Browsing by Author "Hill, Christopher"

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    An Investigation of the Development and Implementation of Teacher's Licensing in Saudi Arabia Based on Local Stakeholders’ Perceptions, Compared with International and Regional Practices
    (SpringerLink, 2024) Hameedadin, Amal Abdullah; Hill, Christopher
    Saudi Arabia- is moving steadily toward Vision 2030. Accordingly, the Educational & Training Evaluation Commission (ETEC) has teamed up with the Ministry of Education in Saudi Arabia to update and raise the ‘Teacher Licensure Programme’ bar. Purpose- The study aimed to investigate the development and implementation of the 2019 teacher licensure program in Saudi Arabia. Methodology- The study adopted the exploratory sequential mixed method. The paper consisted of three stages. Initially, six policies were reviewed to compare international, regional, and local licensures. Second, the study collected quantitative data from 300 teachers from public schools through an online survey. The last stage collected qualitative data through a school leaders’ questionnaire. Findings- Stage one findings were linked to international and regional practices. A comparative study revealed a lack of career development at the college level and during in-service training in Saudi Arabia. Furthermore, there is a need for a standardized teacher evaluation system that includes constructive feedback and reflection. Based on stage two findings, teachers expressed negative views regarding the current licensing programme. In addition, stage three findings confirmed stage two results from the perspective of school leaders and policymakers. Implications- Educators should consider building long-life learners by aligning licensing standards with the exam and desired outcomes, ensuring stakeholders’ involvement, create a continuous PD program. Originality/value- This study filled a critical gap in the theoretical field of teacher licensing in the Gulf Region. Additionally, the research suggested a flexible framework based on the best practices and the perceptions and experiences of the stakeholders. The framework asserted that the licensing examination is one of a number of methods for evaluating teachers.
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    The challenges of conducting qualitative research: Student perspectives from the United Arab Emirates
    (The British University in Dubai (BUiD), 2020-04) Hill, Christopher; Mohammed, Mona
    Research activity and output is increasingly seen as a mark of excellence. Emerging education sectors often struggle to compete on this stage due to lack of experience or awareness of the process. Student research is an oft under-explored area of this debate and one that requires further attention an analysis. This paper uses a mixed methods approach and an ethnographic case study of two private universities in Dubai, in order to explore the experiences and challenges university students face when conducting research. Set against the backdrop of research output and rankings, this paper addresses key questions and proposes institutional responses to support student engagement, understanding and output.
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    The Emerging Nature of ICT Policies in Education: A Comparative Analysis of School ICT Policies
    (SpringerLink, 2024) Halabi, Lydia; Hill, Christopher
    Purpose- The role of ICT in education is not new but the manner in which technology in education is perceived, valued and implemented is in constant flux. Methodology- This paper uses a comparative approach to examine ICT school policies, pre and post pandemic, to explore key issues of focus and relevance. Findings- As a result of the Covid-19 pandemic, technology became ubiquitous in education and it is now imperative that we consider the extent to which it is appropriate for use, sustainable and supported. ICT has the potential to transform the learning environment but it must be understood, implemented and managed responsibly. Implications- The paper looks at the role of leadership and key stakeholder engagement in this process, from a teacher and student perspective. Originality/value- Drawing on a detailed literature review and in-depth document policy analysis, this paper considers the framework for implementation and identifies key components required for the design and development of a relevant ICT school policy.