Browsing by Author "Abukari, Abdulai"

Now showing 1 - 16 of 16
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    An Assessment of the Effectiveness of the Implementation of the Mathematics ‘Assessment for, as and of Learning’ Strategy in a Primary School in Dubai
    (The British University in Dubai (BUiD), 2023-10) Zrien, Zeina; Abukari, Abdulai
    The effective implementation of classroom assessment is central to a successful teaching and learning cycle. The present study aims to assess the effectiveness of the implementation of the mathematics ‘Assessment for, as and of Learning’ strategy in a primary school in Dubai. Participants in this study were six third grade students grouped into three groups (low, middle, and high achievers) together with the primary Math coordinator and a classroom teacher. The study employed four research methods: classroom observations, analysis of some students’ assessment work, semi-structure interview with the coordinator and teacher as well as students focus group discussion. The findings revealed that the ‘Assessment for, as and of Learning’ strategy is mostly effectively implemented in mathematics providing an efficient data collection resource that measures students’ understanding and informs future teaching instructions. Still, some challenges arise from the need to differentiate assessments, features of online testing, and the inconsistent feedback. Discussions were then made on these issues in the classroom and the expected effect on students’ learning. Therefore, implementing ‘assessment for, as and of learning’ strategy in mathematics has an operative effect on students’ learning progress but should take into consideration the implied challenges.
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    Distributed leadership in higher education: an analysis of heads of departments’ leadership practice in the UAE
    (The British University in Dubai (BUiD), 2020-04) Ramakrishnan, Senthilnathan; Abukari, Abdulai
    The purpose of this research is to explore the extent to which leadership styles or approaches adapted by heads of department in selected independent degree awarding institution in the emirate of Abu Dhabi, United Arab Emirates use the distributed leadership style. This study used a qualitative research approach to achieve the research aim. Evidence from the data shows that there is always no single best approach to leadership and in all places. Leaders’ approaches are driven by the context in which they practice and usually reflect a mixture of different leadership styles. Every leader is different, and they usually do not stick to one type of leadership style as evident in the findings. Leaders tend to adapt different approaches to manage different situations.
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    Editorial
    (The British University in Dubai (BUiD), 2023-12) David, Soloman; Abukari, Abdulai
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    Editorial: Future of educational management and leadership: leading the way
    (The British University in Dubai (BUiD), 2022-12) Abukari, Abdulai
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    Editorials
    (The British University in Dubai (BUiD), 2020-10) Abukari, Abdulai
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    Editorials
    (The British University in Dubai (BUiD), 2022-10) Abukari, Abdulai
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    Editorials
    (The British University in Dubai (BUiD), 2021-10) Abukari, Abdulai
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    Editorials: The theory versus practice dilemma - effecting education practice and research in the best possible way
    (The British University in Dubai (BUiD), 2018) Abukari, Abdulai; Gaad, Eman
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    Editorials: Leading Education in Times of Crisis: Perils or Opportunities?
    (The British University in Dubai (BUiD), 2021-11) Abukari, Abdulai; David, Solomon Arulraj
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    Editorials: Sharing best practice in education – sharing the evidence from practitioners
    (The British University in Dubai (BUiD), 2020-04) Abukari, Abdulai
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    Editorials: Using effective assessment to improve teaching and learning
    (The British University in Dubai (BUiD), 2019) Abujaja, Afishata Mohammed; Abukari, Abdulai
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    Educating Learners with SEND in One Private Mainstream School in Dubai: Effectiveness and Challenges of Policy Implementation
    (Springer Link, 2023) Badawieh, Muntaha; Abukari, Abdulai; Gaad, Eman
    This study investigates the SEND policy implementation in one private school in Dubai. It highlights whether the school’s teachers and support staff adopted and effectively implemented the SEND inclusion policy. The investigation process focuses on three areas which are curriculum modifications, Assessment differentiation, and teacher’s professional development. A qualitative research study of semi-structured interviews has been conducted to investigate the effectiveness and challenges of SEND policy implementation; for this purpose, interviews were conducted with the school’s teachers for data analysis; the researcher has decided to use the qualitative approach because it shows a subjective evaluation of beliefs, behaviour, and attitudes, the total number of participants were two subject teachers and one school principal. This study investigated all the significant aspects, and the overall result was conducted to provide the proper recommendations. The qualitative study findings indicate that the school policy implementation is very effective, and teachers’ awareness of the inclusion policy is appropriate. Nevertheless, they face difficulties in accommodating students’ needs in the classroom due to the massive number of students in each classroom. Also, it showed that the inclusion support team acts as a backbone in supporting the teachers through the weekly meetings, which help them modify the curriculum and accommodate the assessment for their students. In terms of challenges, the school has few numbers of inclusion support teachers; therefore, it leads to some challenges teachers face when implementing the policy.
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    Embedding Evidence-Based Practice in Teaching-Learning Strategies in Undergraduate Physiotherapy Clinical Training in Abu Dhabi: Clinical Educators’ Perspective
    (The British University in Dubai (BUiD), 2023-10) Gabor, Marian Grace; Abukari, Abdulai
    Background: Evidence-based practice (EBP) is an essential attribute in the healthcare setting. Prior to conducting this study, there was a lack of contextualized information as to how introduction and enhancement of EBP among physiotherapy students are carried over into undergraduate clinical training. Purpose: The aim of this study was to understand teaching-learning strategies that enhance physiotherapy undergraduates’ evidence-based practice during clinical training from the perspective of clinical educators. Methods: A qualitative approach was used which involved key-informant in-depth interviews with physiotherapy clinical educators of physiotherapy students in Abu Dhabi (n=12). Clinical educator participants are physiotherapy clinicians in private hospitals and rehabilitation centres in Abu Dhabi. The audio-recorded interviews were transcribed and underwent thematic analysis using NVivo 12. Results: Thematic analysis revealed that clinical educators recognized seven strategies aimed at enhancing students’ evidence-based practice during clinical placement as: (1) case presentation, (2) problem-based learning, (3) skills demonstration, (4) shadowing, (5) following patient’s progress, (6) exposure to a variety of patient cases, and (7) exposure to different clinical educators. Conclusion: Clinical educators of physiotherapy students in Abu Dhabi employ a variety of teaching-learning strategies that enhance the adoption of an evidence-based physiotherapy practice by students during undergraduate clinical training.
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    Fostering Innovation and Creativity in the UAE Educational System: Examining the Role of Educational Leaders in High Schools
    (The British University in Dubai (BUiD), 2023-12) Almarzooqi, Alya; Abukari, Abdulai
    Fostering creativity and innovation in secondary education is considered as a crucial element for students’ holistic development. However, evidence shows that there is limited research and understanding as far as the relationship between principal leadership styles and the development of creativity and innovation within the context of the United Arab Emirates (UAE) is concerned. To contribute to this important area, the paper focuses on assessing the role of education leaders in developing innovation and creativity in the UAE secondary education system. The study is based on a systematic review of fourteen scholarly sources related to educational leadership within the UAE's secondary school system. By collecting and analyzing relevant research from both survey-based and semi-structured interviews studies, the paper looks to identify traces of influence and potential influence of educational leadership on creativity, innovation, teacher performance, and student outcomes. The findings show that, while no research specifically considered the impact of educational leadership on creativity and innovation, several research papers discussed mediating factors. School leaders were cognizant of what innovation in schools meant and particularly acknowledged the creative problem-solving facet of innovation, however, only about half of school leaders facilitated the implementation of UAE policy on innovation in their schools. The review also found that managerial support for creativity was likely to promote creativity and innovation in teaching and in learning, thus improving teacher performance and student learning outcomes to some extent. The transformational leadership came up as a potential leadership style that could promote innovation and creativity in secondary schools despite the gross misunderstanding of the approach by some school leaders. The paper also identified a number of barriers hindering educational leaders from implementing innovative and creative practices and some suggestions on how these might be mitigated. While the findings are quite useful, the paper has some limitations; especially related to the lack of primary data to understand the role of school leaders in fostering innovation and creativity.
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    Undergraduate physiotherapy students’ performance in theoretical and practical examinations: A correlational case study in the UAE
    (The British University in Dubai (BUiD), 2019) Ramakrishnan, Senthilnathan; Abukari, Abdulai
    The study aimed at finding the correlation between the theoretical and the practical examinations marks of first year physiotherapy students and explore the possible contributory factors for any differences in exam performances. Mixed approach was used and correlation was analysed using Microsoft excel 2013 and interviews were employed to explore the factors associated with good or poor performances in the written and objective structured clinical examinations. There were no significant differences in the scores of theory and practical exams for the whole participants as the means of the former (40.05) and later (40.03) were nearly equal and the r value (0.672) indicated moderate positive correlation but individual differences in performances between the written and objective structured clinical examination noticed. Students and lecturers were interviewed and the qualitative data analysis identified factors associated with assessment methods, instructional strategies and learning styles were contributing for good and poor performances in the theoretical and practical examinations.
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    Using research to inform practice: the teacher as a practitioner researcher
    (The British University in Dubai (BUiD), 2018) Abukari, Abdulai; Abubaka, Ahmed Bawa Kuyini