Journal for Researching Education Practice and Theory

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https://bspace.buid.ac.ae/handle/1234/1364

The Journal is run by the Faculty of Education, The British University in Dubai (BUiD). JREPT provides opportunities for education faculty, research students in education and those interested in the practice, theory and policies in education to share and debate new knowledge, innovative ideas and practices.

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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.
An Investigation into Teachers’ Perceptions Regarding Cyberbullying Policies and Practices in UAE Schools
(The British University in Dubai (BUiD), 2023-10) Hamad, Hanan Ahmad
With the continuous technological advancement, educational institutions and teachers are facing growing challenges of cyberbullying (CB) among their students. Victims of electronic bullying report a lot of undesirable harmful outcomes on their physical and psychological well-being. Research has identified many strategies to cope with this growing predicament. However, a noteworthy gap is neglecting the immense role educators’ beliefs and concerns play in policy making and the implementation of these policies. The aim of this study is to understand teachers’ perspectives on cyberbullying school policies in the UAE and how confident they (teachers) are to apply them in order to manage CB incidents. Some recommendation to inform policy and practice in schools especially in a fast-developing country like the UAE is provided. A total of 60 teachers from different schools across UAE responded to a questionnaire adapted from (Li, 2008) about their perceptions of their school policies and practices on cyberbullying. Findings of this study indicate teachers’ awareness and concern about online harassment. Inconsistent schools’ attempts to increase this awareness and spreading it through training, classroom activities and parental discussions were noticed. Another significant conclusion is the recommendation by teachers for more education about this topic, especially through higher education.
Analysis and Evaluation of the Online Teaching Practicum Guidelines for Higher Education in the UAE
(The British University in Dubai (BUiD), 2021-10) Al Awadi, Fatema Ebrahim
The Online Practicum Guidelines policy is developed within the education division in a higher education federal institution in the UAE. The interest in such a policy development is shaped by the current change in the learning experience due to sudden circumstances such as COVID-19. This study aims to evaluate and analyze the online teaching practice guidelines as a policy in higher education. A horizontal analytical approach will be used to identify the policy content, analyze the policy implementation and evaluation processes. The analysis also aims to identify the underpinning theory and approach, understanding the policy effectiveness, and drawing associated recommendations for additional enhancements. The evaluation results revealed that the policymakers followed the Elite theory and the top-down and successive-stages approaches to policy design. It also demonstrates that following such approaches can be beneficial for developing theories under specific circumstances. At the same time, it needs to be modified to meet the needs of the specific context. Recommendations include preparing participants for policy implementations through trainings, taking their feedback into consideration and taking immediate actions that reflect an evaluation during the implementation process. Another recommendation is to compare the development of different policy versions to identify the similarities and differences happening through a period of time.
Analysis of Educational Leadership Theories and Practices in Abu Dhabi Schools
(The British University in Dubai (BUiD), 2024-10) Al Hajeri, Ali
During the last decade, the UAE education system has undergone many reforms to align its outcomes with requirements of the knowledge-based economy adopted by the UAE government. The Abu Dhabi 2030 vision has emphasized on the role of education as a key contributor to youth development and economy growth. Educational leadership plays a vital role in the success and effectiveness of educational institutions. Effective leadership has been linked to various positive outcomes including enhanced students’ achievement, improved teacher commitment and overall school performance. There has been a substantial investment in Abu Dhabi educational infrastructure, curriculum updating and professional development for educators. These efforts aim to ensure that the students are equipped with the relevant knowledge and skills to succeed in the era of globalization. Despite the considerable improvements in the education system, there is still an important gap in literature concerning the leadership styles practiced in Abu Dhabi schools. While many studies have examined the educational leadership in various global contexts, the specific socio-cultural and economic land scape of Abu Dhabi educational institutions necessities a more focussed investigation. Moreover, the existing studies on educational leadership in Abu Dhabi have been focussing on fragmented and isolated aspects of leadership rather than providing a comprehensive synthesis of the educational leadership practices adopted in Abu Dhabi. This study has adopted a meta-synthesis approach to analyse and understand the educational leadership theories and practices prevailing in Abu Dhabi education institutions based on the previous research studies on the topic. The findings of this study reveal that transformational leadership style is predominant in Abu Dhabi schools displaying many positive impacts in terms of teachers’ satisfaction, students’ achievement and overall school performance. The study also highlighted the diversified, dynamic and evolving nature of Abu Dhabi educational system which necessitates leadership with a high degree of adaptability and exhibition of emotional and cultural intelligence attributes. Furthermore, the study has identified some of the best leadership practices which include the fostering of continuous professional development culture and the promoting collaborative leadership. The gender dimension was also explored, and the findings show that female leaders have been successful as school leaders. Finally, some recommendations were given in the perspective to explore this crucial topic and to expand the research to all the emirates in order to get a comprehensive picture of the educational leadership situation within UAE schools.
Arabic Language for Expatriate Parents in Dubai: An Innovated Unit of Learning from an Andragogical Approach
(The British University in Dubai (BUiD), 2020-10) Razem, Reem J.
Since the Arabic Language (AL) is a compulsory subject in private schools in Dubai for non-Arabic-speaking expatriate pupils, AL training is being offered to expatriate parents by volunteering school-teachers to foster learning Arabic and promote parental engagement in their children’s Arabic learning. However, without a properly devised unit of learning based on parents’ needs, specific course design models and adult learning approaches, parents' motivating factors could be hindered which, might discourage them from further pursuing this learning journey. Therefore, this paper aims to design an innovative Unit of Learning (UoL) based on identifying expatriate parents’ language needs through a needs analysis tool, in one of the British private schools in Dubai. The needs’ analysis reveals that expatriate parents expect to learn Arabic language and culture through experiential and functional learning that link to their roles in life. Thus, this paper presents a designed UoL entitled, ‘Arabic Language for Expat Parents,’ which aims to involve parents in their children’s learning of Arabic as an Additional Language (AAL) in Dubai private schools. The designed UoL is underpinned by three theories: progressivism, andragogy, and authentic learning. Ultimately, this paper aims to encourage schools to increase their engagement with expatriate parents and act as catalysts for Arabic language and culture learning in Dubai and the UAE context at large.
Assessing Instructional Leadership Practices of School Principals in the UAE’s Public Schools and Their Impacts on Teaching and Learning
(The British University in Dubai (BUiD), 2024-02) Alawadhi, Azzah Abdulkarim Abdool
Within educational settings, instructional leadership is essential in determining how well students are taught and how much they learn. This research examines instructional leadership techniques of school leaders and the influence of these practices on learning and teaching within the framework of the public-school system in the United Arab Emirates. Document analysis and literature review approaches are used through a review of pertinent research literature and policy documents that examine current theories, guidelines and empirical research on instructional leadership in UAE public schools. The finding of this paper provides insights into effective leadership strategies, modifications to the quality of instruction, improved student outcomes and recommendations for policy and training programs targeted at optimizing educational leadership and performance in UAE public schools. It offers suggestions to increase instructional quality and enhance teaching and learning results in UAE public schools. The implication of the finding is that it highlights the impact of effective instructional leadership as used by educational leaders and practitioners in the UAE on teaching quality, student learning results, and overall school improvement within the distinct cultural, social, and educational features of the UAE. The study encourages policymakers to promote initiatives that influence the overall practice of instructional leadership.
The Attributes of School Leaders in a Time of Crisis: An Exploratory Case Study of the COVID-19 Pandemic in Saudi Arabia
(The British University in Dubai (BUiD), 2021-11) Alomair, Latifah; Fernandes, Venesser
The Coronavirus pandemic is a crisis that has fundamentally changed the fabric of school leadership globally. School leaders are required to work to mitigate the effects of this crisis through their demonstration of effective leadership attributes. Currently, a few western studies highlight the attributes of school leader’s desirable in a time of disruption, but their findings have little relevance to middle-eastern contexts. This study addresses such gap by focusing on the exploration of leadership attributes of Saudi Arabian school leaders demonstrated during the COVID-19 pandemic. It focuses on the importance of human leadership as a part of school crisis leadership. Using an exploratory case study approach, a qualitative open-ended questionnaire was administered to a sample of Saudi Arabian school principals to explore their school leadership attributes exercised during the crisis. It was found that the circumstances imposed by the pandemic had a strong influence on their leadership attributes and their responses to the crisis. Nine leadership attributes found that leaders have: become more eager for development, learnt to remain calm, endured stress and difficulties, become more compassionate, supportive, strategic, emotionally intelligent, intuitive and better communicators. They found that these attributes helped them succeed in managing the crisis by better understanding micro and macro aspects of their schools. The findings highlight leadership qualities required for stronger school leadership within Saudi Arabian schools during periods of rapid change, and may benefit those involved in school leadership development and principal preparation in Middle-eastern contexts.
Can Leadership-coaching Mind-set Substitute that of Crisis Management in Higher Education?
(The British University in Dubai (BUiD), 2021-11) Chaika, Oksana
The purpose of this research lies with exploration of the contrast between management (crisis management) and leadership styles in senior to junior levels of communication in higher education across Ukraine. The term ‘crisis management’ includes the three stages, i.e. pre-crisis, crisis per se, and post-crisis management in higher education. The hypotheses are to examine the extent to which crisis management style prevails over leadership or vice versa in current educational settings and implementation feasibility of coaching educational culture along with leadership. This study mainly used a qualitative approach to reach the set objectives under the research aim. The evidence obtained in the course of initial stage of the experiment and study demonstrates a huge gap between best practices in theory and practical innovations in and around the country. Identified decrease in performance excellence in the times of pandemic in higher education proves a burning need for changing styles in leading an educational institution, teaching and learning modes. Conclusion suggests moving from the known pre-crisis, crisis, and post-crisis management to the tactical leadership coaching, situational and strategic leadership coaching styles, respectively.
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.
The Creative Use of Cohesive Devices: Exploring New Roles
(The British University in Dubai (BUiD), 2020-04) Abu-Ayyash, Emad A. S.
The role of cohesive devices in different types of discourses has been broadly acknowledged to be maintaining texture, or holding the different parts of the text together. This role was emphasised in a plethora of studies in discourse analysis, and cohesive devices have been considered to be the glue-like linguistic tools through which textuality is achieved and without which a certain piece of discourse would look like fragmented, disconnected sentences. Important as it is, the ‘gluing’ role of cohesive devices has been the primary and dominant focus of research and whether these devices can play other roles in texts has been under-investigated, if not ignored. The current paper addresses this gap in research by exploring other possible roles of cohesive devices. Three newspaper, opinion articles for one of the renowned writers, Thomas L. Friedman, were selected and analysed in terms of the various roles played by cohesive devices in them. Through mixed-methods analysis, it was found that cohesive devices played several roles other than holding the various parts of the text together.
A Critical Evaluation of the Special Provisions for Gifted Students: a case study of a student in an Elementary School in Dubai
(The British University in Dubai (BUiD), 2019-10) Sharma, Neha H
This paper critically evaluates the special provisions made by an International Baccalaureate school in Dubai for a gifted male student in elementary grade. There is very limited research in the field of gifted education within the United Arab Emirates. No prior study about the programs and services offered to the gifted learners in the private schooling sector has been published till date. Although private schools following various curricula in the emirate of Dubai probably make special provisions to identify and cater to the unique needs of the gifted learners, there is no research-based study evaluating these services. Private schools are guided by UAE federal laws regarding inclusive education and are inspected annually by the Knowledge and Human Development Authority. These annual school inspection reports are available in the public domain which comprehensively evaluate the special educational provisions, but do not specifically focus on the gifted programs and services. Lack of research studies and neglect by the local authorities regarding gifted provisions presented the opportunity, vision and rationale for the current qualitative case study. A holistic approach was deemed appropriate to describe and critically analyse the school policy, systems of identification, gifted programs offered and teacher readiness to provide appropriate support to identified gifted learners. This case study attempts to present a rich panorama of the gifted provisions offered in one private school in the UAE. Based on the literature regarding best practices in the field of gifted education, the provisions have been critically evaluated and some suggestions about possible improvements in services alongside few recommendations for future studies have been included in the current study.
Distributed leadership in higher education: an analysis of heads of departments’ leadership practice in the UAE
(The British University in Dubai (BUiD), 2020-04) Ramakrishnan, Senthilnathan; Abukari, Abdulai
The purpose of this research is to explore the extent to which leadership styles or approaches adapted by heads of department in selected independent degree awarding institution in the emirate of Abu Dhabi, United Arab Emirates use the distributed leadership style. This study used a qualitative research approach to achieve the research aim. Evidence from the data shows that there is always no single best approach to leadership and in all places. Leaders’ approaches are driven by the context in which they practice and usually reflect a mixture of different leadership styles. Every leader is different, and they usually do not stick to one type of leadership style as evident in the findings. Leaders tend to adapt different approaches to manage different situations.
Editorial
(The British University in Dubai (BUiD), 2023-10)
Editorial
(The British University in Dubai (BUiD), 2023-12) David, Soloman; Abukari, Abdulai
Editorial
(The British University in Dubai (BUiD), 2024-10) Abukari, Abdulai
Editorial
(The British University in Dubai (BUiD), 2024-02) Abukari, Abdulai
Editorial: Future of educational management and leadership: leading the way
(The British University in Dubai (BUiD), 2022-12) Abukari, Abdulai
Editorials
(The British University in Dubai (BUiD), 2020-10) Abukari, Abdulai
Editorials
(The British University in Dubai (BUiD), 2022-10) Abukari, Abdulai
Editorials
(The British University in Dubai (BUiD), 2021-10) Abukari, Abdulai

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