality, flexibility and elaboration in the creative aspect, as well as in efficiency, effectiveness, creativity in solving and adaptability in the problem-solving aspect, after the implementation of the program. This study highlights the effectiveness of PBL as a pedagogical strategy to foster critical thinking, creativity and problem solving in sixth grade students, offering a valuable contribution to the educational field. [ABSTRACT FROM AUTHOR]

Background: The existing research in this field indicates that there has been insufficient investigation into the life experiences of sixth-grade teachers and students concerning the qualitative values of mathematics lessons. Furthermore, there is a noticeable gap in the development of a scale for assessing teaching skills in the qualitative evaluation of mathematics lessons. This highlights the need for comprehensive studies that explore the lived experiences of both teachers and students in the context of qualitative values within mathematics education, along with the design of an effective scale to assess teaching skills in the qualitative evaluation of mathematics lessons. Aims: The purpose of this research was to investigate the lived experiences of sixth grade teachers and students of the qualitative value of math lessons. Methods: The current research was applied in terms of purpose and qualitative in terms of method and based on phenomenological strategy. The participants of this research were sixth grade teachers and students who were selected by purposive sampling. The tool used in this research was a semistructured interview. In order to analyze the data, the coding method was used. Results: the results showed that the interviewees suffered from disadvantages such as lack of belief in qualitative evaluation, teachers' lack of knowledge about the philosophy of qualitative evaluation, the spirit of evaluation not being governed, and the inability of students to measure by themselves., the growth of teachers in the evaluation system has been mentioned a little. Also, teachers suffer from harms such as the reduction of healthy competition, children's insensitivity to lessons, low motivation, and lack of proper infrastructure, carelessness, students not studying, lack of enthusiasm and attractiveness in teachers, and the inability to cover weaknesses in evaluation. Qualitatively pointed out. Conclusion: The aim of the current research was to investigate the lived experiences of sixth grade teachers and students of the qualitative evaluation of mathematics lessons, to design a scale of teacher skills in the qualitative evaluation of mathematics lessons. The results of data analysis showed that from the teachers' point of view, 23 main categories and 60 sub-categories, and from the students' point of view, 21 main categories and 42 sub-categories were identified as necessary factors and components and obstacles and challenges for the implementation of qualitative evaluation. [ABSTRACT FROM AUTHOR]

Copyright of Humanities & Educational Sciences Journal is the property of Humanities & Educational Sciences Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Amman Arab University Journal is the property of Amman Arab University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of the College Of Basic Education is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Babylon Center for Humanities Studies is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Research in Educational Sciences (IJRES) is the property of International Journal of Research in Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of the Association of Arab Universities for Higher Education Research is the property of Journal of the Association of Arab Universities for Higher Education Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aimed to analyze the sixth-grade science book in the elementary school examining the twenty-first-century skills, the researcher used the descriptive analytical approach by preparing an analysis tool that was applied to the study sample, which is the sixth-grade science book in the first and second semester. and there are several skills under each of these main areas as follows: learning and innovation skills (creativity and innovation, communication and cooperation, critical thinking and problem solving), information culture and technology skills (communication and media culture, information culture, in-formation technology culture), career and life skills (adaptation and flexibility, initiative and self-direction, personal and societal responsibility). The results of the study were as follows: The education and innovation skills got the highest percentage, which is %64 in the first semester and %63.4 in the second semester. The career and life skills were in the second with a percentage of %25.1 in the first semester and %25.3 in the second semester. The information culture and technology skills were in the third that is %10.8 in the first semester and %11.3 in the second semester, and in light of the results it reached. The research presented a set of recommendations and suggestions. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Educational Psychological Studies (EPS) is the property of Refaad for Studies, Research & Development and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Jordanian Educational Journal is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Educational Psychological Studies (EPS) is the property of Refaad for Studies, Research & Development and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of IUG Journal of Educational & Psychological Studies is the property of Islamic University of Gaza and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Instead of a science class where students are passive listeners in the learning process and teachers focus only on instruction and evaluate their students' cognitive acquisitions (Driver, Newton& Osborne, 2000: 297), classes that engage students with the construction, evaluation and criticism of arguments and models in the 21st century world are the educational environments targeted by today's world countries (Osborne, 2007; Simon, Erduran & Osborne, 2006: 237; Simon & Johnson, 2008).In the light of this information, the aim of this study is to investigate the effects of the implications carried out according to the argumentation based learning in teaching the topic of “particulate nature of matter” on the science achievement and argumentation willingness of the sixth grade students in Turkey. In the research, quasi-experimental method with pre-test-post-test control group was used as quantitative learning method. In the intervention group, a teaching was made according to the argumentation based learning. As for the control group, a teaching was made according to the learning-teaching environments in the science curriculum of the Ministry of National Education in Turkey. “Particulate Nature of Matter Test [PaNoMaT]” and “Argumentation Willingness Scale [AWS]” were used as data collection tools in the study. The sample of the study consists of 42 sixth grade students (intervention group, N= 20, control group, N= 22) studying in primary education in Turkey. At the end of the research, it was determined that the increase in the success of the intervention group in the relevant chemistry topic was more significant than the increase in the success of the control group. In the study, it was also determined that the argumentation willingness of the intervention group increased significantly at the end of the implications. [ABSTRACT FROM AUTHOR]

The main goal of this research was to determine the differences in nutritional levels between sixth grade female students from Central, Northern and Southern region of Montenegro. The sample consisted of 43 girls aged 11- 12 years, who were divided into 3 subsamples, according to the criterion of place of residence. The following variables were measured: body height, body weight, and waist circumference. Level of nutrition was calculated using two indices body mass index and waist-to-height ratio index, which are presented numerically and in percentages. Basic central and dispersion parameters were calculated for each variable. Differences in nutrition levels between regions were calculated by the Chi square test. According to the results, female students from the Northern region are more obese than the other two regions. Also, not too worrying percentages of obese children have been obtained, but we should definitely work on its prevention and prevention of its occurrence.

Introduction: The aim of the study was to investigate the effect of teaching mathematics through movement, depending on the amount and intensity of physical activity or the time of physical inactivity during school hours and, particular, during mathematics lessons. Methods: Twenty-two sixth graders from a Slovenian primary school participated in the study. The experimental group consisted of 16 students and the control group consisted of 6 students. Mathematics lessons were planned together with the mathematics teacher. This was then carried out in the experimental group. In the control group, the mathematics lessons remained unchanged. The intervention lasted for one week. For the duration of the experiment, students wore an accelerometer on their right hip during school hours. Results: We found that the experimental group engaged in moderate to vigorous intensity physical activity for 7.8 minutes more during mathematics lessons (P < 0.001) than the control group. In addition, the experimental group was less physically inactive during math lessons for 6.7 minutes (P = 0.001) than control group. Physical activity during school hours did not differ between groups (P = 0.284). Nevertheless, the experimental group spent slightly more time at moderate to vigorous intensity during school hours than the control group and was less physically inactive. Conclusion: This study showed that integrating physical activity with mathematics in the academic classroom results in increased moderate to vigorous physical activity compared to a traditional classroom. Further research should be conducted to determine how integrating physical activity with various school subjects affects daily physical activity in children and adolescents.

Background: The sixth grade is the gateway to adolescence. Entering adolescence, a person needs to have basic life skills in three areas: cognitive, emotional and behavioral. The study on the status of teaching these abilities in students has been neglected. Aims: The aim of this study was to discover the lived experiences of sixth grade elementary students and their teachers about the status of teaching basic life skills. Method: This research has been done with a qualitative approach and phenomenological method. The required data were collected using semi-structured in-depth interviews. The statistical population of the study included all sixth grade elementary school teachers and students in Kerman province in the academic year 2019-2020 and the statistical sample consisted of 100 sixth grade elementary school students and teachers who were purposefully selected. The obtained data were analyzed by Colaizzi method. Results: Analysis of participants' experiences leads to the identification of 3 main themes of intellectual abilities with sub-themes of self-knowledge, creative thinking and critical thinking and emotional abilities with sub-themes of effective communication, empathy and management of emotions and behavioral abilities with sub-themes the Problem Solving, purposefully and decision making Conclusions: The results of the research based on lived experiences showed that the situation of teaching basic life skills to sixth grade elementary students is not favorable and needs to be reviewed and improved.

The aim of this study was to measure the morphological characteristics and determine the nutritional levels of boys aged 11-12 years from the North, Central and Southern regions of Montenegro, as well as to compare the results, to determine whether differences in nutritional levels occur between boys living in different regions. The sample consisted of 42 sixth grade boys (11-12 years old) from Bijelo Polje (Northern Region), Podgorica (Central Region) and Budva (Southern Region). Four variables were measured in the study: body height, body weight, waist circumference and hip circumference Basic central and dispersion descriptive parameters were calculated for all variables. Obesity levels were determined using three indices: body mass index, waist-to-hip ratio index, and waist-to-height ratio index. The results showed a fairly high percentage of obesity when it comes to all three indices, however, statistically significant differences between boys from different regions occurred only when it comes to overweight and obesity according to the waist-hip ratio index and waist-to-waist ratio index. In the first case, boys from the Northern region were statistically significantly obese than the others, and in the second case, boys from the Southern region were statistically significantly more obese than boys from the other two regions. In any case, given the rather high percentage of obesity, it is necessary to take certain measures to reduce the number of obese boys in all three regions.

Critical thinking (CT) is a vital academic and life skill. Its development begins early in life, but it needs to be cultivated both during and after one’s education. In school, CT can be taught both within the domain of different subjects or as a separate skill. For it to be properly taught, CT needs to be assessed. With that in mind, this paper investigates whether or not English language teachers in Serbia incorporate tasks at different levels of cognitive capacity in their tests so as to monitor and improve their students’ domain-specific CT skills. The authors gathered 28 English language tests constructed by 14 teachers and classified the tasks according to the six levels of Bloom’s Taxonomy. The analysis revealed that the tasks for the fiftfifth grade include mostly tasks at the lowest level of the taxonomy, whereas those for the sixth grade are predominantly at the levels of understanding and application. Tasks requiring complex cognitive reasoning were shown to be rather scarce, which indicates that teachers do not assess students’ free and creative use of the foreign language, i.e., complex reasoning skills. It is advisable that English language teachers be trained in the very concept of CT and its successful teaching and testing principles.

School textbooks affect the different aspects of students' learning. One way that textbooks can affect students' learning is through the values embedded in the texts. In the present research, we intend to study values in elementary school mathematics textbook. Specifically, we study values in the Geometry and Measurement unit of the Palestinian Grade six mathematics book. This unit is comprised of five lessons. To analyse the unit, we use a classification model suggested by Sam and Ernest. In this model, Sam and Ernest consider values in mathematics education as consisting of three categories: epistemological, social and personal values. Analysing the unit, we found that the epistemological component was the most frequent in the unit, while the second was the personal component and the third was the social. Alertness in thought, discriminating and rationality had the highest percentages as epistemological values, importance had the highest percentage as a social value and open-mindedness had the highest percentage as a personal value. Correlations between pairs of values in each component showed two significant strong positive correlations, while the other significant correlations were relatively strong or moderate. Further research needs to study correlations between pairs of values, and how these pairs affect students' learning. [ABSTRACT FROM AUTHOR]

Copyright of Dirasat: Educational Sciences is the property of University of Jordan and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The work presents a case study in which the pedagogical interactions are analyzed in a synchronous virtual classroom of Spanish language of sixth grade students of a Paraguayan school. To this end, the research proposes a theoretical-methodological path for the observation and analysis of digital pedagogical interaction. The results obtained are shown, among which, the following are the most relevant findings: Digital technology works fundamentally as an interaction platform and as a medium through which education is imparted. Technology -or digital media- are not thematized as an object of education, neither to learn how to use them nor to reflect on them. Technology in general appears as a neutral didactic instrument. The integration of digital media in teaching is not observed (the media used are mainly the voice of the teacher and students and the teacher's analog blackboard). It can be said that there is a predominance of orality in the digital medium. The virtual class is organized as a dialogical structure between teacher and an individual student and the collective operates as an undifferentiated bloc. There are no interactions between students. Greater participation of girls is observed. The dialogic way of building knowledge between teachers and students stands out as a positive aspect. In this dialogical structure, feedback keeps this connection alive. This in turn is favored by the teacher's open way of promoting participation. The teacher manages to communicate to her students the intentionality of the class and link it with classroom activities. The productions of students are mainly in the level 1 of Blom's taxonomy, and this le vel increase to level 2 when the teaching activity propose an dialogic construction of knowledge Students' productions at level 1 of Bloom's taxonomy observed an increase to level 2 when the teaching activity is a dialogic construction of knowledge. [ABSTRACT FROM AUTHOR]

Copyright of Annales Kinesiologiae is the property of Annales Kinesiologiae and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Education / Al Mejlh Altrbwyh is the property of Kuwait University, Academic Publication Council and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Historical & Cultural Studies an Academic Magazine is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study examines the relationship between "parental involvement" and "weekend study time" in public schools GATE and non-GATE students for fifth and sixth grade students. The findings indicate that "parental involvement" is related to less weekend study time. While findings are statistically significant, there appears to be no significant difference between GATE and non-GATE students weekend study time and parental involvement. Further, weekend study time is associated with higher grades for GATE students than non-GATE students across the board in all subjects. As expected, all students tend to do better in math, science, and English Language Arts (ELA) subjects with weekend study. All GATE fifth graders report studying during weekends while only some but majority of GATE sixth graders report studying during weekends. GATE students spend more time studying during weekends than the non-GATE students. Sixth graders reported that studying more during weekends than fifth graders. The findings are not consistent with the view that parental involvement, leads to less study time, this may be because parents give students more time to undertake other activities such as extracurricular interests or rest. The findings are also consistent with the view that young students have a desire for academic independence in grades of at least fifth. [ABSTRACT FROM AUTHOR]

We examined the effectiveness of a differentiated instruction intervention in promoting 6th grade students' mathematics self-efficacy (MSE), mathematics learning motives (MLM), and mathematical problem-solving skills (MPSS). The relationships among MSE, MLM, and MPSS were also assessed. We employed a longitudinal approach with a pretest and posttest design with 25 students, and used 3 instruments for quantitative data collection. Findings showed that the application of the differentiated instruction learning environment was significantly beneficial in advancing the students' MSE, MLM, and MPSS. In addition, MSE significantly predicted MLM and MPSS, such that the mediating effect of MLM on the effect of MSE on MPSS was partial. This finding shows that the stronger the MSE of 6th grade students is, the better their MLM are, which, in turn, advance their MPSS. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Educational & Psychological Sciences is the property of Arab Journal of Sciences & Research Publishing (AJSRP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Teaching Innovations / Inovacije u Nastavi is the property of University of Belgrade, Faculty of Teacher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Al-Frahids Arts is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Educational & Psychological Sciences is the property of Arab Journal of Sciences & Research Publishing (AJSRP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Dirasat: Educational Sciences is the property of University of Jordan and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Educational & Psychological Sciences is the property of Arab Journal of Sciences & Research Publishing (AJSRP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Umm Al-Qura University Journal of Educational & Psychological Sciences is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of IUG Journal of Educational & Psychological Studies is the property of Islamic University of Gaza and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of The Iraqi University is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this study is to investigate the use of metacognitive reading strategies of the sixth grade middle school students. The method of this research is survey design. Multistage cluster sampling was used to determine the sample. The sample of the study consisted of 388 students attending five public schools randomly selected. The sample of the students consisted of 200 girls; 188 are boys. The metacognitive reading questionnaire was used to determine the metacognitive reading strategies used by the students. The metacognitive reading strategies scale was applied by the researcher in the classroom environment. The survey was conducted by the researcher. The data obtained as a result of these applications were uploaded to the computer, the percentage, frequency, t test results were reached by using SPSS 20. According to the results of the study, sixth grade students frequently use pre-reading, pre- and post-metacognitive reading strategies, and less frequently recall strategies. Students pay attention to the parts that are important in the text and evaluate the text and comprehension status after reading. [ABSTRACT FROM AUTHOR]