Browsing Faculty of Education (Theses and Dissertations) by Issue Date
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ItemPhonological and orthographic knowledge: an Arab-Emirati perspective(The British university in Dubai (BUiD), 2005-09) Sadhwani, PushpaThis paper analyses the misspellings of a group of first year male Arab-Emirati college students from the phonological and orthographical point of view. Based on a list of 80 words, the problems inherent in their spelling are triangulated using three methods of testing – a word dictation test (WD), a reading aloud test (RA) and a multiple choice test (MC). Through an analysis of the corpus gathered, the misspellings may result from four broad categories of challenge – first language phonological interference, the differing English-Arabic scriptal structure, the irregularity of the English orthographical system and the dual route theory of lexical access. In particular the paper looks at the effects of vowel substitution and consonant errors. The paper then discusses the pedagogical implications of the findings. ItemA study of primary mainstream teachers' attitudes towards inclusion of students with special educational needs: a perspective from Dubai(The British University in Dubai (BUiD), 2005-09) Khan, LavinaOne of the main challenges facing primary mainstream teachers in Dubai (UAE) stems from the current educational movement towards inclusion. It is an international phenomenon, a process that emphasizes providing special education services to students with special educational needs within the regular classrooms. The purpose of the study was to identify perceptions about educating students with special educational needs in the mainstream education setting. The researcher examines the issue of inclusive education and the attitudes towards inclusion among the primary mainstream teachers in Dubai in the very large private sector. The study was also designed to identify whether these teachers perceived themselves capable of adapting to what inclusion requires. The study relied on qualitative methods. Questionnaires were given to primary mainstream teachers working in two private schools in Dubai. Additionally more teachers were interviewed too. All teachers involved in the study are expatriates. An analysis of data collected indicated that primary mainstream teachers in Dubai in the private sector favour traditional special education service delivery models over full inclusive practices. These teachers felt students with special educational needs lack skills needed to master the mainstream regular classroom course content. The teachers also expressed that the large teaching load in the mainstream classroom makes it hard to meet the needs of students with special educational needs in the private sector. However, results also indicated that teachers perceive additional training, support from administrators and access to related services and resources are necessary in order to meet the needs of their students with special educational needs in the mainstream education setting. The study ended with research based recommendations for future practice. ItemA Case Study of a Child with ASD in a Regular Preschool in the United Arab Emirates(The British University in Dubai (BUiD), 2005-12) Hammouda, GhadaThe case study examines the progress of a child with ASD who is included in a regular pre-school in a city in the UAE ( United Arab Emirates) without specialized support. An insight into the context to this child’s inclusion is also examined. It is hoped that this study answers the main research question: what are the effects of inclusion in a regular preschool in the UAE on a child with ASD? In order to answer such a question, a thorough follow up of the child’s IEP (Individualised Educational Plan) is undertaken. Insights into the context are used to put forward research-based recommendations that may improve the effectiveness of inclusion in this situation. Qualitative research methods such as observations, interviews and document analysis were used for this investigation. However, a group of methodological issues and problems occurred and were acknowledged and dealt with accordingly. The study ends with research-based recommendations for future practice. ItemEducating the Gifted and Talented in the UAE: Status and Recommendations(The British University in Dubai (BUiD), 2006-01) Al Obaidli, Amna Ibrahim AliThe United Arab Emirates is a recently founded country which has made an impressive progress in most of the areas concerning economy, industry, finance and education. However, gifted education seems not yet developed. Gifted and talented are considered to be the future of the nation. They have the right to be educated appropriately as any other children. Educating gifted and talented seems to earn huge concern around the world as these children with exceptional abilities and skills need specific education to meet their needs and promote their skills. This study aims to investigate the status of gifted education in the UAE’s government schools in order to give the appropriate recommendations. The study was conducted using a number of methods including a questionnaire survey, interviews, observation and documents review. The findings of the study show that educating the gifted and talented in the UAE’ s government schools needs improvement and more attention as the current gifted provisions are not meeting the needs of the gifted in the UAE. Most school teachers are not trained to teach the gifted and the curriculum does not offer differentiations for them. The study concludes that a policy is needed to organize the appropriate programs and provisions offered to the gifted in government schools. The means of identifications need to be varied and the provisions need to be more comprehensive and efficient. The study also offers a number of recommendations which are based on the findings of the research and the literature of gifted education to enhance and improve the status of gifted education in the UAE. ItemHow Does Anxiety affect Performance in a Foreign Language?(The British University in Dubai (BUiD), 2006-04) Agbalizu, Margaret Ugboaku NkeiruThis study explores the dimensions of foreign language anxiety upon the foreign language performance of two ability groups of Arabic-speaking students in grades 11 and 12, and examines the relationship between anxiety (foreign language writing anxiety and foreign language class anxiety), and performance as well as their associations with foreign language speaking and writing achievements. The investigation follows both quantitative and qualitative research traditions and is based on a critical review of the existing work in the field of foreign language anxiety research, two sets of questionnaires, single interviews and a focus group interview. The relationship between the students’ foreign language anxiety and their performance in a foreign language is investigated. Findings suggest that most of the students experience anxiety, with the Arts group experiencing higher levels of foreign language anxiety. Statistical analyses revealed a significant negative relation between the foreign language writing anxiety and the speaking performance, for the Arts group. While no correlation was found between writing and speaking achievements of the Arts group, a significant positive relation was noted between writing performance and the speaking performance for the science group. Qualitative data analyses show that personal and interpersonal anxieties were the main sources of anxiety for the students. There is an indication that the students may be equally experiencing anxiety about speaking in the foreign language. ItemPeter’s day: The Education Experience of a child with Lennox Gastaut Syndrome(The British University in Dubai (BUiD), 2006-04) Scott, Velda JanetThis dissertation researches a unique special education need, Lennox Gastaut Syndrome 1(LGS) within the context of the United Arab Emirates. The purpose of this research is to provide an alternative source of information regarding LGS with education in particular as the focus. The resultant aim is to promote children with LGS being educated and accepted in educational settings and to provide and develop recommendations based on this research which will facilitate future developments. The research was based on qualitative research methods where a case study approach was implemented to obtain detailed data in order to define and determine the range of possible characteristics associated with LGS and their possible affect on the education process. The actual observed characteristics of the child and understanding of the holistic realities he faces each day with the focus on the impact this has on the education process he is exposed to was examined and discussed in relation to the existing theory available and information gathered from interviews etc. Possible recommendations and strategies which can be developed to facilitate and improve on the education process of this child and other children faced with similar situations are then discussed further including aspects of inclusion relevant to this case. On reflection at the end of the proposed research it is hoped that a contribution has been made to the field of educational research through having achieved an understanding of the holistic realities this child faces each day and the impact this has on the education process he is exposed to. In concluding this contribution opens the way forward for further studies by highlighting the need for additional research on this subject. ItemStigma in the Classroom: an investigation into the area of Stigmatized Students at Private Schools in the United Arab Emirates (UAE)(The British University in Dubai (BUiD), 2006-09) Hasiba, Nourhan MahmoudDespite years of reform efforts in the field of education concerning the development of learning environment according to the international standards, as claimed by Dr. Haneef ((Minister of the UAE’s Ministry of Education) at a conference which was held in May 2006, academic under-achievement associated with stigmatization in minority groups of students remains a challenge for the public and private schools in 4 the United Arab Emirates (UAE). The present study explored stigma phenomenon in the classrooms at six private schools in two emirates in the UAE. The researcher investigated such phenomenon, its reasons and whether certain factors like gender play a role in the labelling process as well as its effects on students’ lives and education. She also explored the possibility of a relation between having a learning difficulty and being stigmatized. The study relied on qualitative methods such as interviews, observations, gathering documentary evidence and one quantitative method like questionnaires. Analysis of data revealed that certain groups of students are stigmatized due to both their under-achievement level and behavioural problems. On analysis, it was also found that boys are more likely to be stigmatized than girls in the classroom. The results indicated that the main stigma reasons are due to undiagnosed learning difficulty, family domestic troubles and/or behavioural challenges. To meet the needs of such students and improve the academic services which are provided for them, a set of various recommendations were suggested for future practices. ItemEmirati Student Voice: An Exploration(The British University in Dubai (BUiD), 2006-09) Kenaid, Kaltham SalemThis study set out to explore student voice. The aim of this study was to capture student voice and identify how students contributed to school decision making. Research was conducted in three Dubai secondary government schools for girls. The research questions that guided the study are: 1) How do students express their views and opinions in school? 2) How do students perceive their role in school decision making? Qualitative research methods were used to answer the research questions which included focus group of students, individual interviews of school staff, and visual images. A school as community model formulated provided the theoretical framework for interpreting the data. This conceptual framework helped in examining student voice and the relationship between the students and the adults in school. The findings of the present study reveal that student do not contribute to school decision making. They also depicted how the participants view their relationship with each other. Three areas were identified that influence the student voice: governance, culture of care and agency. Recommendations, which were built on the findings, are addressed to educators to consider students as partners in their own education and not the object of it. Additional areas are suggested for future research ItemA Study of Women in Educational Leadership in Dubai: A Private Sector Perspective(The British University in Dubai (BUiD), 2006-09) Sim, Rachael ElizabethLeadership continues to be perceived as a male dominated realm. When women enter the world of educational leadership, their narratives show that their experience of leadership is unique. The purpose of this study is to examine the experiences of women in leadership in British curriculum private schools in the Emirate of Dubai. There were four main areas of discussion. Firstly, the impact of culture on the experience of female leadership was explored. Secondly, the leadership styles of the women were examined. In addition to this, the impact of gender was discussed with specific reference to stereotypes and prejudice. Finally, the reasons why the women believed they had been successful were explored. Six women were interviewed their responses were analysed in relation to current thinking on educational leadership. The findings of this study show that the predominant culture in the UAE continues to impact on the way women lead and the leadership styles women tend towards. Gender is not central to the way women perceive themselves, but women are stereotyped to some extent. These stereotypes are not always necessarily negative and tend to place women in nurturing roles. The gender balance of senior management teams is biased and this could be due to the patriarchal nature of the culture in Dubai. Women were successful because they were able to adapt to the expectations of others, without compromising their own beliefs of what constitutes effective leadership. ItemA research study on "Amjad's village": an analysis on vocational training at Thatta Ghulamka Dhiroka(The British University in Dubai (BUiD), 2006-11) Khan, Kiran Tariq ItemMotivation among Learners of English in the Secondary Schools in the Eastern Coast of the UAE(The British University in Dubai (BUiD), 2006-11) Qashoa, Sulaiman Hasan H.Everybody needs to have motivation and a reason for action. Second and foreign language learners should be offered the opportunity to be motivated and fulfill their learning orientations. The purpose of this study is to examine the students' integrative and instrumental motivation for learning English in the UAE state secondary schools. Additionally, the study aims to recognize the factors affecting the students' motivation. 0ne hundred students participated in completing a questionnaire reflecting their orientations for learning English and what affects negatively their English learning motivation. Follow up interviews with 20 students, 10 Arab English teachers as well as 3 supervisors were conducted to deepen understanding and interpretation of the results. As expected, the data revealed that the UAE students have a higher degree of instrumentality than integrativeness. Contrary to the findings of other related studies, difficulties with the subject (English) aspects such as vocabulary, structures and spelling were found to be in the first place in terms of demotivating factors. Based on the findings, recommendations and some implications which are of significance to educators and policymakers as well as to researchers are provided. At last, it is hoped that the results of this study could be of much benefit for developing teaching and learning English in the UAE schools. ItemEvaluation of CALL Software on Learning of English Grammar(The British University in Dubai (BUiD), 2006-12) Hamad, Runak A.The study was carried out to investigate the effectiveness of a computer Assisted Language Learning (CALL) programme in Al Ain University of Science and Technology (AAUST) in the UAE. It attempts to evaluate Tense Buster for its effectiveness in learning outcomes and attitudes toward grammar among students in an entry college level in comparison with teaching the same material in a traditional classroom. This study compares the outcomes of two groups of students: the first was taught by Tense Buster, a CALL software programme, and the second by a traditional method or face-to–face instruction. In order to compare the learning outcomes of the two groups the author carried out a pretest-posttest randomized experimental design. The results show statistically significant differences among students who favour traditional teaching methods to CALL. These differences can be attributed to a variety of factors such as sociocultural, students’ mentality, teachers’ attitudes and knowledge of technology, and lack of integration of material into the overall course design. ItemLearning journals in a British curriculum school in Dubai: how relevant is the concerns based adoption model in measuring teacher concerns(The British University in Dubai (BUiD), 2006-12) Macfarlane, WilliamThis study uses the Concerns Based Adoption Model (CBAM) to investigate teacher concerns as they implement a new policy called ‘Learning Journals’ during the academic year 2005-06. The setting is an English curriculum school in the United Arab Emirates (UAE). Teachers’ concerns are identified through a questionnaire and translated into six ‘stages of concern’ (SoC) on a hierarchical scale from 0 where the teacher is not aware of the innovation, through to the final stage 6 where the practitioner seeks to improve or replace the innovation. Previous CBAM studies found that at the beginning of an innovation most teachers will have peak concerns at the personal (2) and management (3) stages. As practitioners become more experienced using the innovation and with appropriate interventions, concerns become more focused on the innovation’s impact. This study hypothesises that after one year of using Learning Journals, teachers’ concern profiles will peak at the personal and management stages. It is also hypothesised that more experienced practitioners and those with management responsibilities will have lower personal and management concerns and higher concerns about impact or consequence compared to their colleagues The findings show that average personal and management concerns were high after the first year of the Learning Journal innovation but so were all other concern stages with the exception of the consequence stage (4). Moreover, there was no clear difference in the concern profiles of more experienced teachers or managers compared to their colleagues. ItemEducating Children with Williams Syndrome in the UAE A Case Study(The British University in Dubai (BUiD), 2007-01) Al Jafari, Hanadi MahmoudThe aim of this study was to define the current educational status of a child with Williams Syndrome in the UAE. The researcher employed a qualitative multiple approach to data collection. Data were analyzed qualitatively. Reporting and displaying were also employed. This dissertation focuses on the curriculum, pedagogies, goals, social access, and the impact of non- disabled peers. The study identified the existence of dilemmas in seeking to secure effective recommendations in teaching children with Williams Syndrome in the UAE. These include concerns over specialist teaching materials, special educators’ perceptions, and non-disabled peers knowledge and understanding of learning disability. Questions are raised about the current educational status of a child with Williams Syndrome in the UAE and about the recommendations that could be offered to develop the education of children with Williams Syndrome. ItemEdPERF: The development of an instrument to measure perceived service quality in secondary schools(The British University in Dubai (BUiD), 2007-05) Saayman, CorleaPrivate education has become a profitable business. But, profitability can only be achieved if the perceived service quality is acceptable to customers who, in the case of schools, are students and parents. Service quality in schools emphasizes the need for management to identify and improve service delivery continuously. This study developed a protocol (EdPERF) for determining quality service provision in schools. It drew on best practice from accreditation instruments of leading international school accrediting agencies. EdPERF measures the quality of service delivery in schools by analyzing customer perception in four key areas: School Leadership, Academic Success, Non Academic Aspects and Support Services The purpose of EdPERF is to help school managers identify areas in which customers are not satisfied with the service they currently receive. Establishing methods to improve this quality enables school managers to achieve a competitive advantage and build customer satisfaction. Results obtained from private schools and the conclusions drawn were shared with the Principals. Their subjective opinions on the level of validity were used to assess the effectiveness and reliability of the instrument. The Principals concurred that the protocol had indeed identified areas which they too had observed. The author is proposing an industry specific instrument that identifies areas of satisfaction/dissatisfaction as perceived by parents and students, and validated by school managers. ItemExploring peer observation, reflective practice and tacit knowledge(The British University in Dubai (BUiD), 2007-08) Keith, Pauline Angela FrancescaThis research project investigated and compared two different approaches to peer observation, the first highlighting the role of the observee as learner and the second the observer as learner. It then considered whether the latter would prove to be more beneficial with regards to reflective practice and professional development. Six teachers in a UAE college of Higher Education were interviewed prior to and after the observations in which they took part to ascertain their feelings and attitude to peer observation and whether the experience influenced their perception of the process. The study found that the teachers’ approach did not differ for the first and second observations, namely they focused on what they could gain from both observations. However, it found that a number of factors are crucial to the success of a peer observation process in terms of reflective practice and professional development, specifically the relationship between the two teachers involved, their own attitude to peer observation as means of reflective practice and professional development and a clear focus for observing when embarking on such a scheme. ItemAn evaluation of student performance and attitude on using metacognitive skills to reduce the repetitive errors made in Algebra(The British University in Dubai (BUiD), 2007-09) Parazhang, Natalie ItemMeeting the Needs of Mathematically Adolescent Gifted Students in Mixed-Ability Classrooms in the Private Education Sector of UAE: A Case Study(The British University in Dubai (BUiD), 2007-12) Ibrahim, TarekGifted education is not considered a very recent field in America and Europe but it is probably still in its premature stages in the United Arab Emirates (UAE). With its official foundation in 1971, the UAE is considered by today’s standards a modern state that has transformed its oil-generating wealth to serve the needs of its citizens. The UAE has two main educational sectors: governmental and private. In the recent years, particular attention has been awarded to the area of special education where the needs of students with learning disabilities have been neglected for decades. Unfortunately, the same cannot be mentioned about the area of gifted education which is typically a branch of special education. This research hopes to shed some light on this part of special education. In particular, this research aims to explore the provisions available for mathematically adolescent gifted students in mixed-ability classrooms. A special attention is given to those who attend the tenth grade in the private educational sector. On paper, there are of course, many provisions that can be applied to meet the needs of mathematically gifted students but one has to apply suitable ones that fit in within this culture. The research was done and compiled through a thorough investigation of an adolescent gifted student through the framework of a case study. This case study was conducted at a private school in Dubai. The school has mixed-abilities classrooms and genders are segregated at higher grades. It is important to note that this research paper, however, is not intended to focus on the gifted student individually. Instead, it is meant to reflect on the private educational system as a whole. The research offers some recommendations which are based on its findings to improve the way private educational system meet the needs of mathematically gifted students. It also calls for decision makers to open doors for gifted education to be implemented. This research does not escape without severe limitations. ItemCurrent Status of Educating Emirati Children with Autism Spectrum Disorder in Dubai(The British University in Dubai (BUiD), 2007-12) Farooq, Kawthar Mohd Aqil MohdThe right of every child in obtaining an education, and studying in any institution is justified. Unfortunately it has not always been the case for children with special needs, including those with Autism Spectrum Disorder (ASD). That right was not given to them until 2006. The purpose of this study was to investigate the current status of education for Emirati children with ASD and what provisions they had in local government schools, as well as in some centres in Dubai. It has also examined different issues related to inclusion in public mainstream schools. Moreover, it has set out to research the effect of any single approach best suited for the individual child. This study has used a qualitative method of investigation, including observation, interviews and document analysis. The data analyzed showed that, the provisions for UAE Nationals with ASD in public mainstream schools were non-existence. There were opposite views among top ranking personal of the ministries and the staff of schools, concerning inclusion of such children in regular public schools. As far as approaches were concerned, a combination of different interventions, tailored-made was needed for the individual child taking into consideration his/her strength and weaknesses. This study ended with a research-based recommendation for future practice. ItemLanguage and Cultural Attitudes of Indian Children living in Dubai(The British University in Dubai (BUiD), 2007-12) Jacob, ElizabethThis study explores the cultural, language and identity attitudes of the Indian children living in Dubai. The study uses both the quantitative and qualitative research methods and is based on the previous research on language and identity. The research methods used are the questionnaires and single interviews. The children investigated in this study are from both India and Dubai. The variables used for the testing are the gender, income, medium of instruction and place of residence. The investigation shows that the children in Dubai prefer to follow the western culture especially when it comes to watching television and listening to music. They prefer to speak English with friends and in social gatherings but prefer to speak their mother tongue at home. The interviews point in the similar direction as well. The implication for such change in attitude is attributed to the multicultural society they live in.