Browsing by Author "Zrien, Zeina"

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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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    The Impact of School Leaders’ Feedback in Enhancing Teachers’ Performance towards School Improvement: A Single Case Study among Teachers in a Private School in Dubai
    (The British University in Dubai (BUiD), 2023-12) Zrien, Zeina; David, Solomon Arulraj
    The constructive feedback provided by school leaders is considered a powerful tool that enhances teachers’ motivation, engagement, and performance towards school improvement. This study aims to understand the influence of feedback provided by school leaders on teachers' professional growth and overall performance within the context of school improvement. The research is a single case study allowing an in-depth understanding of the participants' perspectives and experiences. It involved two sets of qualitative questionnaires to collect data from school leaders and subject teachers respectively. The data was then analysed to identify the influence of school leaders’ feedback on teachers’ performance towards school improvement. The main addressed research question is ‘What is the influence of school leaders’ feedback in shaping teachers’ job towards school improvement?’. The findings of the current study prove that school leaders' feedback improves the quality of teaching instructions, fosters a loyal culture among staff members, develops teachers as leaders in their positions, and enhances school performance through better students’ academic achievements. The implications of this study would offer educational leaders’ and practitioners’ valuable insights for improving feedback practices and promoting continuous professional growth among teachers. The foremost limitation of the current study is the inability to generalize the research outcomes being a single case study with a limited sample size and research time framework. Therefore, for future studies it is recommended that the investigation could be implemented in different settings to compare findings and generalize suggestions. It has been concluded that effective feedback imparted by school leaders upon teachers’ observation is a critical factor in school improvement process.