Theses for Doctor of Philosophy in Education

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Differentiated Instruction in the Mainstream English Language Classroom in the UAE Public Secondary Schools: Exploring Teachers’ Beliefs and Practices
(The British University in Dubai (BUiD), 2015-04) Bourini, Ahmad Othman
The purpose of this study was to explore English language teachers’ beliefs about differentiated instruction in the secondary EFL mainstream classroom. The study examined the preconceived misconceptions they held about student diversity and the barriers and enablers they encountered in implementing differentiation. The study was largely based on the assumption that the knowledge and beliefs teachers hold about instructional practices impact the pedagogies they follow with students of different levels of readiness, interests and learning profiles. Differentiated instruction is grounded in the work of Vygotsky’s (1962) sociocultural theory, Tomlinson’s (1999) theory of differentiated instruction, Gardner’s multiple intelligences and the learning styles, and the study is guided by this theoretical framework. The study was conducted at public secondary schools in the United Arab Emirates (UAE) using a triangulation mixed methods design. The quantitative part included a questionnaire administered to (n=196) English language teachers from the ten education zones in the UAE. Six qualitative semi-structured interviews and six classroom observations were conducted to profoundly explore in-service teachers’ beliefs and implementation of differentiated instruction. Descriptive and inferential analyses were performed using SPSS. Qualitative data obtained from interviews were coded and thematized as a means of searching for related themes. The findings from the study showed that while most teachers believe that students learn differently and their diverse needs must be addressed accordingly, many of them had possessed limited knowledge and several misconceptions about differentiated instruction and its implementation in the language classroom. Results also indicated that teachers considered formative assessment, using technology, and graphic organizers as major enablers of differentiation. Conversely, time constraints, inadequate flexibility in curriculum, and insufficient training in differentiation were identified as major obstacles to addressing student diversity.
A Theory of Islamic Education for Primary and Secondary Levels: Implications for Curriculum Development
(The British University in Dubai (BUiD), 2016-01) ALHASHMI, MARIAM ALAWI AHMED
This study attempts to bridge the gap between theory and practice in the field of Islamic education. The twofold purpose of this study is to develop a theory of Islamic education as a means of strengthening the theoretical connection between curriculum for primary and secondary levels and the philosophy of Islamic education as well as to contribute to a meaningful convergence amongst existing Islamic education frameworks. Swanson and Chermack’s (2013) General Method to theory-building was chosen for this thesis. The General Method consists of five interdependent and interacting phases of theory building, namely, conceptual development, operationalisation, confirmation/disconfirmation, application, and continuous refinement and development of the theory. This study had undertaken the conceptual development, the operationalisation, and the confirmation phases. The first phase of the theory-development process resulted in the development of a conceptual framework that consists of three theoretical components, namely, the theory concepts, the relationships of the theory, and the boundaries of the theory as they apply to the thesis topic. The second phase, namely, the operationalisation process, resulted in developing seven confirmable propositions for the curriculum which were further developed into empirical indicators based on the logical reference to the propositions. In conclusion, the developed “theory of Islamic education in the primary and secondary levels”, operationalized for the aspect of curriculum, enables educators to formulate a deeper understanding of Islamic education and to enhance their practice. Furthermore, the findings of this study are derived from the principles of Islamic education and provide relevant guidance towards developing Islamic education curricula for the primary and secondary schools of today.
An investigation on the Impact of the Western Teachers’ Values and Cultures on Emirati Students’ Moral and Character Development
(The British University in Dubai (BUiD), 2016-02) Ali, Salam Omar
The purpose of the study was to investigate the influence of the Western teachers’ values and cultures on the Emirati students’ character and moral development in the international schools that follow the British curriculum. Moreover, the study explored the UAE national students’ perceptions of character development in the international schools as well as investigated the Emirati parents’ perceptions of the influence of the Western teachers’ values on their children’s character and moral development. A total of forty- nine Western teachers, forty- nine UAE national students from different grades and forty nine parents participated in the quantitative part of the study. While in the qualitative part of the study, fifteen Western teachers, ten UAE national students and ten parents were interviewed in semi structured interviews to get deeper insights on the effect of the Western teachers on the students’ character and moral development. Statistical Package for Social Sciences (SPSS) programme was used to analyse the quantitative data, while the thematic interpretive approach was used to analyse the responses of the interviewees. Available documents related to character education, including ten lesson plans and behaviour polices of the three sample schools were analysed. Quantitative data suggested that the majority of parents believe that parents are the best teachers of character (mean of 1.55) and social skills are more important for their children than academic skills (mean of 1.73). Moreover, the quantitative data revealed that the majority of students do not treat each other with respect (mean of 2.32) and the majority of teachers do not treat students with respect (mean of 2.90). Students felt that their voice and thoughts are not heard and valued in their schools (mean of 2.65). While most of the teachers believe that character education enhances academic achievement (with a mean of 1.37) and develops good character (with a mean of 1.48). They also agreed (with a mean of 1.69) that teachers participate in providing character education to their students. iii The qualitative data revealed that the UAE national students are influenced by the values and the cultures of their Western teachers in various ways, including their personalities and their perspectives in life. According to the parents of the UAE national students, the Western teachers who act as role models for their children have impacted their children positively as well as negatively. The results also demonstrated that there is a big gap in the Western teachers’ knowledge about the UAE culture as their Western values and cultures are completely different from those in the UAE; therefore, this situation needs to be highlighted to make sure that the Western teachers’ teaching and practices do not contradict with what the Emirati students are expected to learn.
A Cross-Sectional Study on the relation between Teachers' Organizational Commitment to Change and their Acceptance and Use of an LMS in the UAE Applied Technology High Schools
(The British University in Dubai (BUiD), 2016-02) Ayoub, Shadi
The importance of Learning Management Systems (LMSs) in teaching motivates schools to adopt them. Teachers' ongoing contribution and participation are key in order to realize the value from these systems. However, limited research explains secondary school teachers’ acceptance and use of an LMS worldwide in general and in UAE in particular. It is important to understand the many emotional and behavioural aspects pertaining to teachers’ technology acceptance and their relationship with other factors situated within the school organisation. Many factors were identified that, directly or indirectly, affect teachers' acceptance and use of technology. Another domain that the study used is teachers’ organisational commitment, which is considered very important as it directly relates to many areas in education such as teaching and learning, well-being, and school success. Different key forms of teacher commitment have been identified in research including commitment to the organisation, commitment to student learning, and commitment to the profession. Teacher commitment, in all forms, has been used as an important factor to determine teachers' outcomes. Building on the ideas mentioned above, the study examined relationships among measures of UAE secondary school teachers’ acceptance and use of an LMS and their organisational commitment profile. Three widely cited theoretical models were used namely, the Unified Theory of Acceptance and Use of Technology (UTAUT), the Theory of Reasoned Action (TRA), and the Three-Component Model of Organizational Commitment (TCM). The study used TCM to generate the organizational commitment profiles for teachers assuming a change context due to introducing a new technology. The Latent Profile Analysis (LPA) method was used to generate the teachers’ commitment profiles. The commitment profile was used as a group moderator to assess its effect on technology acceptance, measured as behavioural intention (BI), self-reported use (SRU), and observed frequency of use (FRQ). Commitment profile was also used as a moderator of the different relationships between predictors and BI. Other moderators were also included such as gender, perceived mandatoriness, LMS user type, work experience, and organizational tenure. A total 311 high school teachers from seven schools completed a survey questionnaire. In addition, real usage log data extracted from the system was used to observe actual use of the LMS (FRQ) and to group teachers based on their usage level. The study first investigated which factors affected teachers’ acceptance of the LMS by applying multiple regression analysis using Ordinary Least Square (OLS) method side-by-side with Partial Least Squares (PLS) model. The main predictors of LMS acceptance were: attitude towards using the LMS (ATT), performance expectancy (PE), social influence (SI) and facilitating conditions (FC). Effort expectancy (EE) was of little importance. The observed use of the LMS was significantly predicted by SRU. Then the study tested different moderation effects and found that gender is a significant moderator of the relationship between PE and BI while user type was a strong moderator of the association between FC and SRU. On the other hand, perceived mandatoriness and age were found to be insignificant moderators. Teachers with different organizational commitment profiles were found to have varying levels of BI and SRU. On the other hand, varying commitment profiles did not report different levels of FRQ. Lastly, the study reported marginal effect of the commitment profile as a moderator when interacted with other factors such as gender, perceived mandatoriness, user type, and work experience. The overall findings in UAE context has implications for theory and practice.
Academic Leadership for Teaching and Research Development in Higher Education: A Bahraini Case Study
(The British University in Dubai (BUiD), 2016-03) AL-Qallaf, Amal Jasim
The Arabian Gulf countries have witnessed a significant growth and development in higher education provisions and demands since the end of 1980s. The main purpose of this study is to gain a better understanding of the experiences and roles of academic leadership administrators in higher education in the Kingdom of Bahrain while enhancing teaching and research quality, and investigating the current quality management model used for effective leadership, and what style of leadership best handles the challenges of cultural diversity within Bahraini higher educational organizations especially in their early stages of development in order to reach world standards development. A composite theoretical framework was designed using Bolden, Petrov, and Gosling (2008) academic leadership model, Trompenaars and Hampden-Turner’s (1998) and Branine’s (2011) models of cross-cultural management, Schein’s (2004) model of organizational culture and leadership, Schultz’s (1995) model of organizational culture and Shils’s (2008) academic ethos for teaching and research. The methodology used in this study is a predominantly qualitative and interpretive case study, using mixed methods which included the following: International, regional, national, and organizational document analysis; interviews with Deans, Chairs, and Quality Assurance Authority representatives; a faculty survey; and alumni focus groups. There are two main types of results. The first is empirical, finding that there is a rich potential for research in Bahrain but funding, heavy workloads and more advanced training are the main obstacles, whereas for teaching the strength is in the academics’ quality of teaching but workload is the single most important problem, and for leadership the strength is in the quality of expertise but are constrained by lack of autonomy. The second main result of the study is the development of a more comprehensive, regionally appropriate, and multi-dimensional model for university development that includes: academic leadership and organizational dimensions, the academic ethos elements; the multicultural interactions dimension; the dynamic system Interaction; the integrated model, and the temporal domains/changes and developmental. This model aims to contribute to the development of an academic system that best suits higher education institutions in the Kingdom of Bahrain.
Youth Empowerment Towards Social Responsibility through a Sevice Learning Program
(The British University in Dubai (BUiD), 2016-03) Thabet, Roeia
This study investigates student personal development and sense of social responsibility through a service-learning program in a private high school in Dubai-UAE. This study utilized a qualitative research approach with a single case study design to provide a rich and contextualized picture of the program from multiple perspectives (school leadership, teachers, service-learning team and students). Data was collected through triangulation by means of semi-structured interviews, focus groups, participatory and non-participatory observations, field notes, artifacts, and document analysis. Content analysis was used in analyzing the collected data to identify emerging themes and patterns related to service-learning and its effect upon students. The study’s findings revealed that the school applied essential elements of service-learning. The participants of the service-learning program exhibited social responsibilities of greater community awareness, teamwork, commitment to community, gained self-esteem, and self satisfaction as they reflected on their ability to accomplish their tasks. This study’s goal is to bring about educational policy pertaining to service-learning as a legitimate educational pedagogy to be adopted in the UAE schools. This study hopes to contribute to service-learning programs’ research and enrich knowledge and best practices in the UAE and worldwide.
A Study of the Arabic and English Composing Processes of Emirati School Students: A Socio- Cognitive Approach
(The British University in Dubai (BUiD), 2016-03) Albakri, Rehab Helmi
The purpose of the study was to investigate the strategies employed by Emirati school students during the composing processes of Arabic and English written performance. In addition, the study focused on the factors affecting the composing process such as gender, age and first language. The theoretical framework of the study was the socio-cognitive approach introduced by Atkinson (2002) which focuses on the interaction between the social and cognitive dimensions of language learning. To achieve the purpose of the study, a qualitative research approach was used to collect and analyze data. The data was collected from an Arabic private school in Ajman in the United Arab Emirates and the participants consisted of four supervisors (two Arabic and two English supervisors) working at public and private schools and eight students; four from grade 9 (2 boys and 2 girls) and four from grade 11 (2 boys and 2 girls). The research instruments consisted of think-aloud protocol, semi-structured interviews and students’ written products. The think-aloud protocol was used to investigate the internal processes that take place in the mind of the students during composing in Arabic and English. The semi-structured interviews were conducted with the students as retrospective interviews to explore their attitudes towards writing and with the supervisors to investigate their role in enhancing students' writing skills and to throw light on the way textbooks were selected and deployed. To analyze the strategies used by students during their composing of the Arabic and English texts, Mu’s (2005) and Kim’s (2014) taxonomies were adapted to suit the purposes of the study. The Arabic and English written products resulting from students’ verbalization in the think-aloud were analyzed using Jacobs' et al. (1981) scale to rate the English texts and AlHalak's (2009) scale to rate the Arabic texts. An interpretive approach was used to analyze the interviewees' answers to the semi-structured questions, to describe the strategies used by students, and to discuss the ratings of the Arabic and English written products. The findings of the study indicated that students mainly used cognitive and meta-cognitive strategies while composing in Arabic and English, whereas they lack other strategies like revision and editing strategies. Also, the findings showed no indications of the effect of gender and age on the written performance, while they highlighted other factors such as the content of the textbook, teacher's performance, the teaching approach, and students' problems. In addition, the results of data analysis showed to some extent the influence of Arabic proficiency in enhancing English writing. Understanding the factors affecting the composing process will help provide solutions to overcome learners' problems and improve their strategies while writing.
The Effectiveness of Using the IPads as an M-learning Devices for Developing ESL Vocational Learners’ Speaking and Listening Skills Based on Social Constructivist Model
(The British University in Dubai (BUiD), 2016-06) ALOLAIMAT, MAHES ALI AL MAHES
Investigating the Effectiveness of iPad Based Language Learning in the UAE Context
(The British University in Dubai (BUiD), 2016-06) GRIGORYAN, TSOGHIK
This mixed-methods true experimental study aimed at exploring the results of using mobile technology educationally by looking into learner practices and attitudes toward using iPads in language learning, as well as looking into students’ language achievement that the paperless classroom developed. Four research questions guided this study. The quantitative analysis were obtained through the test scores and survey questionnaires to answer the first three research questions. The qualitative analysis were obtained through teachers’ weekly reflective journals to answer the forth research question. The experimental results revealed that level one language learners progress in learning English better when using iPads as compared to using textbooks. That is to say, according to the experimental results of this study, the paperless classroom is better suited for language learning purposes. The experimental phase results were well supported by the results of the survey analysis, which showed a positive relationship between students’ attitudes toward iPad implementation as a means of language learning and their language achievement. Not only the experimental and survey results showed that iPad based language learning is more productive than textbook based language learning, but also the reflective journal analysis, according to what, the interactive learning environment in both phases triggered quite a high level of student motivation and language achievement.
Teacher Perceptions of the New Mathematics and Science Curriculum: A Step Towards STEM Implementation in Saudi Arabia
(The British University in Dubai (BUiD), 2017-02) MADANI, REHAF A.
Universally, STEM education is one of the most growing areas in educational reform. Sadly, it has been introduced in the Kingdom of Saudi Arabia without a clear description of its meaning, purpose and framework of application. Even though, STEM is commonly recognized as a way of strengthening mathematics and science curricula, its exact implications is still unclear, for any intervention or modification in any of the subjects related to science, mathematics, engineering and technology can be considered as STEM implementation. In 2009, the Ministry of Education (MOE) introduced a new mathematics and science curriculum in a joint effort with al Obeikan Research Development Company, as an adapted series of science and mathematics textbooks produced by the American publishing company McGraw Hill. The new adapted curricula attempts to make meaningful connections between students’ lives and their educational experiences through the implementation of new teaching practices including, student centered, investigation strategies and problem-based learning. The purpose of this research study is to investigate teachers’ perceptions and instructional practices of the new mathematics and science curricula as a step towards STEM reform in the kingdom of Saudi Arabia. To help improve the standards of Saudi Arabia’s educational system and the quality of its students in the fields of mathematics and science in particular. This can be addressed by filling the existing gap within the Saudi literature that failed to notice the importance of teachers’ views and perceptions on educational matters. Moreover, the study provides the MOE with new information related to significant issues that address future educational reforms and policies. The methodology of the study was completed by using a parallel mixed method design, including teachers interviews and class observational methods in the qualitative part of the research study, and a cross sectional questionnaire in the quantitative part which was distributed to 547 high school mathematics and science teachers in different regions in Saudi Arabia in order to address the following research questions: What are the major aspects of the new mathematics and science curricula as a form of STEM education implementation in Saudi Arabia? What are the perceptions of teachers on the implementation of the newly adapted science and mathematics curricula? How is the newly adapted mathematics and science curricula delivered in the classrooms, as a form of STEM education? Results revealed that even though there is haziness on the actual meaning of STEM concept and its instructional practices among mathematics and science teachers in Saudi Arabia, the new teaching strategies required from the MOE for a successful implementation of the adjusted curricula, were found to be equivalent to teaching practices that have proven its effectiveness in the implementation of STEM education. Moreover, the strategies were related with the Next Generation Science Standards framework (NGSS). Results achieved from the qualitative instruments applied were consistent and were supported by the numerical data achieved from the distributed questionnaire. The study ends with recommendations to legislate STEM education in Saudi Arabia by additional correlation and reorganization among topics within individual STEM subjects, in order to meet the requirements of the coordination with other associated subjects within the curriculum. Additionally, there is a requirement for coordination between teachers who teach different STEM disciplines, as well as a requirement for re-designing and restructuring teachers’ development programs and workshops coupled with STEM training and implementation practices.
Cross-Cultural Adjustment of Expatriate Academics in Selected Higher Education Institutions in the United Arab Emirates
(The British University in Dubai (BUiD), 2017-05) QUANSAH, DAVID KWAME
This study investigates the cross-cultural adjustment of expatriate academics in selected higher education institutions (HEIs) in the United Arab Emirates (UAE). The focus is on cross-cultural adjustment across three facets of adjustment: general, work, and social interaction. The study is based on the frameworks of Black et al. (1991), Miller’s (2009) Identity Development Trajectory, and Trompenaars and Hampden-Turner's Seven Dimensions of Culture model (1998). These frameworks are successfully applied through questionnaire and face-to-face interviews. A total of 324 expatriate academics employed in three HEIs in the UAE responded to the questionnaire, and 57 of them participated in face-to-face interviews. The results obtained through this study affirm, to a large extent, the findings of previous studies which are discussed in the literature review. The model devised by Black et al. (1991) is found to be applicable to the cross-cultural adjustment of expatriate academics in HEIs in the UAE. This finding justifies the development of a model that explains the process of cross-cultural adjustment among the expatriate academics. Factors such as gender, family status, language, prior overseas experience, and cross-cultural training are found be the strongest determinants of the expatriates’ cross-cultural adjustment. Anticipatory adjustment significantly contributes to their cross-cultural adjustment. Social adjustment, family-related factors and financial factors are found to be the major contributors to the expatriate academics’ intent to stay longer in the UAE or in the organization. The most important area of knowledge, skills, attitudes, and experiences that were identified by the respondents as the prerequisite for expatriate academics to successfully adjust, consist of the following components; professional, demographic, individual personality, social and intercultural, organization, and country. Most respondents also indicate that their employers have adopted a vi “swim or sink without help” approach with regards to their cross-cultural adjustment. Based on the findings from this research, the researcher has been able to gain more insight into the cross-cultural adjustment of expatriate academics in HEIs in the UAE and the need for HEIs to ensure a smoother cross-cultural adjustment of expatriate academics. Although the purpose of this study is not to generalize, the researcher suggests future research involving host country nationals, students, recruitment specialists, and cross-cultural training specialists or consultants. By expanding the sample size and including various parties or stakeholders including different methodologies for data collection, this topic can be explored further, and the range of issues discussed in this thesis can be expanded.
A Case Study Investigation of Special Needs Inclusion Policy Implementation in three Abu Dhabi Primary Schools In the UAE
(The British University in Dubai (BUiD), 2017-06) NFOR, JACQUI LOTTIN
In the UAE, education has been identified as top priority and the government has taken steps to promote inclusive education to protect the rights of persons with disability, using Law No 29 of 2006, pertaining to the ‘‘Rights of Persons with Special Needs’’ (Ministry of Social Affairs 2006). Based on this law, all young people are afforded equal rights and opportunities (Farouk 2008), which aligns with UNESCO’s Salamanca Convention Framework for Action Statement (1994) to accommodate all children in mainstream schools, regardless of their physical, intellectual, social, or emotional condition. This government policy was to fit in with the proponents of inclusive education which refers to all students, who ‘’irrespective of their strengths or weaknesses, will become part of the school community’’ (Hassan 2008, p.8). This research study adopts a qualitative approach that investigates the implementation of Abu Dhabi Education Council’s (ADEC) special educational needs policy, with inclusion as the guiding platform for this policy. Employing a collective case study investigation, the study evaluates school and HQ staff applying their comprehension of the intricate idea of inclusive practices in school settings. This provides a rich and contextualized view of how these various stakeholders, including mainstream teachers, special needs teachers, principals, and students, perceive its implementation. Research instruments to compile the data for triangulation (Stake 1995; Denzin 1984, 1989), employs qualitative methods that include observations, semi-structured interviews, as well as documentation analysis. The research guiding question is: ‘To what extent is Abu Dhabi Education Council’s Special Educational Needs Policy implemented in practice and what can be done to improve its implementation to support inclusive education in government primary schools in Abu Dhabi ’. In order to effectively answer this question, this research focuses on four areas to evaluate policy impact, namely the curriculum, accessibility, assessment and in-service teacher professional development. These four key areas gives some weight to the study. The investigation targets the culture within five primary schools with reference to their inclusive policies and practices. Also central to the study analysis is employing The Index for Inclusion which is a tool with a set of indicators developed by Booth & Ainscow (2011) to measure the above four areas. Analysis from the themes which emanated from this study reveals that, Abu Dhabi Education Council’s Special Educational Needs Policy is robust, with many positive characteristics that align with similar effective global education policies that support an inclusive learning culture across schools. However, there are still gaps between policy implementation and practice within schools, ranging from a lack of understanding of what the policy entails to effective knowledge of special educational needs practices, as well as continuing professional development. Furthermore, additional research is still needed to gather reliable data to support policy implementation as required by Federal Law on an inclusive educational system, not just within Abu Dhabi Education Council schools, but across schools in the UAE. Insights into the contexts are used to put forward research- based recommendations for future practice which will improve the effectiveness in implementing inclusive practices.
Educational Leadership and Organisational Culture: An Interdisciplinary Perspective
(The British University in Dubai (BUiD), 2017-06) AL-HUSSAINI, SENABIL B.
This research explores the relationship between leadership and organisational culture in a sample of eleven schools based in the United Arab Emirates that are characterised by a hierarchical management structure. Following a mixed methods research methodology, the leadership styles of principals are classified as transformational, transactional or passive/avoidant. Then, through a qualitative grounded theory approach combined with symbolic interactionism the schools’ organisational culture is interpreted to reveal some of the hidden perspectives on schools’ leadership. The leadership images and pragmatics of language communicated by the participants are analysed in this research study for their associated complexities through the lens of speech act theory. An enhanced form of transforming leadership style was found to be predominant, encompassing a combination of transformational and transactional leadership. Seven theoretical categories of organisational culture were developed and examined in-depth in two selected schools, revealing that the leaders prefer to use redressive strategies in communicating face threatening acts; strategies indicating politeness and rational decision making. The style of leadership, which impacted on the schools’ organisational culture, was found to be strongly influenced by practices from a higher level of schools’ administration and management. School leaders’ polite communication style served as a partial shielding effect to some of the external influences, and the attitudes of individual principals and their styles of leadership were enacted in varied ways. In conclusion, this research proposes a three-dimensional model to interpret organisational culture and leadership influence on organisations such as schools which are embedded in multi-level hierarchical management structures.
AN EXAMINATION OF THE PREDICTIVE FACTORS ON STUDENTS' MOTIVATION FOR SUCCESS IN UNDERGRADUATE INTRODUCTORY MATHEMATICS COURSES IN THE UAE
(The British University in Dubai (BUiD), 2017-07) HAMMOUDI, MOHAMAD MUSTAFA
The purpose of the study is to examine whether there is a significant relationship between students' motivation to succeed in introductory mathematics courses offered by universities in the UAE as the dependent variable of the research and another five independent variables including cognitive mathematics self-concept, affective mathematics self-concept, extrinsic motivation as expectations of future career and income, students' age, and the number of mathematics courses taken by students. The rationale of the study is based on the significance of mathematics achievements for students and academic institutions in particular, as well as for the society in general. The study is designed based on a mixed research methodology that employs an explanatory approach. The sample includes a total of 685 students who were registered in different introductory mathematics courses at four academic institutions of higher education in the UAE and participated in completing a survey questionnaire. The quantitative correlation analysis among students' motivation, cognitive mathematics self-concept, affective mathematics self-concept, extrinsic motivation, students' age, and the number of mathematics courses taken by students reveals theoretically consistent interrelationships. The quantitative multiple regression analysis indicates that the five independent variables explain 71.3% of the variation in students' motivation to succeed in introductory mathematic courses. The qualitative analysis of 17 semi-structured interviews is used to refine, enhance, and expand on the quantitative findings. The qualitative findings are discussed in a relationship with several theories and are based on their implications on teaching and learning of mathematics.
Use of mobile devices in mathematics education: A case of higher education in the United Arab Emirates
(The British University in Dubai (BUiD), 2017-09) DANI, ANITA
The term mobile learning or m-learning refers to the educational practices in which portable, handheld computing devices are integrated. Such devices have powerful computation as well as networking features. Different types of dedicated software are available on these devices which can be used to perform more complex tasks than simple calculations, such as tasks of solving equations, drawing graphs and transforming from algebraic form to geometric and graphical representation. Intelligent tutoring software is an example of such dedicated software, which is designed to provide tutoring support to students. Intelligent tutoring programs are developed by incorporating artificial intelligence and principles of learning theories which provide tutoring support to students. A mobile device together with software supporting these mathematics computational features forms a digital tool. Use of such digital tools enriches mathematics learning experience as they can provide visualization of abstract concepts and take off the burden of carrying out complex procedures. This research aims to examine current practices of Apple iPad based mathematics teaching and learning in the United Arab Emirates. The focus of this research is to investigate how students in higher education institutes study foundation year mathematics courses using web-based intelligent tutor. The investigations in this study are guided by a combined theoretical framework of the theory of instrumentation, semiotic theory and the Activity Theory. A convergent parallel mixed-method design is adopted in this study to gain understanding of students’ practices and teachers’ practices. Cross sectional survey method was applied for collecting quantitative data. A survey instrument consisting of items to measure perceptions, beliefs as well as study habits was developed to conduct survey research on students’ population. This survey was sent to a sample of 210 students and 201 students completed the survey. Another survey instrument was designed to measure teachers’ beliefs and their preferred as well as actual methods of teaching. 19 out of 26 mathematics teachers completed the survey. Qualitative data was collected from class observations. Quantitative data was analysed by applying methods of path analysis and cluster analysis. It was revealed from the quantitative analysis that students find use of intelligent tutor effective in learning mathematics. It was found that the students are able to develop ability to learn independently by using the intelligent tutor. This ability to learn independently can be assessed from the data logs maintained by the intelligent tutor and it is found to be a significant predictor of student’s academic success. Other study habits, which promote active learning, also improve their perceptions about development of conceptual understanding as well as their marks in the course. The teachers from the chosen institute have a positive attitude towards the use of digital tools in teaching mathematics and they are willing to use them to transform their teaching. From class observations, it was found that the use of interactive digital tools available on mobile devices provides opportunities for students to construct knowledge and facilitates student-centered, personalized learning. There are positive indications about the effectiveness of digital tools in mathematics education in higher education.
Leadership Styles and Faculty Job Satisfaction, Moderators and Mediators, in STEM-related Fields
(The British University in Dubai (BUiD), 2017-09) MIRSHAHI, FATEMEH
A number of studies on leadership styles and job satisfaction have been conducted in higher education, but there has been less research on leadership styles in relation to faculty job satisfaction. In particular, there is a need for more knowledge about these issues in science, technology, engineering, and mathematics (STEM) disciplines and in developing country contexts. The purpose of this study is to investigate leadership styles of Heads of Departments (HODs) for improving faculty job satisfaction, in STEM-related fields. The influences of moderators and mediators on the relationship between HOD’s leadership styles and faculty job satisfaction are investigated and a new model is developed. Based on a predominantly post-positivist perspective, this study adopts an explanatory mixed methods approach. In the first stage, participants respond to a survey questionnaire on factors related to job satisfaction and HODs’ leadership styles. In the second stage, using a nested sequential sampling design, participants are interviewed to explore these two issues. The results show that the most effective leadership styles practiced by HODs in improving faculty job satisfaction are transformational leadership and transactional contingent rewards. Practicing laissez-faire and transactional passive management-by-exception behaviours has a significant negative effect on faculty job satisfaction. In addition, leadership styles have significant impacts on faculty job satisfaction and its elements including work and collegiality, supervision, and to a lesser extent, promotion. Moreover, investigation of the indirect impacts of leadership styles on faculty job satisfaction identified one partial moderator including work-life balance and seven partial mediators including achievement, responsibility, advancement, relationships, institutional and administrative culture, feedback, and autonomy on the relationship between leadership styles and faculty job satisfaction. A new model is developed to explain the relationships between leadership styles and faculty job satisfaction. Finally, recommendations are made for stakeholders and for future research.
Investigating the Factors that may contribute to the Learning of Children at ISO Quality Certified and Non-Certified Pre-Schools in the United Arab Emirates
(The British University in Dubai (BUiD), 2017-09) GANDHI, VANDANA KUMAR
The purpose of this study is to examine the quality of learning in pre-schools and to understand the differences in children’s learning between ISO quality Certified and Non-certified pre-schools, thereby exploring the importance of quality certifications in pre-schools in the UAE. The study which is based on the learning theories from Piaget and Vygotsky, explored global and local literature that assert the importance of quality pre-schooling. The review on ISO certification principles and research indicate linkages to quality in EYE settings. The study uses mixed methods with strong attention to the quantitative method. This is a longitudinal study that looks at the trends of the growth in learning at the preschool level and the learning outcomes of ISO quality certified and non-certified preschools exploring the trends through test results over period in several schools using trend analysis. A survey was conducted to gain the perceptions of parents and the quality time they spend with children at home. Finally, interviews were conducted with school leaders and parents of the preschools to understand their perception on leadership and quality in learning. The results point to the importance of quality certifications at pre-schools, leadership influence on the quality at schools and that the involvement of caregivers affects the learning and socialization of the pre-schoolers. The students at the ISO quality certified pre-schools have demonstrated higher ability to learn and acquire skills. The implications of these results are timely and crucial for the UAE, in the absence of sufficient research done on the early year’s education and quality certification. The study claims that quality of learning of children in pre-schools in the UAE is enhanced through certification such as ISO. In addition, the study further asserts that leadership practices and parental involvement reinforce quality learning among pre-schoolers.
“I speak four languages, how many do you speak?” explores how children at the age of 4 and 5 become bi-literate writers in a trilingual government KG in Abu Dhabi
(The British University in Dubai (BUiD), 2017-11) AL SUWAIDI, SARA SALEM MOHAMED SALEM
“I speak four languages, how many do you speak?” explores how children at the age of 4 and 5 become bi-literate writers in a trilingual government KG in Abu Dhabi, is a case study that explored how children in the Emirate of Abu Dhabi develop bi-literacy skills in Arabic and English. The study focused on understanding how teachers use different pedagogical approaches in both languages to foster the development of student’s language skills. It also looked at how the classroom environment is used as a resource and as a “third teacher” to support development of language. One central question and two sub-questions governed the study. Main question: 1. How do Emirate children at the age of four or five develop bi-literate writing skills in Arabic and English? Sub-questions & rationale: 1.1 What strategies for teaching writing do teachers who are teaching in an Arabic-English bi-literate environment employ to foster positive development of students’ literacy skills in both languages? 1.2 How do teachers use the classroom environment to support students’ development as bi-literate writers?
A Critical Analysis of Education in Palestine: Exploring the Challenges of Politicisation
(The British University in Dubai (BUiD), 2018-04) AL RAHL, AHMED MAHMOUD MOHAMMAD
The present study investigated the impact of the socio-political conditions and challenges of the current educational system in Palestine based on Freire’s critical pedagogy theory. A sequential explanatory mixed-methods design was used to collect both quantitative and qualitative data. Data was primarily collected using questionnaires administered to 1,705 students, 623 teachers, and 611 guardians in the West Bank and Gaza Strip. Semi-structured interviews were conducted to collect data from four political leaders and four educational leaders. Descriptive and inferential statistical analysis tests were performed using SPSS while thematic analysis of qualitative data was conducted using NVivo. The study found that complex and dynamic socio-political conditions in Palestine shaped education negatively with the three main factors currently impacting education in Palestine being the Israeli occupation, international governments, and the Palestinian political parties. The study concluded that the nearly 70-year Israeli occupation led to a highly politicised Palestinian society. Specifically, politicisation has had a crippling effect on the Palestinian educational system in terms of curriculum, policies, and operations. The study underlined the role of the Palestinian political and educational leaders as being crucial in mitigating the negative effects. The efforts of political and educational leaders in unifying the nation and exploring independent sources of funding helped to ensure the establishment of a depoliticised national educational system through a neutral administering body. Finally, the study confirmed that despite all the critical challenges, the Palestinian people were able to achieve tangible success and growth in the field of education.
Leadership Styles of Principals and Job Satisfaction of Teachers in Abu Dhabi Public Schools: The Role of Organisational Commitment and National Culture
(The British University in Dubai (BUiD), 2018-04) KADBEY, HANADI
The purpose of this study was to investigate the leadership style of principals and teachers’ job satisfaction in Abu Dhabi public schools and the relationship that exists between these variables. The study also examined the organisational commitment of teachers and its role as a mediator in the leadership style-job satisfaction relationship. Also, the study investigated the national culture dimensions of the principals and their links to the leadership styles that they adopt. The theoretical framework draws on The Full Range Leadership Theory of Bass and Avolio (1997), Herzberg’s Two Factor Theory (1959), Meyer and Allen’s (1991) three-dimensional model of organisational commitment and Dorfman and Howell’s (1988) revised Model of Hofstede. The study was conducted in 51 public schools in the Emirate of Abu Dhabi by employing a mixed methods explanatory sequential design. Four research questions were answered using quantitative and qualitative data collected from 51 Emirati principals and 438 Emirati teachers. Data cleaning, descriptive statistics and reliability statistics were run using IBM SPSS Statistics Version 22, and structural equation modelling was run using Mplus Version 7.0 software while thematic analysis was used to summarise qualitative data. The findings indicated that principals tend to be more transformational in their practices and that teachers tend to be more satisfied when their principals display transformational leadership practices and less satisfied when their principals practice the passive avoidant leadership. The intellectual stimulation and inspirational motivation of transformational leadership and the contingent reward of transactional leadership had positive significant relationships with job satisfaction while the laissez faire of passive avoidant leadership had a significant negative relationship. In addition, the affective dimension of organisational commitment was a significant mediator in some of the leadership styles-job satisfaction relationships. Furthermore, leadership styles and some of their dimensions were linked to all national culture dimensions with the exception of masculinity. Based on these findings, recommendations for educators and policy makers were provided and ideas for further research were identified to explore the topic of interest further.

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