- Published Articles:
Darwazeh,
A. N. (1978).
The prediction of academic achievement at Jordan University from prior academic
University factors. Unpublished Master
Thesis. University of Jordan, college of
Education, Amman, Jordan.
Darwazeh,
A. N. (1979). Children’s right to learn. Institutes of education. UNRWA/UNESCO,
(August), 1-46. Amman
Jordan.
Darwazeh,
A. N. (1983). Student-Generated
vs. Teacher-Generated adjunct questions: Their effects on remember – and application –
level learning, (Doctoral Dissertation, 1982), Syracuse University, New York. Dissertation Abstract International, 43(7),
2281-A. USA.
In English.
Darwazeh,
A. N. & Reigeluth, C. M. (1982). Type
and position of adjunct questions: Their
effects on memory and application. IDD&E
Working Paper NO. 7. Syracuse
University, New York. ERIC Documents, ED No. 288517. In
English.
Reigeluth,
C. M., & Darwazeh, A. N. (1982). The
elaboration theory’s procedure for designing instruction:
A conceptual approach. Journal of
Instructional Development, 5(3), 22-32. USA. In English.
Darwazeh,
A. N. (1984). The elaboration theory for designing instruction. An-Najah Journal for Research, (2), 113-130. Nablus, West-Bank, Palestine.
Darwazeh,
A. N. (1984). The effect of the type and position of adjunct
questions on three levels of learning: Remember,
application, and discovery. Research and
Document Center at An-Najah National University, Nablus, West-Bank, Palestine.
Darwazeh,
A. N. (1986). Review of experimental studies on adjunct
questions. Arabic Universities Union
Journal, (21), 117-138. Amman, Jordan.
Darwazeh,
A. N. (1986). The nature of teaching system of the open
University. Arabic Universities Union
Journal, A Special volume (1), 109-124. Amman,
Jordan.
Darwazeh,
A. N. (1986).
Instructional quality profile: A
curriculum evaluation and design tool. An-Najah Journal for Research, (3), 59-94, Nablus,
West-Bank, Palestine.
Darwazeh,
A. N. (1988). Models of syllabus organization. Damascus University Journal in Humanities, (13),
21-58. Damascus, Syria.
Darwazeh,
A. N. (1988). Problems facing instruction at graduate levels and
how to face them. Paper presented at the
conference of Teachers Union at the Occupied territories titled: The present situation and its effect on the
future of education. (Jerusalem, Ambassador
Hotel, 5/5/1988).
Darwazeh,
A. N. (1988). The effect of advance organizer on remember and
application levels of learning. The Arabic
Journal for Higher Instructional Research, (8), 3-44.
Damascus, Syria.
Darwazeh,
A. N. (1988). The relationship between the locus of control and
students’ achievement, sex, and specialization at An-Najah University. Tunisia Journal for Research. Nahj
Baja, Tunis.
Darwazeh,
A. N. (1988). Procedures for content analysis: The theory and practice. Teacher student Journal, (1), 50-63. UNRWA/UNISCO: Beirut. Lebanon.
Darwazeh,
A. N. (1991). Cognitive
strategy activators as instructional aids for improving student’s learning process. Bethlehem University’s Journal, (10), 41-77. Bethlehem, West-Bank, Palestine.
Darwazeh,
A. N. & Branch, R. C. (1991). The
influence of instructional designer competencies on teacher planning routine. Paper Presented at the Annual Meeting of the
American Association for Educational Communications and Technology. (Florida
– Orlando, Feb. 13-17,
1991). In English.
Darwazeh,
A. N. (1992). Instructional technology: It’s nature, domains, and role in developing
learning and instructional processes. Ta’
Arib Journal, (3), 75-89. Damascus,
Syria.
Branch,
R. C., Darwazeh, A. N. & El-Hindi, A. E.
(1992). Instructional designer practices and
teacher planning routines. A proceeding Paper
Presented at the Annual Meeting of the American association for Educational Communications
and Technology. ( Washington: Washington, D.
C, Feb. 5-9, 1992). ERIC Documents, ED No. 347-976. In
English.
Darwazeh,
A. N. (1992-1993). Summaries of experimental studies of embedded vs.
generative cognitive strategy activators: Two
proposed instructional models are submitted to experimentation. Bethlehem University Journal, (11+12), 29-58. Bethlehem, West-Bank, Palestine.
Darwazeh,
A. N. (1993). The teacher’s locus of control and it’s
relation with their students’ achievement. An-Najah
Journal for Research, (7), 7-45. Nablus,
West-Bank, Palestine.
Darwazeh,
A. N. & Abu Amshah, A. M. (1993). Learning by conventional versus open methods of
teaching when using an introductory Arabic course at a freshmen college level. Arabic Universities Union Journal., (28), 153-195,
Amman, Jordan.
Darwazeh,
A. N. (1993). The effects of Using Reigeluth’s elaboration
theory versus Gagne’s hierarchical approach and the random order for sequencing
instruction on remember and application levels of learning.
Journal of King Saudi University: Educational
Sciences & Islamic Studies, 2 (5), 463-494.
Darwazeh,
A. N. (1994). Embedded versus specified and unspecified
generative cognitive strategies: Their
effects on memory and comprehension levels of learning.
An-Najah University Journal for Research, (8), 296-338. Nablus, West-Bank, Palestine.
Darwazeh,
A. N. (1994). Under what conditions are embedded versus
generative cognitive strategy activators effective. Two
prescriptive models for designing instruction. A
Proceeding Paper presented at the Annual Meeting of the American Association for
Educational Communications and Technology. TN: Nashville (Feb., 16-20, 1994). ERIC Document.
ED No.: 373-767. In
English.
Darwazeh,
A. N. (1994). Learner-control versus program-control over
cognitive strategies and sequence type: Their
effects on memory and application levels of learning.
The Islamic University Journal, 1(3), 33-81. Gaza,
Palestine.
Darwazeh,
A. N. (1994). From
behaviorism to cognition: A shift to enhance
learning and instruction in the 21 century. Ta’Arib
Journal, (8), 117-150. Damascus, Syria.
Darwazeh,
A. N. (1994). Female’s literacy in West-Bank. A Proceeding Paper presented at the third Annual
Conference of the Center for Applied Research in Education titled: Role of Education in Promoting Democracy,
(Jerusalem, Palestine, 18-20th , July, 1994).
Darwazeh,
A. N. (1994). The effect of training in instructional design on
teachers and students’ performance. Psychological
and Educational Measurement and Evaluation Journal, (3), 93-134. Gaza,
Palestine.
Darwazeh,
A. N. (1994). Instructional
Design: Theory and Measurement. Psychological and Educational Measurement and
Evaluation Journal, 4, 278-312, Gaza, Palestine.
Darwazeh,
A. N. (1995). The effect of training in instructional design on
teachers’ performance and their students’ academic achievement. A proceeding Paper Presented at the Annual Meeting
of the American Association for Educational Communications and Technology. (Californian, Anaheim, Feb. 8-12, 1995). ERIC
Document. ED No. 383-293. In
English.
Darwazeh,
A. N. (1995). The effect of promoting meta-Cognitive strategies
on memory and comprehension levels of learning. An-Najah
University Journal for Research, (9), 402-428. Nablus,
Palestine.
Darwazeh,
A. N. (1995). The importance of survey studies. A Proceeding Paper Presented at the conference of
the Center of Palestinian Research and Studies. ( Nablus, Palestine, Nov.. 28-29, 1995).
Darwazeh,
A. N. (1996). To what extent does the Palestinian teacher
practice the systematic planning of instruction? Al-Azhar
University Journal for Humanities, 1(1), 200-233. Gaza,
Palestine.
Darwazeh,
A. N. (1996). Raising
the quality and efficiency of teaching, learning, and training at Palestinian higher
education instructions. Paper presented at
the Instructional Conference Higher Education
in the Context of an Independent Palestinian State.
An-Najah National University, (7-9, November, 1996), Nablus, Palestine. In English.
Darwazeh,
A. N. (1996). Obstacles confronting the Palestinian
Instructional System today. Paper presented
at the School Instruction Conference on Palestinian Studies: Palestinian Education: Historical, Contemporary Status and Future
Possibilities. (Dec. 13-15, 1996).
Birzeit University and Gaza Cultural Group. Palestine.
Darwazeh,
A. N. (1996). Enhancing
teachers’ performance through practicing the instructional designer competencies. Paper presented at the 43rd World Assembly
Conference of the International Council On Education For Teaching (ICET), (Dec. a6-21,
1996). Amman, Jordan. Published in the international Yearbook On Teacher
Education 1966 Proceedings, (11), 413-420.
Darwazeh,
A. N. (1996). How can teaches activate students’ cognitive
strategies by using adjunct questions: A prescriptive model for improving teaching and
learning. Paper presented at the 43rd World
Assembly Conference of the International Council On Education For Teaching )ICET), (Dec. 16-21, 1996).
Amman, Jordan. Published in the
International Yearbook On Teacher Education 1966 Proceedings, (11). 395-411 420. In English.
Darwazeh,
A. N. (1996). Conditions affecting embedded versus generative
cognitive strategy activators: A cross
cultural study. Bethlehem University Journal,
(15), 57-83. West-Bank, Palestine. In
English.
Darwazeh,
A. N. & Abedol Aziz, Ahmad. (1997). The relationship between locus of control and
learner variables in conventional versus distance education setting. Al-Ta’Arib Journal, (13), 61-88, Damascus,
Syria.
Darwazeh,
A. N. (1997). Variables affecting University academic
achievement in a distance versus conventional setting. Arabic
Universities Union Journal. (32); 206-232, Amman, Jordan.
Darwazeh,
A. N. (1998). To what extent school principal’s practice their
role within the light of instructional design? Arab
Journal of Education, 18(2) 147-171. Tunisia.
Darwazeh,
A. N. (1999). The
teacher’s role in distance learning – the Internet age.
Paper presented at the conference of distance learning and the role of information
communications and technology held by Jerusalem Open University, (April 10 to 12, 1999, ) Amman, Jordan.
Darwazeh,
A. N. (1999).
The
teacher’s competencies at distance Education - - the Internet age. Paper presented at the conference of Building
Bridges through technology and distance education. (
Fort-Lauderdale, Florida, June 10-12, 1999).
Darwazeh,
A. N. (1999).
Criteria
for developing and evaluating curricula Arabic Universities Union Journal. (36),
53-90, Amman, Jordan.
Darwazeh,
A. N. (1999). Future
curricula for future school. Submitted to
Arab Journal of Education. Tunisia.
Darwazeh,
A. N. (1999). Qualifying
and updating the methods, content, and technology of higher education. Submitted to Arab Journal of Education, Tunisia.
Darwazeh,
A. N. (2000). Variables affecting University academic
achievement in a distance versus conventional
education setting. The Quarterly Review of
Distance Education. (2), 159-164 in English. Nova
Southeastern University. Florida, U. S. A.
Darwazeh, A. N. (2001). Distance education as evaluated by students,
supervision, and administrators of Al-Quds open University.
Arab Universities Union Journal, (38), 119-158.
Darwazeh,
A. N. (in
press). Does the student feel distanced at a
distance learning? Paper submitted to
Journal of Education. Tunisia.
Darwazeh, A. N. ( 2001). Do
practicing instructional design skills inhance teachers’ performance and motivation and
their students’ achievement . Proceeding
Paper presented at the conference of the instruction process in the Internet Age. An-Najah
National Univ. Nablus,
Palestine. (May,9-10,2001).
Darwazeh, A. N. (in
press). To what extent do students at
Al-Quds open University. Feel distanced.
Journal of An najah University for research
Darwazeh,
A. N. (2003). To what extant can school principal make a change
and development in their schools. United
Arab Universities Journal. Amman, Jordan