Dissertations (Education)

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Browsing Dissertations (Education) by Subject "academic progress"

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    Exploring the challenges and opportunities associated with using eLearning system in the classroom (to teach) - a perspective of teachers in a primary school in Dubai
    (The British University in Dubai (BUiD), 2022-01) KAYALI, RAHAF
    The study is based on exploring the opportunities and challenges which are associated with using the e-learning system of education as a teaching medium, from the perspective of teachers in a selected primary school in Dubai. Besides that, the study recommends strategies that teachers and the educational stakeholders can opt for to combat the identified challenges. The study followed interpretivism research paradigm, inductive research approach and case study as a research strategy following which 10 teachers from the selected primary school of Dubai were interviewed. The data was analysed using Thematic analysis by Braun and Clarke (2016). Results of the study highlighted that e-learning is equally effective for primary school students in terms of improving their educational development, academic progress, participation, and level of engagement in the e-learning class. It not only improves their learning but also instils the skills of critical thinking, brainstorming and independent learning. An increased understanding of the topic broadens their view which ultimately increases the academic grades of students. However, despite all these benefits, the teachers have also identified certain challenges which included the required assistance from teachers, cultural differences, communication barriers and lack of understanding of students of the given instructions about a task. The teachers also recommended certain opportunities for the management of schools along with calling for the need for them to collaborate with educational regulatory authorities to unleash the opportunities and attain them to their full potential for the benefit of students and teachers in an e-learning environment.  
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    Exploring the Importance of Effective Leadership in School Transformation into a Professional Learning Community and its Impact on Students’ Academic Progress
    (The British University in Dubai (BUiD), 2023-08) Wissam Chaaban; Professor Christopher Hill
    This study explores the important role that school leadership plays throughout the process of school transformation from a traditional teaching approach to professional learning communities. It emphasizes the importance of having an effective leadership team to lead the transformation process and to set the vision and goals of the approach, provide all the needed support, and create the right environment for the transformation to be successful. This study acknowledges the need for schools to develop better methods of professional development for staff to support their move away from traditional teaching models. Drawing on a comprehensive review of relevant literature, this research examines the key characteristics of effective leadership needed to ensure the successful transition of schools into PLCs. It explores the leadership strategies utilized by leadership teams to establish an effective culture of collaboration, collective inquiry, and ongoing professional development for educators. The study also investigates the different challenges these leaders might face during the school’s transformation process. In addition to that the study assesses the impact of school’s PLCs on students' academic progress and their learning outcomes. The study uses a mixed-methods research design to investigate two American curriculum schools in the northern emirates of UAE and their journey in moving from traditional approaches to PLCs. The qualitative data analysis is derived from interviews conducted with different stakeholders in the schools including, teachers, middle leaders, and senior leaders. The quantitative data analysis focused on students’ results on the MAP (Measurement of Academic Progress) benchmark test before and after the implementation of the PLCs. The findings of this study showed a direct relationship between the support provided by the leadership team and the successful implementation of PLCs within the school. The implications of this study are relevant to schools that are seeking to enhance school improvement and improve student achievement. The study shows the importance of effective leadership and the support provided by the leadership team in ensuring the success of PLCs to improve teaching and learning practices and how successful PLCs impact students learning outcomes.
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    Reliability and Utility of Measures of Academic Progress (MAP) Test and Its Impact on Students' Learning: A Study in an American Curriculum School in Dubai
    (The British University in Dubai (BUiD), 2019-10) El Dor, Rana
    Education has been given a major focus by educators and educational authorities in the United Arab Emirates (UAE) since the launch of the National Agenda (NA) by His Highness Sheikh Mohammad Bin Rashid Al Maktoum in 2010. Accordingly, the education reform started to pave its way towards internationalism and national emulousness. Educational authorities were established to contribute to this reform. All Dubai private schools are supervised and followed up closely and regularly by the Knowledge and Human Development Authority (KHDA) to ensure they are on the right track towards the change in education and towards meeting the targets of the National Agenda. This study aimed at investigating the reliability and utility of Measures of Academic Progress (MAP) testing and its impact on students’ learning. MAP testing was mandated by the KHDA for all American curriculum schools based on the National Agenda Parameter (NAP). MAP is used to benchmark students’ performance in schools following the American curriculum as it is aligned with the American curriculum standards. The researcher used actual MAP data from students’ scores, conducted surveys to students, and led interviews with both teachers and leaders in order to investigate how the school is using and benefiting from MAP testing and to test the impact this standardized test has on students’ learning. The study concluded that MAP testing allows for students’ academic progress. However, due to not utilizing MAP effectively and authentically in terms of modifying instructions to meet the needs of students, the test was not reliable and was found to have no impact on students’ learning. Also, findings emphasized the need for professional development for teachers on MAP testing and its resources in order to equip them with the needed strategies to benefit from this well designed and beneficial standardized assessment.