Dissertations (Education)

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21st Century Schools’ Leaders: the Lead Teachers’ Positive Influence on the Teachers and the Students A Study in a Private School in Dubai
(The British University in Dubai (BUiD), 2018-10) SUBRI, NOUR ABDULLAH MAHMOUD
This research study investigates the influence of the lead teachers’ role on the teachers’ motivation and professional development, and it explores the influence of the lead teachers’ role on the teaching and learning process along with the main challenges that face the lead teachers in their role in a private school in Dubai. The aim in this study to examine the positive relationship between the effective lead teachers’ role with the improvement in the teaching and learning process, teachers’ motivation to work, and teachers’ professional development. Triangulation method was adopted in research for completeness and conformity purposes; a close-ended questionnaire (quantitative data) was sent to 104 teachers in the school, and standardized open-ended interviews were conducted with 20 lead teachers in different schools in Dubai who are currently in their role. The researcher received 37 responses only out of 104 teachers in the mentioned school. Survey Monkey Software was used in collecting and presenting the quantitative data while Nvivo Software was used in presenting the qualitative data. SPSS Software was used in analyzing the quantitative data. The analysis of the quantitative data of the study shows that there is a positive relationship between the effective lead teachers and the improvement in teaching and learning process, teacher’ motivation to work, and teachers professional development. In corresponding with the analysis of the quantitative data, the qualitative data reconsolidates and confirms the quantitative data findings, and it indicates that lead teachers face many challenges in their role as teachers and leaders in the same time that constrains their work such as time and resources shortage, work overload and teachers’ reluctant. At the end of the study, the research study’s limitations were highlighted and few recommendations were suggested in the further studies in the future in order to cover and to include other leadership aspects that could affect on the schools’ improvement in UAE.
A Critical Investigation of the Effectiveness of Career and University Guidance on Secondary Students in the Abu Dhabi, U.A.E.
(The British University in Dubai (BUiD), 2023-11) HAMZE, SOHA; Professor Abukari Abdulai
The UAE government has made significant investments in education, focusing on improving secondary school careers and university guidance programs. However, research on the effectiveness of these programs in Abu Dhabi is limited. An online survey of 175 students investigated the effectiveness of career and university counselling on students' decision-making and future aspirations in 10th, 11th, and 12th grade. Guided by the social cognitive career theory, the study measured student engagement in various activities, student knowledge and self-efficacy, student decision on a career choice, student satisfaction with counselling services, and perceived benefits of the career and university counselling program. This study mostly used a cross-sectional exploratory quantitative research design. The online survey was followed by semi-structured email interviews with three professionals in career and university guidance, shed light on the program resources and current challenges and offered recommendations. The study results supported the reliability and construct validity of the latent variables of knowledge, self-efficacy and satisfaction with counselling services. The maximum likelihood common factor PLS-SEM contributed to the nomological validity of these latent variables. The study results were consistent with the published literature. The maximum likelihood common factor (PLS) SEM model revealed that the usage of counselling services, student knowledge and self-efficacy, and student satisfaction with the counselling services explain 46% of the variance in student decisions on career choice. Nevertheless, only 25% of the variance in perceived benefits of the program is explained by these factors, suggesting that there may be room for improvement. The qualitative feedback from the three school experts added rigour, authenticity, and creditability to the online survey results. While the program is moderately effective in influencing student decision-making on career choice, counselling programs can further enhance their impact and perceived benefits by emphasising community engagement and mentorship and ensuring the availability of counselling resources. This includes providing timely information about university application deadlines, enhancing knowledge about diverse working conditions, and ensuring the guidance provided is comprehensive and based on accurate information. Keywords: Career Counselling, Vocational Education, Higher Education, Student Decision, Career Choice, Self-efficacy, Engagement.
Achievement in Taught Modules as a Predictor of Subsequent Behaviour of Project Management Masters Students in The British University in Dubai
(The British University in Dubai (BUiD), 2012-04) Uchil, Nandini
A review of literature demonstrates that there are several studies on different aspects of higher education including progression patterns, achievement, completion and predictors of academic success. In this study, the researcher investigates the influence of student performance in the taught modules in the MSc Project Management (MPM) programme on the second stage of the programme, the dissertation component. Further, the researcher investigates the correlation between the taught modules overall grade and the time taken to complete the dissertation. That is, whether a good overall performance in the taught modules leads to timely completion of the dissertation and thus the programme itself, or vice versa. This study is important as completion rates seem to be an issue in higher education and, specifically in the MPM programme in The British University in Dubai. Quantitative research methods are used for analysis of data collected from the University records/archives, and descriptive and inferential analyses are used to interpret the data. An independent t-test and Pearson Correlation Coefficient tests were used to test the two-tailed hypotheses. Findings show that performance in the first part of the programme (taught modules) is neither a predictor of subsequent behavior in terms of programme completion nor does it have a bearing on the time taken to complete the second stage (dissertation). This indicates that the taught modules do not necessarily add value to the students’ learning and does not prepare them to handle the rigors of dissertation work. The implications of these findings are discussed and recommendations are made to the policy makers to enhance the structure of the programme which could lead to higher completion rates.
The Advantages and Disadvantages of Distance Learning for Students with Special Educational Needs and Disabilities During Covid-19 at University in UAE
(The British University in Dubai (BUiD), 2020-10) Juma, Mariyam Salim
This study investigates the advantages and disadvantages of distance learning for SEND (students with special educational needs and disabilities) during COVID-19 crisis at the University in the United Arab Emirates (UAE). The study depends on the qualitative method using interview that depends on semi-structured interviews. Data was collected from SEND, teachers and special need education coordinator/ specialists’ perspectives. Overall the experience and thoughts were a mix up between positive and negative aspects of studying online from students with special educational needs and disabilities. I believe that the reason behind it, that remote learning has always been a debatable topic. Yet during COVID-19, the students have no choice to choose remote learning or traditional learning because the ministry of education in UAE forced all students to study remotely. In the long run, the outcomes of the remote learning experience depending on the type of disability, the readiness of the students, the acceptance to change and sometimes the type of course that students took. Findings show that most of the parties involve in the semi-structured interviews agreed that remote learning after categorizing it as a safety matter, it saves times and open a door to learn new technology skills. On the other hand, lack of communication interaction was the main disadvantages of remote learning as students feel lonely while attending classes, teachers can’t interact and can’t observe if the learning objective was met and specialists believe that students learn from other students sometimes and they missed this chance. Recommendations for the research was to keep training students and teachers on new strategies and new technology to be prepared for the future whether if any crisis occurred or for a job. Governments should study the case from a different angle to overcome all the challenges and include all learners in any policy and procedures. Limitation of the study was the limited access to higher education organizations. Also, the limited number of SEND involved as it is only from one university in the UAE. As well as depending on interviews only to follow the rule of no social interaction between people.
The Alignment of Beliefs on TBLT and Student Motivation: A Case Study in a Private High School in Dubai
(The British University in Dubai (BUiD), 2020-10) Yaghi, Sherin
This case study takes a mixed methods approach to examine the alignment of beliefs on Task-Based Language Teaching (TBLT) in light of student motivation. This study is situated at a private school in Dubai and it focuses on the high school section. The data collection was done through data source triangulation and method triangulation, as it uses a questionnaire to obtain students’ opinions and interviews to gather the opinions of teachers and senior leaders. The overall number of participants is 46, consisting of 40 high school students from ninth to twelfth grade, 4 teachers and 2 senior leaders. The qualitative data was analysed through inductive coding, whereas the responses to the questionnaire were obtained through quantitative analyses. The data findings represent discrepancies in opinions, not only between the students and educators, but also within the educational staff and leaders. It also brought forward the lack of knowledge that principals generally have on TBLT and their indifference towards the internal motivation of learners. This study concludes with evidence that students’ and educators’ beliefs are, in fact, skewed. Finally, specific limitations of this study are outlined and implications for future research are brought forward.
An Assessment of the Implementation of Forest Curriculum in a Private School in Abu Dhabi, UAE.
(The British University in Dubai (BUiD), 2024-03) ALMENHALI, AFAF AHMED; Professor Abdulai Abukari
This study determines the effectiveness of the implementation of the forest curriculum in a private pre-school in Abu Dhabi, UAE. This dissertation aims to evaluate the positive impact of nature-based learning in private pre-schools, to determine the challenges of implementation, and to propose effective implementation strategies with regard to the forest curriculum. Employing a mixed-methods approach, quantitative data were collected through a questionnaire distributed to a cohort of 42 teachers. Additionally, qualitative data were gathered through an interview with the principal of the school to provide insights into the lived experiences of the participants. This study contributes valuable insights to the field of curriculum evaluation, offering a holistic understanding of the impact of the forest curriculum on students. In addition, with the UAE moving towards sustainability, there has come a need to support nature curricula, which are represented by forest schools. Forest schools can have a positive impact on the environment and on sustainability by fostering a deep connection with nature, promoting environmental awareness, instilling sustainable practices, and contributing to the overall well-being of individuals and communities. The research findings underscore the importance of curriculum alignment with 21st-century skills and the need for ongoing professional development to support educators in navigating integrated forest school approaches. Further research involving a larger and more diverse sample is recommended to confirm and extend these initial results. The implications with regard to integrating the forest curriculum in government schools should be discussed.
An Examination of the Role of Leaders in Sustaining Academic Integrity During Online Assessments in Five of Sharjah Schools During COVID-19
(The British University in Dubai (BUiD), 2023-04) HAMAD, HANAN AHMAD; Professor Abdulai Abukari
The purpose of this study is to investigate the main impediments that jeopardize reliable online assessment data since the outbreak of COVID 19 pandemic, as well as the measures employed by leaders to mitigate these obstacles and maintain academic honesty, such as policymaking and ensuring the effective application of updated assessment policies. Authentic leadership theory lay the basis of this study and connections are explained thoroughly. The Fraud triangle Model extrapolates the process of misconduct by explaining the relation between motives, opportunity and academic misconduct. Main concepts such as academic integrity and online assessments are defined and analysed. A mixed method approach is used, which includes a survey of thirty school leaders in five schools in Sharjah, UAE, a semi-structured interview of 5 leaders, and an analysis of assessment policies in these schools. The findings are examined and compared to help provide a clear understanding of the research objectives. Findings show a clear misalignment between leaders’ responses and assessment policy documents which provides an insight of improper implementation of these policies. It was also clear that these policies were neither updated nor assessed. It is also clear that due to dominant beliefs among parents and students about the significance of marks, parents tend to participate in dishonest behaviour whether intentionally or not. Other threats to credibility of online assessment results include ease of access to resources and assistance during the test, whether from peers, parents or tutors. Based on the feedback from participants, numerous recommendations are made to assist administrators, school administrators, and decision makers in enhancing future online assessment methods. In conclusion, it is perceived based on data analysis that no matter how preventative and punitive measures school leaders take, the first deterrent to academic misconduct is the culture of integrity and the extent people believe in the worth of this value.
An Exploration of the Metaverse in Higher Education in the UAE
(The British University in Dubai (BUiD), 2023-12) ABUKHALAF, SIHAM; Professor Christopher Hill
This study explored stakeholders’ knowledge and perceptions of a cutting-edge technology known as the Metaverse; looking specifically at its potential benefits and challenges of integration into the higher education sector. Data collection was employed through a mixed-methods triangulation design, which included (a) surveys with university students and professors, (b) interviews with leaders and educators, followed by (c) focus group discussions with undergraduate students. The total number of participants was 300, consisting of 232 university students, 62 educators, and 6 educational leaders. A detailed, systematic analysis of both the quantitative and qualitative data revealed that educators and leaders have more understanding of the Metaverse compared to students. However, although they are more familiar with the concept of the Metaverse, they do not have adequate experience with it in an educational context. Notably, the vast majority of students also lacked experience with it, and had practical concerns about how studying in the Metaverse would be. Ultimately, this study presents stakeholders’ perceptions of the Metaverse in the context of the United Arab Emirates, and the findings indicate that they believe it has potential to be used for teaching and learning at university-level.
An Investigation of the Influence of Educational Settings on the Acquisition of the English Language: A comparative Analysis of the Curriculum Provided by the Ministry of Education at a Public School in Fujairah and the American Curriculum in a Private School.
(The British University in Dubai (BUiD), 2024-03) ALABDOULI, SARA SALEM ALI; Dr Tendai Charles
This study compares two very different educational curriculums frameworks on teaching English as a Second Language (ESL). These contexts are a public school in Fujairah that follows the curriculum established by the Ministry of Education, and a private school in the United Arab Emirates that implements the American curriculum. The key goals of this study are to (1) investigate the elements that play a role in the acquisition of ESL in different curricula, and (2) evaluate the ways in which these factors play distinct roles in the different environments. I used a procedure known as triangulation, which involved collecting data using three different approaches. To begin, a document analysis was carried out to investigate the various papers pertaining to the curriculum and the institution. Second, there was an evaluation of the overall atmosphere of learning outside of the classroom, through the use of observation. Third, in order to obtain insight into the teachers’ perspectives on the use of a specific curriculum for teaching English as a Second Language, as well as their comments on the specific curriculum, interviews were conducted with the teachers. The Ministry of Education curriculum has a strong emphasis on structure and uniformity, whereas the American curriculum places a stronger emphasis on flexibility and a communicative teaching method. The major findings illustrate that while both curricula strive to enhance language competency, the nature of this effect differs. The implications highlight the necessity for an individualised ESL curriculum and inclusive learning settings that take into consideration the varied learning preferences and cultural backgrounds of students. In the end, the findings of this study point to the conclusion that maximising English as a Second Language (ESL) instruction in a variety of educational settings requires identifying the contextual differences that exist and finding ways to accommodate them.
An investigation of the United Arab Emirates’ Performance and Progress on PISA Assessments: A Comparative Analysis of Multiple Case Studies
(The British University in Dubai (BUiD), 2023-11) EL FARES, HAMZA SALEH; Professor Christopher Hill
The participation of nations in the Programme for International Student Assessment (PISA) has seen a significant surge in numbers throughout the last decade. These large-scale assessments contribute to the acquisition of a profound comprehension of the similarities and differences across international teaching and learning environments. PISA has emerged as a prominent tool for assessing the equity, quality, and effectiveness of educational systems. The purpose of this study is to carry out a comparative analysis of UAE performance in PISA assessments in relation to the performance of UK, Singapore, and Finland, identify the variables that contribute to favourable PISA scores, and finally provide the UAE with a set of recommendations and suggestions to promote the achievement of higher results in future PISA rounds, ultimately aiming to improve the country's ranking among other countries. This study employs a comparative approach to analyse multiple case studies, using quantitative methodologies and relying on secondary data sources. The study examines the results of PISA assessments of UAE, UK, Singapore, and Finland across the domains of Mathematics, Reading, and Science throughout multiple rounds. The research emphasizes that the implementation of appropriate reforms in educational systems and promoting educational initiatives, might have a substantial impact on enhancing the performance of UAE in PISA assessments. These findings are drawn from the analysis of experiences in other countries that were included in the study. The study provides significant benefits for policy makers in UAE when they consider incorporating the research suggestions into the development of educational policies, as well as their subsequent implementation. Additionally, the outcomes of this study will serve as a valuable resource for future academics, enabling them to undertake other investigations in a similar vein.
An Analysis of factors affecting reading comprehension performance of Arabic ESL students using the Suffolk Reading Scale
(The British University in Dubai (BUiD), 2009-09) Morris, Anne
The aim of this study was to examine the effectiveness of the Suffolk Reading Scale, a standardised multiple-choice paper and pencil test of reading comprehension, as a reliable method of assessing the reading ability of a group of ESL Arabic children aged between 9-10 years who were pupils at an international school in Dubai. The results indicated that the ESL Arabic children scored significantly lower than the comparison groups of non-Arabic ESL children and children with English L1 of the same age and studying in the same class. The study discusses the possible reasons for the difficulties experienced by the Arabic ESL children in decoding English text and attempts to conduct an error analysis by searching for any patterns of error that could be accounted for by interference from the Arabic L1 and other problems experienced by Arabic readers in decoding English text including problems with word recognition and spelling patterns, lack of phonemic awareness and insufficient reading strategies.
An Analysis of Student’s Engagement During Distance Learning in Abu Dhabi Schools
(The British University Institue In Dubai (BUID), 2021-10) SAIF, FATIMA SHAKER ABDULLA
As resources and contemporary technology become more freely accessible, distance learning courses are growing more popular. New learning approaches have also been developed. In which online learning systems, now have the capacity to increase student participation and engagement, which can also be used to assess students' degrees of positive and negative outcomes during distant learning. Teachers' attitudes on supporting, promoting, and accepting e-learning activities for their students will be investigated in this study. The goal is to gather useful information about instructors' and students' perspectives of distance and online learning in the Abu Dhabi area. The results of this research will help to map out how to increase student and teacher satisfaction and productivity with distance learning during and after the epidemic. To conducting the study, a quantitative approach has been taken to effectively find the data and results for the desired objectives. The most efficient method would be by using the descriptive research technique or instrument, in which it would be used to obtain effective findings from the quantitative research method that would be the research design kind. It is for this reason that a descriptive research method or instrument would be extremely beneficial in obtaining detailed information regarding students', instructors', and parents' personal analyses. Furthermore, effective survey questioning has been done among the respondents to analyze and compile the results of the research-based students, teachers, and parents. Most students have good attitudes regarding the educational learning process and believe participating in such processes to be beneficial, according to the study. Student satisfaction was shown to be influenced by course outline, teacher feedback, self-motivation, learning preferences, engagement, and instructor facilitation. Moreover, when it comes to expressing with academic staff at certain times, students are not restricted or confined in any manner. Due to the pandemic prevalence and repercussions, face-to-face lectures have been replaced with online distance learning, which was considered as an alternative learning strategy based on the use of technology. Such as smartphones, computers, and other devices in both organized and unstructured scenarios.
An Analysis of the Common Grammatical Errors in the English Writing made by 3rd Secondary Male Students in the Eastern Coast of the UAE
(The British University in Dubai (BUiD), 2008-06) Hourani, Taiseer Mohammed Y.
Having students to produce an organized, neat and error-free piece of writing has always been the life long dream and the ambition of all EFL teachers. The purpose of this study is to explore the common types of grammatical errors made by Emirati secondary male students in their English essay writing. The study was conducted in five leading schools on the Eastern Coast of the UAE. The most common and salient grammatical errors which were found in the students essays included: passivization, verb tense and form, subject-verb agreement, word order, prepositions, articles, plurality and auxiliaries. These errors were classified and tabulated according to their number of frequency in the students essays. 105 students and 20 teachers participated in completing two separate questionnaires reflecting their attitudes and opinion towards the English writing skill. Follow up interviews with 5 supervisors were conducted to deepen understanding and interpretation of the results. The data revealed that the UAE students make different types of grammatical errors, and most of these errors were due to intralingual transfer. In this study, intralingual transfer errors were more frequent than interlingual ones. Furthermore, the findings and the results of this study also showed that the English writing skill of the secondary male students in the UAE state schools needs more reinforcement and development. Based on the findings, recommendations and some implications which are of significance to educators and policymakers as well as to EFL teachers are provided. At last, it is hoped that the results of this study could be of much benefit for developing the English writing skill among secondary students in the UAE schools.
An Analysis of the relationship between Library Use and Student's Achievement at a Master Level
(The British University in Dubai (BUiD), 2012-05) Leonen, Marisol
This study was conducted on student’s achievement in the use of library resources at a Master’s level. The overall grade point average and the number of books check-out was collected for students who graduated from 2009 to 2010 was the main instrument for identifying the relationship of borrowing of books with their final grade. To supplement the findings, an online library questionnaire was distributed to students currently registered for Semester 1 of Academic year 2011/12 and 135 were returned. This study was carried out to determine how borrowing of books will have an impact to student achievement performance for students at a Master level. In addition, the result will serve as an assessment of library usage to demonstrate effective management and leadership practices that will result in continuous improvement with an increasing use of resources and services.
Analysis of Two Critical Friends’ Feedback in light of Heron’s Six Category of Interventions: A Case Study
(The British University in Dubai (BUiD), 2013-03) Sari, Ayla
This study examines two critical friends’ feedback sessions in a learning environment in the UAE. Based on Heron’s six category interventions, this study explores the merits of critical friendship as an alternative feedback style. It also assesses whether Heron’s interventions adequately describe critical friends’ interactions and, if so, whether the descriptors can be used to improve critical friends’ feedback styles. Qualitative methods of research have been used to analyse this case study. The two critical friends’ feedback transcripts, their interview transcripts plus their own interpretations have been analysed. Research findings reveal that critical friends can be a better alternative for giving feedback to colleagues in a learning environment as they can release tension and critique at the same time, which affects the outcome of feedback sessions positively. The study has also revealed that Heron’s six category interventions do clearly describe critical friends’ verbal behaviours. The findings have also showed that critical friends can identify their feedback styles with the help of Heron’s framework and so improve their feedback styles.
Analyzing the Industrial Internship Training Practices at the Institute of Applied Technology: In affiliation with the three stakeholders: students, institute and industries
(The British University in Dubai (BUiD), 2012-04) Rodrigues, Gilda Minnette
This study aims at giving prominence to the Industrial Internship Program at the Institute of Applied Technology, in the United Arab Emirates, for grade 11 students, who graduate in one of the Engineering Science, Electrical Engineering, Automation & Mechatronics or Information & Computer Technology clusters. There are three stake holders involved in this research: the students undergoing the Internship, the Institute catering to the program and the Industries hosting and providing the internship. This study is centered around the perspectives of these three stakeholders. The research investigates if the following aims of the program are met: a. to gain work experience and work ethics b. to put to practice what they learn at school. c. to foster close and cooperative relationships with the community, industry, commerce, and the government. This research also highlights the role played by potential businesses in making the internship experience a success. The data required for this research was collected from students and all company supervisors during the internship period, through questionnaires and interviews. The data was then analyzed through Statistical Package for Social Sciences (SPSS). This study will help the three stakeholders in enhancing the Industrial Internship Training effectiveness in the near future.
Analyzing Types of Writing Errors: An investigation of L1 Impact and Complexity of L2 on Middle School ESL Arab Students’ English Writing in Dubai National School, UAE
(The British University in Dubai (BUiD), 2016-11) ALKHATIB, ABDALLAH HUSSEIN HASAN
Writing for ESL learners is considered a complicated process which requires a linguistic analysis and synthesis. ESL students are affected by numerous factors, such as interference from their mother tongue and complexity of L2 writing system rules during the process of English writing. This study highlights ESL learners’ writing problems by analyzing the causes of their errors in writing English. To achieve the objectives of this study, the researcher used samples of English writings of 149 Arab ESL middle school students in Dubai National School in Dubai, UAE. In order to categorize the errors in their writing, the study depends on the following types of errors, namely: grammatical, lexical/ semantic, writing mechanics and word order. The students completed writing 250-word argumentative essays in 55 minutes in classroom. The researcher also presents a number of recommendations regarding the educational curriculum and teaching methods and a need to focus on the type of English writing teaching for UAE nationals in addition to recommendations for future research. The researcher examined the existing literature related to this area to investigate the impact of Arabic and complexity of English writing system on the quality of ESL writing of English. The researcher uses cross-linguistic and inter-linguistic theories as an approach in investigating ESL learners’ writing errors. However, there are other linguistic causes of errors (e.g. ignorance of rules, negative overgeneralization, erroneous assumptions about the language, etc.) and others which occur beyond the linguistic system (e.g. type of curriculum, teaching methods, motivation, learning strategies, etc.) Regarding the writing errors Emirati ESL learners in the current study made, grammatical errors make the most dominant error category (35%). Writing mechanics errors make (26.2%) and come in the second place. Finally, word order errors come in the 3rd place (25.7%). The study proved that L1 transfer, whether due to modern standard Arabic (MSA) or colloquial Arabic, and complexity of L2 writing system are the main sources of errors in English writing they made.
Application of Balance Scorecard for Assessing and Improving School Teacher’s Performance: A study in a Public School in Al Ain
(The British University in Dubai (BUiD), 2019-11) Almarzooqi, Mohammed
The balanced scorecard is a performance management tool to assess the performance of the teacher by considering four different aspects. The schools in Al Ain are evaluating the performance of the teachers by analysing financial, customers, child development growth and staff improvement as these factors encourage the teachers to engage in their work and perform at their level best. The research was conducted with aim to evaluate the implication of balanced scorecard in the schools to analyze the performance of the teacher. For the study research has used both qualitative and quantitative approach to derive the result. From the analysis it has been found that the balanced scorecard is being implemented in the schools of Al Ain. The findings also revealed that balanced scorecard is an effective tool because it does not improve teacher's performance but also the performance of the schools. The study concluded that balanced scorecard is the best tool that should be adopted by the school teachers and school heads top increase self-awareness and improve teaching quality. The findings can be implied by the schools head in order to enhance the performance of the teachers. It will help the teachers to increase self-awareness and will assist the school heads to build confidence and morale among the teachers, which is falling due to mismanagement and traditional style of teaching.
Application of youth leadership development curriculum in public secondary schools in UAE: an investigative study
(The British University in Dubai (BUiD), 2012-03) Al Hammoudi, Aisha Saeed Ali
This research aims to examine the existence or non-existence of a youth leadership development curriculum in the government secondary schools in the UAE, together with the ability or inability of these schools to prepare students for the reality of today's world and the requirements of the workforce in the twenty-first century. Moreover, the research seeks to clarify the skills and competences that should be targeted by the public secondary schools in order to develop the potentials and abilities of the youth. Simultaneously, and at a parallel line, the research focuses on the main foundations in the UAE that specialize in youth leadership development. The aim here is to assess their current role in preparing youth, and the possible role of these foundations in relation to filling the gap as youth leadership development providers to the ministry of education in UAE in any future leadership training. The tools used for gathering information for the research consisted of interviews, questionnaires, and reviews of documents. The findings of the research indicate the absence of youth leadership curriculum applied in the public secondary schools of the UAE; two different perspectives relating to the adequate preparation of students in the UAE public secondary schools for their future roles; and consensus between the participants of all categories on a group of 10 skills to be learned in the public schools due to their importance in preparing students for a fruitful life and successful workforce. Based on the findings, recommendations were made to highlight the benefits and advantages of the application of the youth leadership curriculum in the UAE public secondary schools, together with a suggested set of methods for the actual process of application of this curriculum.
Applying School-Based Management in UAE Governmental Schools
(The British University in Dubai (BUiD), 2011-04) Hussein, Mohamed Fathi
This action research explores the ability of applying SBM in UAE governmental schools. The research also sought to identify the advantages and disadvantages of SBM when implemented in UAE context. A detailed study of the obtainable means of successful implementation, along with identifying the potential causes of failure to be avoided was offer throughout the literature review. The research collected data through questionnaires administered to parents, administrators, and teachers of model and governmental schools of Abu Dhabi main city. Results suggest acceptance from different parties involved in SBM implementation providing that (a) there would be several pre-implementation professional development courses for involved parents, administrators, and teachers participating in the new school governance system. In addition, (b) the implementation process to be segmented over several years under continuous supervision form the central office of the MOE/ ADEC in the preliminary phase of implementation.

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