JREPT: Vol 6 No 1

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Recent Submissions

Now showing 1 - 4 of 4
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    (The British University in Dubai (BUiD), 2023-10)
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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.
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    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.
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    Embedding Evidence-Based Practice in Teaching-Learning Strategies in Undergraduate Physiotherapy Clinical Training in Abu Dhabi: Clinical Educators’ Perspective
    (The British University in Dubai (BUiD), 2023-10) Gabor, Marian Grace; Abukari, Abdulai
    Background: Evidence-based practice (EBP) is an essential attribute in the healthcare setting. Prior to conducting this study, there was a lack of contextualized information as to how introduction and enhancement of EBP among physiotherapy students are carried over into undergraduate clinical training. Purpose: The aim of this study was to understand teaching-learning strategies that enhance physiotherapy undergraduates’ evidence-based practice during clinical training from the perspective of clinical educators. Methods: A qualitative approach was used which involved key-informant in-depth interviews with physiotherapy clinical educators of physiotherapy students in Abu Dhabi (n=12). Clinical educator participants are physiotherapy clinicians in private hospitals and rehabilitation centres in Abu Dhabi. The audio-recorded interviews were transcribed and underwent thematic analysis using NVivo 12. Results: Thematic analysis revealed that clinical educators recognized seven strategies aimed at enhancing students’ evidence-based practice during clinical placement as: (1) case presentation, (2) problem-based learning, (3) skills demonstration, (4) shadowing, (5) following patient’s progress, (6) exposure to a variety of patient cases, and (7) exposure to different clinical educators. Conclusion: Clinical educators of physiotherapy students in Abu Dhabi employ a variety of teaching-learning strategies that enhance the adoption of an evidence-based physiotherapy practice by students during undergraduate clinical training.