The Teaching Habits of Mind, Their Relationship To Positive Behavior of Social Studies Teachers in Lower Basic Stage In University District - The Capital (Amman)
Why this work is in the frame
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Bibliographic record
Abstract
The study aimed at finding out the relationship between teaching habits of mind and positive behavior among theteachers of social studies in the lower basic stage in the university district in the capital governorate (Amman). Thesample of this study was composed of (60) teachers, both males and females, who were chosen by the StratifiedRandom Sample method. Descriptive correlation approach was conducted by the researcher in this study to answerthe study questions. The researcher used the following statistical methods: Pearson correlation coefficient, arithmeticmeans, and three-way Anova and Manova (Analysis of variance & multivariate analysis of variance).The study found the following results: The social studies teachers of the lower basic stage have a mean for theteaching habits of mind and positive behavior aspects. And there is an existence of statistically significant positivecorrelation coefficients between the areas of the teaching habits of mind scale and the scale as a whole and the areasof positive behavior scale (positive personal behavior, positive academic behavior) and the scale as a whole. Thestudy also pointed out that there are statistically significant differences attributed to the variable of experience, andfor the benefit of experts who have more than 10 years of experience, and there were statistically significantdifferences in the areas of the teaching habits of mind scale attributed to the gender variable, and for the benefit ofmales in the impulsivity control level, thinking flexibly, creativity, perception, and innovation. As well as there werestatistically significant differences in the teaching habits of mind and the positive behavior scale according to thevariable of experience, and for the benefit of those with more than 10 years of experience. Moreover, there werestatistically significant differences in the areas of positive behavior scale attributed to the gender variable and for thebenefit of males from the study sample.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it