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A1 اليوسف، هيفاء علي. A2 الدوخي، فوزي عبد اللطيف A2 الذروة، مبارك عبد الله AB The the purpose of the study is to identify to what extent teachers in regular and disabilities classes practice meta-cognitive skills, with the impact of some demographic variables such as gender, nationality, and learning stage. A descriptive comparative approach was used. The sample of the study consisted of (786) teachers: (654) teachers of regular classes and (132) teachers of disabilities. A questionnaire of three dimensions of planning, monitoring and evaluation was applied. A lower practice of meta-cognitive skills in both teachers of regular and disabilities classes was found in all dimensions. Also, statistically significant differences in the evaluation dimension between male and female teachers of regular classes in favor of males were found, yet no statistically significant differences between the groups in planning and monitoring dimensions appeared. In contrast, the result of disabilities schools showed that female teachers practiced meta-cognitive skills over the three dimensions (planning, monitoring, evaluation) more than their male peers. (Published Abstract) http://search.shamaa.org/abstract_en.gif ID 123306 OP ص ص. 339-355 T1 الفروق بين معلمي الفصول العادية وفصول ذوي الإعاقة في ممارسة مهارات التفكير ما وراء المعرفي في العملية التدريسيسة [مقال] UL 1 http://search.shamaa.org/fulltext.gif http://journals.yu.edu.jo/jjes/Issues/2017/Vol13No3/6.pdf النص الكامل (PDF)