http://hdl.handle.net/123456789/2168 Search the Channel search http://repository.ksu.edu.sa/jspui/simple-search http://hdl.handle.net/123456789/8001 Title: Development of the approach of discipline-based art education and its influence on the field of art education<br/><br/>Authors: Alamoud, Yousef Ibrahim<br/><br/>Abstract: his research deals with (discipline-based art education) as one of the most important modern approaches in the field of art education. Major research objectives are: to define the concept of this approach, to show its historical evolution, and to illustrate its importance and role in the introduction of new concepts, which contributed to major advancements in the field of art education during the final quarter of the last century. To achieve these objectives, historical methodology was implemented. The procedures were to follow these developments, concentrate on theoretical contributions of major scholars, and identify many art programs, projects, centers, places and times which represent the landmarks of these developments. Events were classified and interpreted according to the is historical sequence. The research reached some conclusions regarding the crucial points in the approach historical developments, its defining qualities, and its major impact on curriculum, teachers, students, assessment, and technology. Finally, the researcher recommended that this approach can be introduced to the theory of Saudi art education through teaching, publishing and translating its major theoretical foundations. In addition, communication and cooperation between the Getty Education Institute for the Arts and Saudi art education specialists can be established and supported to further develop better understanding for possible application of this approach in Saudi schools.<br/><br/>Description: Assistant Professor, Department of Art Education College of Education, King Saud University, Riyadh, Saudi Arabia http://hdl.handle.net/123456789/2047 Title: The effects of content familiarity and language ability on reading comprehension performance of low-and high-ability Saudi tertiary students studying English as a foreign language<br/><br/>Authors: Al-Shumaimeri, Yousif A.N.<br/><br/>Abstract: This study investigates the effects of content familiarity and language ability (defined as general L2 proficiency) on the comprehension performance of low- and high-ability Saudi students of English as a foreign language. One hundred and thirty-two male and female university students participated in this study, performing two reading comprehension tests on two different types of text (familiar and unfamiliar). The results showed that content familiarity and language ability had significant effects on the students' comprehension performance. They indicated that content familiarity facilitated reading comprehension, and that language ability had a significant effect on the comprehension performance of students at different levels. Language ability level may have played a compensatory role in facilitating the comprehension of the unfamiliar text. Educators designing and implementing reading courses need to consider these related factors. http://hdl.handle.net/123456789/1611 Title: Quality of structures of explanations in Saudi Arabian history textbooks<br/><br/>Authors: Bakkar, Nadia A.<br/><br/>Abstract: The study considered a critical problem in the history curriculum in the Saudi Arabian middle<br>or intermediate schools, i.e. the school serving students in grades seven to nine.<br>The problem of comprehension posed by the structure of text offers an important perspective for<br>judging the quality of a textbook. Four aspects of text structures were used to evaluate Saudi Arabian<br>textbooks. The results of the evaluation revealed that texts do not provide adequate historical explanation<br>according to the goal-plan-action outcome frame suggested by Armbruster and Anderson on 1984. Sug-gestions<br>about some ways in whcih text explanations might be improved were offered. http://hdl.handle.net/123456789/1599 Title: The Quality of structures of explanations in Saudi Arabian history textbooks<br/><br/>Authors: Bakkar, Nadia A.<br/><br/>Abstract: The study considered a critical problem in the history curriculum in the Saudi Arabian middle or intermediate schools, i.e. the school serving students in grades seven to nine. The problem of comprehension posed by the structure of text offers an important perspective for judging the quality of a textbook. Four aspects of text structures were used to evaluate Saudi Arabian textbooks. The results of the evaluation revealed that texts do not provide adequate historical explanation according to the goal-plan-action outcome frame suggested by Armbruster and Anderson on 1984. Sug-gestions about some ways in whcih text explanations might be improved were offered.