Journal for Researching Education Practice and Theory

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https://bspace.buid.ac.ae/handle/1234/1364
The Journal is run by the Faculty of Education, The British University in Dubai (BUiD). JREPT provides opportunities for education faculty, research students in education and those interested in the practice, theory and policies in education to share and debate new knowledge, innovative ideas and practices.

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Browsing Journal for Researching Education Practice and Theory by Author "Abouelanein, Ahmed ElSayed"

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    Exploring School Leadership and Teachers’ Perspectives on the Effectiveness of Classroom Observation on Tracking Curriculum Implementation: A Case Study in a Private School in Abu Dhabi
    (The British University in Dubai (BUiD), 2023-12) Hossni, Mohamed; Abouelanein, Ahmed ElSayed
    Curriculum is the core component of education development with a direct impact on learners’ knowledge, skills, and competencies. There are many approaches to evaluating the implementation process of the curriculum, and classroom observation is an effective tool as it reflects what happens inside classrooms. This qualitative case study was designed as a response to a current issue in a private international school in Abu Dhabi that lacked an appraisal policy, and the observation report was the only evaluation tool for teachers’ overall performance. Given this, the study aimed to explore the effectiveness of classroom observation as a tool to track the quality of curriculum delivery from the perspectives of heads of departments and teachers. For this to be achieved, the study utilised three instruments: semi-structured interviews, focus group discussions, and qualitative content analysis. The study's findings highlighted key characteristics of effective classroom observation, emphasising deliberate alignment with curriculum goals and the need for a comprehensive understanding of educational activities. The research also identified qualities in current observation rubrics, emphasising the importance of addressing inconsistencies across departments for reliable and valid assessments. Additionally, teacher and school leadership perspectives revealed the influence of experience and pedagogical beliefs, emphasising the need for professional development to enhance professionalism and support positive views of observations.
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    The Impact of Teachers' Opinions of MAP Test on Their Attitude: A Study in a Private School in Dubai
    (The British University in Dubai (BUiD), 2022-10) Abouelanein, Ahmed ElSayed; Hossni, Mohamed
    The Measures of Academic Progress (MAP) test is a unique benchmark exam with the differentiation features and the various individualized reports generated from test data. The aim of this study was to determine how teachers’ opinions of the MAP exam influence their attitude towards the MAP policy. To achieve this aim, a mixed-methods approach was utilized. Content analysis of relevant literature was applied as the quantitative instrument to form a profound and critical understanding of the benchmark test MAP. In addition, Teachers’ questionnaire was utilized as a quantitative instrument to collect data about teachers’ perceptions’ influence on their attitude. The study concluded that teachers’ perceptions heavily affected their attitudes in terms of MAP test data analysis and communicating the automatically generated reports with different stakeholders.