Main Article Content
This study aimed to measure the extent to which teachers of gifted students practice the dimensions of high-ranking thinking (observation, critical questioning, open-ended problem solving) in King Abdullah II Schools for Excellence in Jordan, and to find out whether there are differences in the extent to which teachers practice the dimensions of high-ranking thinking, according to The gender of the teacher, and his experience. The study sample consists of (213) male and female teachers from the community of teachers of gifted students in King Abdullah II Schools for Excellence in Jordan, for both sexes, and two levels of experience (less than 10 years) (10 years or more), and they were selected by stratified random method. The researchers developed a tool to measure the level of teachers’ practice of the dimensions of high-ranking thinking to achieve the objectives of the study, which was at a high degree and for all dimensions, where the dimensions were arranged as follows, after solving open-ended problems in the first rank, then after critical questioning in the second rank, and after observation in the third and last rank. The results showed that there were statistically significant differences due to the effect of the teacher’s experience in solving open-ended problems and high-ranking thinking as a whole, and the differences came in favor of (10 years and more), while it was found that there were no statistically significant differences in observation and critical questioning.
The results also showed that there were no statistically significant differences due to the effect of gender in all fields and in the total degree, except for the critical question area, and the differences came in favor of males. Finally, the study came out with a number of recommendations, the most prominent of which was the need to train teachers of gifted students for their students on the dimensions of high-order thinking that were addressed in the current study.