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Relevant bibliographies by topics / Students – Lebanon ; Education – Lebanon

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Academic literature on the topic 'Students – Lebanon ; Education – Lebanon'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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Journal articles on the topic "Students – Lebanon ; Education – Lebanon"

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Joudi, Nadine, and Ghada Chehimi. "The need for civic engagement and competency in higher education in Lebanon." International Journal of Innovative Research in Education 4, no. 4 (December 29, 2017): 186–94. http://dx.doi.org/10.18844/ijire.v4i4.3257.

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Lebanon has always been unstable on the political and the national security levels. The youth in Lebanon did not have the privilege of stability to engage in civic activities and become active citizens. The youth need to collaborate with adults to explore different issues and opportunities to develop civic engagement in their own society. This study is an exploratory research which reveals the need for constructive plans in higher education in Lebanon that will lead youth to civic engagement and competence. It also focuses on exploring the existence of university curriculum that fosters the actual implementation of civic engagement and civic competency programmes. Data were collected using a qualitative framework. University students’ civic competency, knowledge, skills, participation in civic engagement, attitudes and efficacy are assessed by using focus group discussions with students and instructors. The research outcomes provide a foundation for the sustainable interventions through the development of a university curriculum. Keywords: Civic engagement, civic competency, Lebanon.

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Al Chibani, Wessam. "The Status of Quality Assurance in Two Lebanese Universities." Pedagogika 123, no. 3 (September 2, 2016): 36–41. http://dx.doi.org/10.15823/p.2016.31.

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This study was set to assess and analyze the status of two private university quality measures such as the quality audit, control, and ranking in Lebanon. In addition, it was set to discuss and evaluate the programs given by these universities. Finally, it was set to synthesize and analyze different tools that could be applied on the quality services these universities have. The sample of this study is two private universities in Lebanon where interviews were conducted separately with 6 deans, 6 chairpersons, and 6 coordinators. In addition to the universities, plenty of information was taken directly from the Ministry of Education and Higher Education of the Republic of Lebanon. Thus, qualitative data analyses were conducted. Main results showed that one of the main aims of both universities is to get new students registered and have better quality of education. They always take into consideration the quality audit, control, and ranking, which allow them to be ranked from the top universities in Lebanon. One University has been accredited in 2015, which makes it necessary to follow up with the quality control; the second university is still working on getting accredited. The study concluded with recommendations addressed to private universities in Lebanon.

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Oweini, Ahmad A. "How Students Coped with the War: The Experience of Lebanon." Journal of Higher Education 69, no. 4 (July 1998): 406. http://dx.doi.org/10.2307/2649272.

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HAMADE, Layal. "THE DIGITAL MOVE TOWARDS ONLINE LEARNING IN LEBANON." Business Excellence and Management S.I., no. 1 (October 15, 2020): 214–32. http://dx.doi.org/10.24818/beman/2020.s.i.1-17.

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Face-to-face learning has always been the primary way of education in Middle East. However, some countries such as Jordan, Saudi Arabia, UAE and others decided to adopt some learning management platforms to provide dual programs online. On the other hand, Lebanon is still in its early stages as it was adopted by Ministry of Education in mid-2020 due to the spread Covid-19. In addition, utilizing online learning platforms suffer from many challenges such as accreditation, culture, cost, etc. To study students' satisfaction regarding technology use, level of interaction, types of questions, training, and online sessions and recorded voice-over slides, a survey was distributed to 609 Lebanese students attending different universities. It showed that institutions mainly used Moodle, Google Classroom, and Zoom. There was a comparable rate of satisfaction between Google and Moodle platforms; however, a lower rate with Zoom.

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Doumit, Myrna A. A., Laila F. Farhood, and Carmen Hamady. "Focus Groups Investigating Mental Health Attitudes and Beliefs of Parents and Teachers in South Lebanon: Are They Culturally Determined?" Journal of Transcultural Nursing 29, no. 3 (March 26, 2017): 240–48. http://dx.doi.org/10.1177/1043659617700958.

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Introduction: The wars that Lebanon had endured led to a devastating number of deaths, injuries, and displacements. Such tragedies have detrimentally affected its civilians psychologically. Purpose: To identify knowledge, attitudes, and practices of teachers and parents concerning child/adolescent mental health. Method: Using purposeful sampling, five focus groups were conducted with teachers and parents of students from elementary, middle, and secondary levels in two private hub schools in South Lebanon. Results: A total of 27 teachers and 18 parents participated separately in focus groups. Three themes emerged: (a) Mental health care is a priority for overall health, (b) Mental illness is a cultural taboo, and (c) There is a need for better education and cultural understanding about mental health. Discussion: This is the first study in Lebanon directly targeted at parents’ and teachers’ mental health concerns. Such findings will add to transcultural nursing knowledge about the importance of mental health care.

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Diab, Rula L. "University students’ beliefs about learning English and French in Lebanon." System 34, no. 1 (March 2006): 80–96. http://dx.doi.org/10.1016/j.system.2005.06.014.

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Baytiyeh, Hoda. "Has the Educational System in Lebanon Contributed to the Growing Sectarian Divisions?" Education and Urban Society 49, no. 5 (April 19, 2016): 546–59. http://dx.doi.org/10.1177/0013124516645163.

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The sectarian structure of the Lebanese political system has contributed to periods of sectarian violence and wars over the past four decades. This article highlights the origin of sectarianism in Lebanon and discusses how public and religious schools in the country have reinforced sectarian divisions in the Lebanese society. This is a conceptual article showing that the existing poor educational policies and approaches have de-emphasized national identity and permitted the establishment of religiously segregated schools leading to the growth of sectarian divisions among the Lebanese communities. Better educational approaches are thus necessary for the creation of responsible and socially aware citizens, as well as a culture of tolerance within the country. The article proposes educational reforms, such as the greater implementation of citizenship education, the diversification of school communities, and the promotion of interaction among students from different religious backgrounds as an effective strategy that can build social cohesion and reduce future sectarian violence in Lebanon. As Lebanon is highly susceptible to regional and internal political crises, a long-term educational strategy must be developed to protect children from future hazards of sectarian hatred and violence.

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Helou, Mariana C., and Salim M. Adib. "Primary health problems in rural school children in Lebanon." International Journal Of Community Medicine And Public Health 4, no. 5 (April 24, 2017): 1442. http://dx.doi.org/10.18203/2394-6040.ijcmph20171753.

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Background: Primary health problems among school children are rarely disaggregated between urban and rural areas. This report describes findings in children examined during school health visits in a rural region in South Lebanon. Methods: Medical visits were carried out in four public schools in the Qana region, district of Sour, between December 2007 and May 2008. Results: A total number of 887 students were examined. Age varied between 4 and 16 years old. The majority (78%) had a normal weight for their age. Around 7.1 % of males and 3.5 % of females were considered obese for their age. The most frequent abnormality found was dental caries (59%). In addition, 14% of students had cerumen earplugs, and 3.6% had untreated defective visual acuity. Cases of pediculosis (n=62) were found in just one school, indicating a local outbreak of limited scope. Conclusions: There were only minor differences between health problems in this rural area and those measured in an urban area 10 years earlier. Dental problems continued to be predominant. In future campaigns, health education sessions should be conducted about personal hygiene and adequate nutrition with students, teachers and/or parents, in parallel to conducting the medical visits.

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Kalaajieh, W. K., and A. C. Rima. "[Oral health behaviour among schoolchildren in north Lebanon]." Eastern Mediterranean Health Journal 6, no. 5-6 (December 15, 2000): 987–92. http://dx.doi.org/10.26719/2000.6.5-6.987.

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We conducted a study of the state of oral health among 600 twelve-year-old schoolchildren in North Lebanon. We assessed the range of behaviours linked to dental health: dental hygiene, eating habits, use of fluoride and use of dental health services. Half of the students brushed their teeth at least once a day. For 74% of the children, it was mainly their mothers who taught them how to brush their teeth. Toothbrushes and toothpaste were used by 75% of the children. About 82% had heard of fluoride but only 58% understood its usefulness. Four out of five children drank sugared drinks on a daily basis and 83% said that they had never been to the dentist. The information can serve as a basis for the development and implementation of health promotion and education programmes for oral health within schools.

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Ismail, Fadia. "The utilization of Social Media in marketing the Lebanese Higher Education institutions." SHS Web of Conferences 111 (2021): 01004. http://dx.doi.org/10.1051/shsconf/202111101004.

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In today’s competitive environment, it is significant to develop a strong community that retains existing customers and attracts new ones. Higher education institutions in Lebanon, given the pandemic, are shifting to online platforms to market their services. The article explains how HEIs in Lebanon use social media as a way of engaging and communicating with stakeholders. Using a questionnaire targeting the marketing department of the Lebanese HEIs, managerial and marketing implications will be presented to explain the promotional implications of using social media and its challenges. The findings showed that most Lebanese higher educational institutions are utilizing social media strategies when planning their marketing efforts, due to the fear of losing control of its reputation and the limited budget allocated for these efforts. Moreover, they have a limited understanding of its value and its implications and, thus, use it solely for communication purposes with their current and potential students, rather than showing what they do as research centers.

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Dissertations / Theses on the topic "Students – Lebanon ; Education – Lebanon"

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Bahou, Lena. "Student (dis)-engagement in post-war Lebanon : barriers and pathways in school learning." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708584.

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Mote, Olivia K. "Lebanon’s “Social Mosaic”: The (Re)Making of Identities and the Impact of Liberal Education (A Preliminary Study)." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1313703729.

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Hares, Abdullatif K. "Education and national integration in Lebanon /." Access Digital Full Text version, 1985. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10600139.

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Haidar, Noha Adib. "Perceptions of Higher Education Online Learning Faculty in Lebanon." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/104.

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The purpose of this case study was to explore faculty attitudes toward online learning in a Lebanese Higher Education Institution (HEI). The research problem addressed the disinterest among faculty at the Arts, Sciences, and Technology University of Lebanon (AUL) in enhancing learning using online technology. The research questions for this study explored the attitudes of the faculty toward applying online learning and the extent of the faculty readiness to adopt this technological change. A qualitative case study design was used that employed multiple sources of information including semi-structured interviews and existing literature. The target population was AUL faculty including full-time instructors and administration (n = 25). Data analysis was guided by the lens of Kanter's theoretical approach, which focused on the ADKAR model for adopting change in faculty's awareness, desire, knowledge, ability, and reinforcement. Key findings indicated negative faculty impressions concerning online learning authority over technology use, culture, and changes such as increased enrollment and different teaching styles. Despite these findings, opportunity for the adoption of online learning was identified. Faculty indicated positive elements, such as the competitive advantage to be the first online institution in the Lebanese Market and higher student enrollment. These results may encourage AUL's faculty to adopt online learning and to follow the educational development steps taken worldwide. This study contributes to social change by expanding the ability of AUL and Lebanese students to compete globally.

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Molaeb, Jamil Hammoud. "Artists and art education in time of war, Lebanon /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487675687173272.

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Najjar, Dora. "Effectiveness of management in private schools in Lebanon." Thesis, University of Birmingham, 2009. http://etheses.bham.ac.uk//id/eprint/324/.

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The study concerns the effectiveness of management in private and public schools in Lebanon. An interest was why parents choose to pay for education when free public schools are available. In order to explain this, a case study model was chosen in order to compare private and public schools in Lebanon. Using a qualitative approach, the study comprised four schools, two private and two public, in the same region of Lebanon. Structured interviews were conducted, together with documentary analysis and some observation work. The investigation tackled the following aspects: the structure of the schools, decision-making, financial resources, relations at schools (administration-teachers, teachers-students), the culture, parents and their relation to the school, and private-public ideology. It was found that there were some major differences between the private and public schools which did not just relate to their student intake or resources. This related to the external control of the school and the internal authority patterns and relationships. Teacher security was linked to their job performance and sense of belonging to the school. In the private schools, greater freedom in decision-making by both the principal and staff meant a more efficient operation; greater accountability to parents meant a more conducive and less punitive culture for learning. A model of the ‘school order’ was proposed to provide a conceptual framework to understand these features. This comprised the elements of: authority, autonomy accountability, democracy and discipline. These aspects were the direct or indirect reasons for the parents’ choice of the schools for their children. The study makes recommendations for greater autonomy for public schools, but not for privatization as such. It also recommends greater democracy for all schools.

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McCarter, Laura Margaret. "Syrian Refugees' Access to Education in Lebanon: Obstacles to Implementation." Thesis, Virginia Tech, 2018. http://hdl.handle.net/10919/83960.

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Since the beginning of the civil war in Syria, an estimated 11 million Syrians have fled their homes. The conflict within Syria dramatically increased population flows to neighboring countries, especially Jordan, Turkey, and Lebanon. Of these, Lebanon hosts the largest per capita number of Syrian refugees with over 1 million Syrians living in Lebanon as refugees as of June 2017. This thesis asks why Syrian refugee children in Lebanon have limited access to education. Given that over half of the Syrian refugees in Lebanon are school-aged children, the main question behind this research is: what factors explain the low enrollment rate of Syrian refugees in schools in Lebanon? Though the Lebanese Ministry of Education issued a memorandum instructing all public schools to allow Syrians to enroll, approximately 250,000 school-age Syrian refugees were out of school during the 2015-2016 school year. Why is this? Based on a local case study of dynamics impacting refugees within the Bekaa governorate of Lebanon, I find that Syrian refugees do not suffer from a lack of international attention or even an overall lack of aid. Instead, actors at the local level, particularly an unofficial authority known as the Shawish, most heavily influence Syrian refugees, their access to aid, and their access to education.
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Sarraf, Lina. "A proposal for science education policies in Lebanon based on trends in selected developed countries over the last twenty years." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0015/NQ44573.pdf.

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Issa, Nauffal Diane. "Higher education in Lebanon : management cultures and their impact on performance outcomes." Thesis, University of Birmingham, 2005. http://etheses.bham.ac.uk//id/eprint/93/.

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This research study takes a close look at the higher education system in Lebanon. It attempts to identify the principal management cultures in seven institutes of higher education each adopting a different educational system – American, French, Egyptian and Lebanese. McNay’s quartet of collegium, bureaucracy, corporation and enterprise was used as a main reference, with positioning on the model determined by the two dimensions of policy definition and control over implementation each defined as either ‘loose’ or ‘tight’. The study describes and analyzes the organisational structures of the institutions in an attempt to determine the characteristics of the power and authority relationships of each culture and the modes of decision-making. The research study further investigates the degree of academic and institutional autonomy, the measures of accountability and the mechanisms of internal and external scrutiny adopted by the institutes. While McNay’s typology serves as a base to begin to categorise the management cultures of these institutes, no neat categorisation emerged from the combination of the various data sources used in the study. Elements of all four cultures exist in all universities, with dominance for features of the bureaucratic and the corporate cultures. Factors such as the degree of secularisation of the institutions and their cultural origins, whether Lebanese, Arab or Western, seem to impact on institutional culture and are manifested in a distinctive personalised mode of management that emphasises control, power and loyalty, which are deep seated cultural traits of the people of Lebanon and the region. In evaluating the changing environment of higher education, student views on ‘quality’ are also important. The study highlights the differences between institutional types in relation to student performance outputs based on students’ perceptions of their overall educational experience such as teaching and learning experiences. Students in all institutions expressed satisfaction with the education they were receiving; however students in American patterned universities seemed to be exposed to a more liberal form.

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Sleiman, Samar Sinno. "Introducing changes to the teaching of composition writing : the case of the Lebanon." Thesis, Lancaster University, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340114.

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Books on the topic "Students – Lebanon ; Education – Lebanon"

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Parks, Kim Jackson. Lebanon. Charleston, South Carolina: Arcadia Publishing, 2014.

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Guetta, Silvia, and Antonella Verdiani, eds. The Community of Practices (CoP) of UNESCO Chairs for Interreligious and Intercultural Dialogue for Mutual Understanding / La Communauté de pratiques comme outil de dialogue interreligieux et interculturel. Florence: Firenze University Press, 2012. http://dx.doi.org/10.36253/978-88-6655-096-9.

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From 2008 to 2009 the UNESCO Chair of Human Development and Culture of Peace of Florence coordinated a 'Community of Practices on Interreligious and Intercultural Dialogue for Mutual Understanding' (CoP), a peace education programme which brought together international researchers, universities and other UNESCO Chairs. This book presents a selection of the original contributions in English and French submitted by the CoP participants from Brazil, Canada, Lebanon, United States, France and Italy. It also aims to contribute in a concrete way to the promotion of innovative methodologies, practices and tools for students and peace education researchers all around the world.

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Pike, Graham. IIGE/UNICEF (MENA) Global Education Project phase one evaluation report: Lebanon. [Toronto]: International Institute for Global Education, University of Toronto, 1994.

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Faour, Muhammad. The silent revolution in Lebanon: Changing values of the youth. Beirut, Lebanon: American University of Beirut, 1998.

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Lattouf, Mirna. Women, education, and socialization in modern Lebanon: 19th and 20th centuries social history. Lanham, Md: University Press of America, 2004.

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Women, education, and socialization in modern Lebanon: 19th and 20th centuries social history. Lanham, MD: University Press of America, 2005.

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La route des abeilles. Paris: Éditions Anne Carrière, 2012.

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Meeting of the Arab Commission for Education and Communication, ACEC (1st 1998 Beirut, Lebanon). Report on the First Meeting of the Arab Commission for Education and Communication, ACEC: Beirut, Lebanon 21-23 July 1998. [Cairo?]: CEDARE, 1999.

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Iwona, Bernarska-Żytko, and Bednarska Hanna, eds. Polscy medycy, dentyści, farmaceuci, pielęgniarki i położne na uniwersytetach bejruckich w latach 1941-1952. Olsztyn: Ośrodek Badań Naukowych im. Wojciecha Kętrzyńskiego, 2010.

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al-Tarbawīyah, Hayʼah al-Lubnānīyah lil-ʻUlūm, and Jamʻīyah al-Kuwaytīyah li-Taqaddum al-Ṭufūlah al-ʻArabīyah, eds. al-Aḥwāl al-nafsīyah lil-aṭfāl wa-al-shabāb fī Lubnān baʻda ḥarb Tammūz 2006. Bayrūt: al-Hayʼah al-Lubnānīyah lil-ʻUlūm al-Tarbawīyah, 2008.

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Book chapters on the topic "Students – Lebanon ; Education – Lebanon"

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Brøske, Brit Ågot. "Expanding Learning Frames in Music Teacher Education: Student Placement in a Palestinian Refugee Camp in Lebanon." In Visions for Intercultural Music Teacher Education, 83–99. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21029-8_6.

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Frayha, Nemer. "Lebanon." In The Palgrave Handbook of Conflict and History Education in the Post-Cold War Era, 351–61. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-05722-0_27.

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Shaaban, Kassim Ali. "Bilingual Education in Lebanon." In Bilingual Education, 251–59. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4531-2_25.

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Youssef El Metni, Leïla. "Higher Education Systems and Institutions, Lebanon." In The International Encyclopedia of Higher Education Systems and Institutions, 1231–37. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_483.

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Metni, Leïla Youssef El. "Higher Education Systems and Institutions, Lebanon." In Encyclopedia of International Higher Education Systems and Institutions, 1–7. Dordrecht: Springer Netherlands, 2017. http://dx.doi.org/10.1007/978-94-017-9553-1_483-1.

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Kanj, Mayada. "Health Education Through Extracurricular Activities in Lebanon." In Health Education in Context, 27–35. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-876-6_4.

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Kiwan, Dina. "Constructions of “Youth” and “Activism” in Lebanon." In The Palgrave Handbook of Citizenship and Education, 567–81. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-67828-3_6.

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Kiwan, Dina. "Constructions of “Youth” and “Activism” in Lebanon." In The Palgrave Handbook of Citizenship and Education, 1–15. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-67905-1_6-1.

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Fontana, Giuditta. "Compulsory Education in Lebanon, Northern Ireland and Macedonia." In Education Policy and Power-Sharing in Post-Conflict Societies, 61–122. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-31426-6_3.

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Ashkenazi, Jennifer. "Reflections On Educational Transitions In Egypt, Lebanon and Turkey." In International Handbook of Comparative Education, 889–905. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-6403-6_57.

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Conference papers on the topic "Students – Lebanon ; Education – Lebanon"

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Ezzedine, Maya. "Difficulties Encountered in the Education of the Syrian Refugees in Lebanon: Culture and other Issues." In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.798.

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The purpose of the study is to examine the difficulties encountered in the education of Syrian refugees in Lebanon, particularly those related to classroom management and cultural differences between teachers and students. The sudden migration of Syrian students to Lebanon has necessitated great changes, and Lebanese schools have been facing the challenge of catering for the refugees’ educational needs. Interviews were conducted with twelve teachers in the elementary level at three official schools in the Shouf area.An interview guide was prepared by the researcher to direct the interviews towards the needed targets. The outcomes revealed that Instructional and management strategies are likely to fall short of achieving their aim if not planned in a way to respond to the cultural factors which characterize the parties involved in the educational process. In addition, ensuring that students possess the academic capabilities needed to grasp the material explained in class is a priority in the educational mission.Curriculum reformation has to take into consideration the needs of all learners since the system, as it is now, is not fair for Syrian students.

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Apaydin, Marina, and Christopher Bouri. "Innovation2: Innovative Course on Innovation Takes On the Lebanese Revolution." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11314.

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The purpose of this paper is to showcase the unique learning outcomes derived from an innovative course facing disruption from unforeseen political events. In spite of the tense events on the streets surrounding the university during the Lebanese revolution, which erupted in the middle of the semester, we were able not only to implement pre-planned innovative teaching methods to challenge student thinking and traditional higher education practices, but also leveraged the revolution context to introduce new topics and approaches to course delivery in the face of road closures and risks to students’ wellbeing. Strategic innovation management topics were complemented by the real time innovative strategies to continue education developed jointly by the course instructor and the students, resulting in an Innovation2 effect. Ultimately, the course learning outcomes were reinforced and broadened by embracing the continued uncertainty and relating to the ongoing situation day by day. As Lebanon and AUB enter its second semester of the political revolution, this paper aims to share lessons learned from both, the initial course innovative design, and its delivery in the crisis circumstances of the revolution in order to help faculty dealing with unstable educational context in Lebanon, Middle East and other challenging regions.

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Allouch, Amena. "The Need for a Program Model for the Gifted and Talented Students: Raising Community Awareness, Identification, and Effective Intervention in Southern Lebanese Schools." In First Forum on Gifted Education in Lebanon (TAAHEEL – 2017). Lebanese Association for Rehabilitation and Development, 2017. http://dx.doi.org/10.24897/acn.64.68.102.

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Shaer, Riam. "Parents’ and Educators’ Unawareness of the Needs of the Gifted Students and Its Effect on Their Learning and Productivity in Schools of Beirut." In First Forum on Gifted Education in Lebanon (TAAHEEL – 2017). Lebanese Association for Rehabilitation and Development, 2017. http://dx.doi.org/10.24897/acn.64.68.108.

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Ezzedine, Maya. "STUDENTS’ PERCEPTIONS OF E-LEARNING WITHIN A BLENDED LEARNING COURSE IN A UNIVERSITY CAMPUS IN LEBANON." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0547.

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محمد عجوة, عائشة. "الخصائص النفسية الشخصية التي تقي الموهوبين من المؤثرات السلبية المحيطة وتحمي الموهبة: دراسة مراجعة." In First Forum on Gifted Education in Lebanon (TAAHEEL – 2017). Lebanese Association for Rehabilitation and Development, 2017. http://dx.doi.org/10.24897/acn.64.68.101.

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محمد بوصلحه, مريم, and عماد الزغول. "مستوى الكتابة الإبداعية لدى الطلبة المبدعين كتابيا في المرحلة الثانوية بدولة الكويت تبعا لبعض المتغيرات." In First Forum on Gifted Education in Lebanon (TAAHEEL – 2017). Lebanese Association for Rehabilitation and Development, 2017. http://dx.doi.org/10.24897/acn.64.68.103.

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جعفر جمل الليل, محمد. "مقياس قلق الموهبة - دراسة إستطلاعية." In First Forum on Gifted Education in Lebanon (TAAHEEL – 2017). Lebanese Association for Rehabilitation and Development, 2017. http://dx.doi.org/10.24897/acn.64.68.104.

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Alameddine, Mira. "The LWIS-CiS, DT Experience." In First Forum on Gifted Education in Lebanon (TAAHEEL – 2017). Lebanese Association for Rehabilitation and Development, 2017. http://dx.doi.org/10.24897/acn.64.68.105.

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Mirza, Hanadi. "Creative Activities Addressing Giftedness." In First Forum on Gifted Education in Lebanon (TAAHEEL – 2017). Lebanese Association for Rehabilitation and Development, 2017. http://dx.doi.org/10.24897/acn.64.68.106.

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Reports on the topic "Students – Lebanon ; Education – Lebanon"

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Recommendations of First Forum on Gifted Education in Lebanon (TAAHEEL – 2017). Lebanese Association for Rehabilitation & Development, October 2017. http://dx.doi.org/10.24897/acn.64.68.111.

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