Thesis for Doctor of Education

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Towards Transformative Entrepreneurship Education: A Study of Faculty Members, Entrepreneurs, and Senior Administrators’ Perceptions and Practices in a Higher Education Institution in the UAE
(The British University in Dubai (BUiD), 2023-09) AHMED, MOHAMOUD MOHAMED; Professor Christopher Hill
The spread and growth of entrepreneurship education in higher education institutions worldwide have been nothing but a phenomenon in the past few decades. Academics, practitioners, and policymakers view entrepreneurship as a vehicle for economic growth & renewal, job creation, addressing pressing social issues, and achieving countries’ national agendas. This sentiment explains the stout support for entrepreneurship education programs around the world. Nevertheless, entrepreneurship is a multifaceted phenomenon as there seems to be no agreed-upon definition of what entrepreneurship – hence entrepreneurship education- means. Despite growing evidence that places entrepreneurship & innovation on top of the policymakers’ agenda in the UAE, little is known about the nature, structures, and aims of entrepreneurship education programs or the views, perspectives, and practices of educators, entrepreneurs, and administrators involved in these programs.
Higher Education Stakeholders’ Perceptions and Applications of Education for Sustainable Development Towards STEM Education in the UAE
(The British University in Dubai (BUiD), 2024-03) SHAKER, ENAS GHAZY; Professor Sufian Forawi
In recent years, the UAE has emerged as a thriving hub for higher education, attracting global students and academics. Recognizing the importance of sustainability and Education for Sustainable Development (ESD) in shaping its future, UAE universities actively promote ESD within STEM education. Understanding perceptions and applications of ESD in UAE higher education is crucial in the rapidly evolving 21st-century landscape. Accordingly, this study investigates how UAE higher education stakeholders, including instructors and students, perceive and implement ESD with a focus on STEM education through: (1) Investigating stakeholders' perceptions of ESD in UAE universities' STEM education, (2) Investigating demographic differences in stakeholders' perceptions of ESD in UAE universities' STEM education, (3) Exploring stakeholders' applications of ESD in UAE universities' STEM education, and (4) Explaining the contextual factors influencing stakeholders' engagement in ESD-STEM activities in UAE universities. Various educational theories such as Vygotsky’s social constructivist theory, cognitive constructivist theory, theory of change, transformative learning theory, education for sustainable human development theory, and competency-based education model were considered. The study employed an explanatory sequential mixed method design, including questionnaires for 200 higher education instructors and 501 students, interviews with both instructors and students, and document analysis of nine participating HEIs. The findings indicate that UAE HEI stakeholders possess knowledge, skills, and attitudes related to ESD in STEM education, with perceptions increasing with experience and involvement in STEM subjects. Several applications and initiatives within HEIs were identified to promote ESD in STEM education, along with contextual factors suggested for enhancing engagement and guiding policymakers toward a unified ESD-STEM education policy in UAE HEIs Key words: Higher Education Stakeholders, STEM education, ESD, Sustainability, Contextual Factors
The Effects of Teacher-Turnover due to Short-term Contracts on Students’ Academic Performance: A Study among Selected Primary Private Schools in the United Arab Emirates
(The British University in Dubai (BUiD), 2023-07) ACHAHBAR, HIND; Dr Solomon Arulraj
Teacher-turnover has been a major factor affecting the scale of education that has been offered to students in recent years. These factors have transcended from affecting the academic performance of students to having more radical effect on the overall education system in the country and beyond. The major aim of this study was to analyse the effects of high teacher-turnover rates on the academic performance of children in private schools in the UAE. This was achieved by analysing to what extent the turnover of teachers affects students' academic performance, and by carrying out research of what the perspectives of teachers and school leaders are on the turnover of teachers and their performance and on students' academic achieve ments. Studies have identified staffing flexibility, reduction of the excelsside cost of enhancing motivational factors and promoting existing teachers, and the ease of dismissal are reasons behind the use of short-term contracted teachers. Despite the efforts of the UAE government to address the increase of teacher-turnover in the region, their policy on employing expatriate teachers on short-term contracts has been central in increasing the teachers-turnover rate in the country. On research methodology, this study utilised a mixed-research approach that integrates both qualitative and quantitative methods in collecting and analysing data. On the one hand, the qualitative approach utilised both primary and secondary sources of data. The Primary sources of data employed the use of a close-ended questionnaire that contained different questions. The study utilised a total of 300 respondents who were able to take part in the action. The quantitative method of data collection, on the other hand, did a correlational analysis of the problem at hand through a detailed interview of parents, teachers and principals who were interviewed using the qualitative research methods. The methodology further a pragmatic research approach that minimised inherent weaknesses of using each research approach by itself. Based on the findings, it was evident that the majority of respondents argue that the lack of adequate government involvement in the welfare of teachers, and the lack of adequate teachers’ unions are to blame for the increased teachers-turnover in the country. This study’s implications are tailored towards informing the government, policymakers, heads of institutions and academicians to work on modalities to improve the level of education in the region. The limitations of this study include the limited number of respondents and the limited literature review on the subject in addition to the issues surrounding cultural bias when it comes to the problem at hand. For posterity, the UAE government and relevant Ministries need to ensure that teachers’ welfare is met and adequate capacity building needs to be enhanced for teachers. Finally, there is a need for unionism, whereby teachers need to incorporate themselves into unions for their own welfare.
Effects and Perceptions of Game-Based Formative Assessment on Vocabulary Acquisition in EFL Primary Classrooms in the UAE
(The British University in Dubai (BUiD), 2023-10) ALABEDI, FARAH; Dr Emad Abu Ayyash
In foreign language classes, vocabulary acquisition plays a crucial role in improving learners' language skills as it directly impacts their ability to communicate effectively in the target language. However, many EFL students face challenges in acquiring vocabulary which has created a recurring issue in language learning. This mixed methods study investigated the effects of GBFA (Quizlet) on EFL students’ vocabulary acquisition. It also aimed at investigating students’ perceptions about the use of GBFA (Quizlet) for vocabulary learning and explored EFL teachers’ perceptions about using GBFA (Quizlet) in teaching the new vocabulary words among EFL primary age students in a private school in Abu Dhabi/United Arab Emirates. The quantitative data was gathered through employing pre- and post- tests as well as a questionnaire. While the qualitative data was obtained by conducting semi-structured interviews with 6 EFL primary teachers. Constructivist learning theory, input-process-outcome game-based learning model, computer assisted language learning (CALL), mobile assisted language learning (MALL), and technology acceptance model (TAM) were used as theoretical frameworks to understand the impact of GBFA, specifically Quizlet, on students’ vocabulary learning to get a holistic picture of students’ as well as teacher’s perceptions of the implementation of Quizlet for vocabulary learning. The findings revealed that there was a significant effect of employing Quizlet on students' vocabulary acquisition. The questionnaire responses indicated that the majority of students had positive perceptions of Quizlet, considering it user-friendly, easy to navigate, and beneficial for enhancing their vocabulary learning. Students also expressed a strong intention to continue using Quizlet for vocabulary learning. Furthermore, the interviews conducted with EFL teachers confirmed a consensus among them regarding the positive effect of Quizlet on vocabulary learning. Limitations and recommendations were addressed based on the main results of this research.
The Impact of Leaders’ Collegiality on Teachers’ Engagement for Organizational Improvement: A Case Study in an IB School in the United Arab Emirates
(The British University in Dubai (BUiD), 2023-11) AKIJIAN, ROUPINA; Dr Solomon David
The essence of this study arises from the developments observed in the 21st century, where researchers have dedicated substantial endeavors towards investigating the importance of collegiate leadership in elevating the standard of education within school environments. This study delves into the crucial role of leaders' collegiality in driving school improvement, emphasizing the necessity for positive school leadership practices in enhancing educational quality. The primary objective is to investigate how leaders' collegiality contributes to school improvement and students' academic achievement. Shedding the light on the main research question, which is: What is the impact of leaders’ collegiality on teachers’ engagement for school improvement in IB schools? Drawing upon a range of leadership theories and studies, with particular emphasis on selected key theories, the research employs a mixed-methods approach, combining qualitative data from interviews with senior and middle leaders and teachers with quantitative data from surveys distributed to middle and senior leaders and teachers. This study does not only highlight the importance of leaders’ collegiality in Abu Dhabi schools but also ensures the importance of collegiality in IB schools since ADEC / ADEK evaluation forms as Irtiqaa that are utilized to evaluate schools’ performance in Abu Dhabi is one of the main aspects schools focus on in teachers’ performances to achieve during all school academic year. The findings of this study reveal that leaders' collegiality positively influences employees, fostering a conducive working environment and ultimately leading to improved student academic success. This study underscores the critical importance of leaders' collegiality in educational practice, offering insights for future research and emphasizing the need for positive school leadership practices in school improvement efforts.
Investigation Into the Impact of Distance Learning on Secondary Students’ Digital Information Literacy Skills (DIL) in Selected Private Schools in Dubai, UAE
(The British University in Dubai (BUiD), 2023-11) AL FAQIR, OMAR HASAN; Professor Abdulai Abukari
Education interruptions have affected the quality and methods of teaching and learning as technology has been further integrated into how students learn around the world through distance learning including the United Arab Emirates. The main purpose of the study is to investigate the impact of distance learning on secondary students’ digital information literacy (DIL) skills. This research has three objectives: (1) to investigate how secondary teachers and students practice the use of digital information literacy skills in distance learning; (2) to investigate secondary teachers’ and students’ perceptions of digital information literacy skills in distance learning; and (3) to investigate what demographic differences secondary students and teachers have regarding their use and perceptions of digital information literacy skills in distance learning. A concurrent mixed-method design was used to guide the process of the study. Teachers’ and students’ questionnaires, document analysis, and focus groups were used to collect data to achieve the aim and objectives of this research. The key findings of this study show that: (1) Students use DIL skills in distance learning; however, the skills are still at the basic level; (2) Distance learning has become essential to implement even during normal school days; and (3) Distance learning policies mainly focus on the teaching aspect, paying less attention to what DIL skills students have, how they use them, and how they can be promoted. This study has significant implications for students, teachers, and policymakers. It provides students with a clear understanding of DIL skills and how they can practice them effectively in distance learning. It also helps teachers improve their knowledge and planning regarding DIL skills. Finally, the study draws policymakers' attention to the importance of reviewing distance learning evaluation framework and policies to enhance students' DIL skills further.
Investigating Senior and Middle Level Leaders’ Perceptions of the Implementation of School Inspection Models in Selected Dubai and Northern Emirates Private Schools
(The British University in Dubai (BUiD), 2023-06) EZZELDIN, ESMAT; Dr Abdulai Abukari
Research has shown that school inspection is one of the most important tools that can be used to track and ensure the quality of education provided to students is at the expected level. The United Arab Emirates (UAE) has, in the past few years, initiated several policies to raise the quality of education. The UAE Vision 2030 lays specific attention on raising the educational quality of its residents, hence raising the human productivity and efficiency of the future workforce. As a result, several initiatives and projects have been implemented to monitor the quality of education in schools. One of them is the foundation of quality assurance entities that supervise and oversee the educational process through different inspection models. However, different stakeholders have various perceptions of the effectiveness of these initiatives to achieve quality education. In view of this, the main aim of this study is to investigate senior and middle leaders’ perceptions of the implementation of the school inspection models in selected private schools. The theoretical framework of the thesis is based on the following theories: Taylors’ Scientific Management Theory; School Inspection Effects and Causal Mechanism Model; School Inspection Effects and Effectiveness Model; and School Inspection Outcome Model. A sequential mixed method is used to facilitate the research process. Document analysis, questionnaires, and interviews were used to collect data from senior and middle leaders in the selected private schools. The research findings identify and classify the models of school inspection that are implemented. The findings also show that school inspection models have a significant role in supporting school leadership in school improvement and continuous development; however, the findings also show that school inspection could lead to some unintended consequences, such as some schools showing activities they have never done before or focusing on the quantity of policies and practices more than their quality. The study provides a set of recommendations about how to improve school inspection models based on the best practices implemented that led to the desired outcomes such as the implementation of monitoring and development visits that guide schools on how to address the recommendations received from full inspections.
Exploring Nursing Education Stakeholders’ Perceptions of Students with Disabilities Inclusion in Nursing Education Programs in the United Arab Emirates: Issues and Challenges
(The British University in Dubai (BUiD), 2023-01) DARWISH, AMANI ABDUL RAZZAK; Professor Emaan Gaad
The purpose of the study was to explore nursing education stakeholders’ perceptions about inclusion of students with disabilities in nursing education programs in the UAE and the barriers and facilitators to their inclusion. A sequential exploratory mixed-methods design was used to conduct this study. Data was collected using unstructured interviews, -semi-structured interviews, and questionnaires. Thematic analysis of the interviews with 7 nursing education stakeholders revealed the following barriers to the inclusion of nursing students with disabilities: 1) Nature of Disability 2) Knowledge of Nursing Faculty 3) Attitudes 4) Communication 5) Resources 6) Nursing Program Requirements 7) Admission and Support Policies 8) Disability Outreach Activities. Semi-structured interviews with 14 nursing education stakeholders showed eight themes related to the facilitators of the inclusion of nursing students with disabilities in nursing education programs: 1) Disability Laws and Policies 2) Disability Awareness 3) Establish Early Detection of Cases 4) Education and Training Programs 5) Creative Access 6) Attitudes 7) Communication to Meet Needs 8) Collaboration with Potential Employers. 284 nursing education students and 29 nursing education faculty members from health science academic institutions in Abu Dhabi, Ajman, Al-Ain, and Al Dhafra in the UAE completed the questionnaires. The descriptive and inferential statistical analysis of the responses of nursing education faculty members and nursing education students was performed using SPSS software. The findings showed that the educators and students had concerns regarding inclusion of students with disabilities. However, implementing facilitators and overcoming barriers can enhance the accessibility of nursing students with disabilities to nursing education programs. The findings also showed significant differences in nursing students' and faculty's perceptions toward inclusion concerning their interactions with students with disabilities and having completed a course about individuals with disabilities. This research fills a knowledge gap related to disability inclusivity in nursing education in the UAE. Understanding the perceptions of nursing education stakeholders towards the inclusion of students with disabilities in nursing education may help in reducing negative attitudes and discriminatory practices and may assist in improving the general understanding of how to increase the participation of students with disabilities in nursing education and the access to care for underrepresented groups. Moreover, the findings of the will support nursing educators in meeting the needs of students with disabilities from legal, ethical and individualistic perspectives. Furthermore, findings will aid nursing education faculty members, nursing education administrators, disability services, and clinical practice partners to determine and provide reasonable accommodations that promote success of nursing students with disabilities in theory and clinical settings, Finally, findings will aid in the revision and subsequent development of policies and guidelines related to educating and supporting students with disabilities in nursing education programs in the UAE.
Investigating Reflective Practices and their Impact on English Language Teachers’ Professional Development: An Explanatory Case Study in the UAE Education Sector
(The British University in Dubai (BUiD), 2023-09) ZOELFAKAR, SOHA; Dr Tendai Charles
This PhD thesis examines the reflective practices of English Language Teaching (ELT) teachers in the United Arab Emirates (UAE). It explores their understanding of reflective practice, its significance in professional development, the prevalent strategies within various dimensions of reflection, and factors influencing their engagement. The research further delves into the impact of demographic factors on ELT teachers' perceptions and the support they receive for continuous reflective practice. It also investigates how reflective practice is represented in official institutional documents within the UAE education sector. Adopting a mixed-methods approach, the study uses both quantitative and qualitative data collection and analysis techniques to comprehensively address the research objectives. The findings reveal a broad recognition among UAE's ELT teachers of reflective practice's importance for their professional development and its potential to enhance their teaching effectiveness. However, the extent of their engagement in various reflective practices differs, ranging from regular to sporadic or limited involvement. This variability is influenced by factors such as institutional support, time constraints, access to professional development resources, and individual teaching and learning beliefs. This study identifies the reflective practices and strategies most commonly used by ELT teachers in the UAE and explores their application across different teaching contexts and levels of experience. The research also examines whether demographic variables, such as age, gender, teaching experience, and native language, influence ELT teachers' perceptions of reflective practice. Moreover, it investigates teachers' perceptions of the support they receive for ongoing reflective practice and professional development, identifying the forms of support they believe would best facilitate their growth. Finally, the study analyses the extent to which official documents, policies, and guidelines in the UAE education sector promote and support reflective practice and the strategies outlined for its implementation among educators, including ELT teachers. This research contributes to the understanding of reflective practice within the context of ELT in the UAE. It provides valuable insights for educators, policymakers, and teacher trainers seeking to enhance reflective practices, professional development of ELT teachers, and thereby improve the quality of English language teaching in the region. Keywords: reflective practice, reflective teaching and learning, professional development, ELT/TESOL education
Exploring College Students’ English Language Learning Motivation and Their Teachers’ Motivational Strategies
(The British University in Dubai (BUiD), 2023-07-20) ABBAS, SHEHAB A. R.
Motivation is a key element in the process of L2 learning. This leads many researchers to investigate the students' motivational factors, teachers' motivational strategies, students' perceptions about their teachers' strategies, and what strategies students use to maintain their L2 learning motivation insides and outside the classroom. The literature reveals that many studies explored students’ perceptions regarding their motivational factors for learning English but rarely tackled both students’ and teachers’ perceptions regarding students’ motivational components and the motivational strategies which teachers use to maintain or boost students’ English learning motivation. This study explores students' motivational factors and what approaches students use to maintain their motivation. Besides, it will explore EFL teachers’ and students’ views about motivational strategies used in Abu Dhabi EFL classrooms in order to investigate potential mismatches. Collecting qualitative and quantitative data adopted a mixed-method approach which was carried out in the academic context of three campuses in one of Abu-Dhabi's private colleges. This involved first the administration of a questionnaire to teachers and students. Second, six EFL teachers and six EFL students were in-depth interviewed individually for the purpose of exploring further those essential issues which might be revealed from both teachers and students' personal opinions in regard to motivational factors in learning the language along with those that might be shown in respect to teachers and students' viewpoint relating to the strategies adopted by teachers for motivating their students. Findings reveal that students have average interest and motivation to learn English. Besides, their motivation is mostly instrumental i.e., future career, academic study, and travelling. In addition, there are discrepancies between students and teachers’ perceptions of the important motivational strategies which should be used by teachers to boost students’ motivation to learn English. The findings will help teachers focus more on their students’ motivational factors; and consequently, they will help in tailoring their classes in a way which will be more motivating for the learners. Moreover, by having a clear picture of students’ perceptions of the motivational strategies used in classroom, teachers will have more awareness of the motivational strategies used in their classes. Moreover, policy makers of English language teaching in the UAE will get a good picture about how things go with college students regarding English language learning.
Effectiveness of Psycholinguistic Approaches in Improving Students’ Achievements in Writing in the Online Distance Learning Setting: A Case Study on Grade Eleven Students in the UAE
(The British University in Dubai (BUiD), 2023-06) EMARA, TAREK MAHMOUD IBRAHIM
Because of the Covid-19 pandemic, Online Distance Learning (ODL) has become an important learning tool that needs more attention from educationalists to be effectively used to deliver the English language to second language learners. This requires English language teachers (ELTs) to adopt valid methodological approaches and adapt suitable strategies to help improve their teaching practices in ODL classrooms, which may be applicable in other language teaching contexts. This study is a contribution to our knowledge of how to effectively employ psycholinguistic approaches in the ODL setting to improve students’ achievements in the English Language Writing Skill (ELWS). To investigate and explore its effectiveness in improving students’ ELWS achievements in the ODL setting. A mixed-methods approach was employed, using the pretest-posttests, and classroom observations during 8-week intervention on an experimental group treated by implementing the proposed psycholinguistic framework and a control group that was taught conventionally. A close-ended questionnaire was also employed to explore ELTs’ perceptions of psycholinguistic approaches and elicit their suggestions to implement them more effectively and figure out some solutions to any upcoming ODL challenges. Results from the pretest-posttests and findings from the classroom observations show that there is a difference in students’ ELWS achievements in favor of the experimental group. Results from the questionnaire show that ELTs need to enrich their knowledge to be skillful enough to master the ODL setting.
An Investigation of the Development and Implementation of Teacher's Licensing in Saudi Arabia Based on Local Stakeholders' Perceptions, Compared to International and Regional Practices
(The British University in Dubai (BUiD), 2023-03) HAMEEDADIN, AMAL ABDULLAH
Globally, there has been considerable concern about education reform to prepare future citizens for the unpredictable demand for labour. It is widely agreed among stakeholders in the education industry that teachers are central to the learning and teaching processes. However, promoting teacher quality concerns leaders in the education sector, and significant efforts to raise teacher quality are paramount to government leaders. At this level, teacher licensure has been introduced to measure teachers' performance and prepare them for the education industry. Saudi Arabia is moving steadily and swiftly toward Vision 2030 to prepare the young generation to pursue advanced studies. Accordingly, the Educational & Training Evaluation Commission (ETEC) has teamed up with the Ministry of Education in Saudi Arabia to update and raise the 'Teacher Licensure Programme' bar. The exploratory sequential mixed method aimed to investigate the development and implementation of the 2019 teacher licensure programme in Saudi Arabia. The study was based on reviewing policies of best practices and stakeholders' perceptions. During the study, a model framework was proposed to the relevant stakeholders and educational leaders aligned with Gulf culture and international standards. The study consisted of three stages. In the first stage, six policies were reviewed and analyzed to compare international, regional, and local licensures and collected secondary data from official documents. During this stage, the researcher conducted an in-depth interview with an ETEC policymaker, who provided insight and enlightened the researcher regarding the programme's foundation. Stage two delved into a large portion of stakeholders. The study collected quantitative data from 306 teachers from public schools who shared their experiences and perceptions of the licensing exam through an online survey. The last stage collected qualitative data through a school leaders' questionnaire and a policymaker interview. The qualitative data investigated leaders' perspectives on the teachers' data findings and the implementation of licensing in schools based on principals, supervisors, and a policymaker's point of view. Stage one findings were linked to international and regional practices. A comparative study revealed a lack of career development at the college level and during in-service training in Saudi Arabia. Furthermore, there is a need for a standardized teacher evaluation system that includes constructive feedback and reflection. Based on stage two findings, teachers expressed negative views regarding the current licensing programme. In addition, phase three findings followed up on teachers' perceptions from the perspective of school leaders and policymakers. This study filled a critical gap in the theoretical field of teacher licensing in the Gulf Region. Additionally, the research suggested a flexible framework based on the best practices and the perceptions and experiences of the stakeholders. The framework asserted that the licensing examination is one of several teacher evaluation methods.
An Investigation into the Impact of School Leadership Practices and School Policies on Abu Dhabi (UAE) Governmental School Inspection Outcomes
(The British University in Dubai (BUiD), 2023-05) AL THEHLI, SAMAH MOHAMED ALI
This thesis focuses on how schools implement three of six standards in the UAE inspection framework which are: Standard 3, teaching and assessment based on teaching for effective learning; Standard 5, how protection, care, guidance, and support of students has been implemented; and Standard 6, leadership, and management, which illustrates gaps in educational leadership due to differences in the direction, vision, and communication. The study’s significance is that it will help determine how school leadership practices influence governmental school inspection outcomes in the UAE. School leadership must have supporting standards that schools should implement to improve their performance. There is a gap on the impact of leadership practices on school performance management and inspection outcomes in the UAE. Although the UAE school inspection framework emphasizes a visionary education system that is knowledge-based and drives innovation through research, it provides standards to ensure comprehensive performance to achieve quality education (Ministry of Education, 2017). It clearly defines the specific governance systems that should aid schools in implementing the framework. This research is expected to provide details about new leadership practices that should be developed to help school principals identify and implement good educational and learning practices and offer recommendations on how to implement the inspection framework to improve performance. The research also provides a distinctive recommendation for school principals to develop their performance using the government excellence system in the United Arab Emirates GEM 2.
The Effectiveness of Instructional Supervisors in Promoting Personalized Professional Learning at Four Private Schools in Abu Dhabi
(The British University in Dubai (BUiD), 2023-01) EL MAMLOUK, SALIM GHALEB
Personalized professional learning (PPL) is conceptualized as a targeted set of instructional supervisory practices designed to address teachers’ diverse growth needs and relevant interests. Research across a wide range of contexts shows that some schools that implement the PPL are led from the side by instructional supervisors who have challenged the traditional top-down paradigm of professional learning and redesigned its core practices to facilitate offering a personalized set of bottom-up professional learning strategies. These strategies involve teachers collaborating individually in a personalized focus with their instructional supervisors or collectively with other teachers. The PPL is practiced in the UAE, yet there is no transparent and clear investigation to show whether it is promoted effectively. Thus, this study investigated the effectiveness of instructional supervisors in promoting PPL at four private schools in Abu Dhabi, United Arab Emirates. A mixed research method was employed as a methodological triangulation design to guide the investigation using a model for PPL and an integrated theoretical framework that merges various theories and models related to leadership and learning. Both quantitative and qualitative data were collected using data collection instruments that included self-administered questionnaires, semi-structured and focus group interviews, and document analysis. The study’s findings revealed that the professional learning provided impacted teachers’ performance based on the perceptions of instructional supervisors. However, teachers perceived that instructional supervisors were still relying on top-down professional learning practices that limited their choice, restricted their voice, and barely tailored professional learning content to their growth needs or interests. Teachers were restrained by top-down decisions that limited their freedom to choose or design their PPL activities. The study concluded with implications and recommendations for policy and practice to better foster a profound PPL experience. These recommendations include adopting more personalized and job-embedded strategies from the bottom-up professional learning model. Also, using digital platforms adaptive to assess, track and manage teachers’ needs, granting them a space to exchange experiences and share best practices, along with offering more ongoing learning opportunities to teachers everywhere at any time. For policymakers, upgrading the professional learning policy and the school inspection framework with guiding statements that provide more detailed descriptions of personalized professional learning would be valuable.
Investigating Perceptions of Pre-Service Teachers and Instructors about Field Experience: An Explanatory Study from a Federal University in the UAE
(The British University in Dubai (BUiD), 2022-10) AL MOHSEN, FATIMA
Quality of the field experience provided to pre-service teachers is a decisive factor in producing efficient and skilled teachers after graduation. To implement field experience of quality in pre-teacher training, it is first important to understand stakeholders’ perceptions about it. If any drawbacks in the programme are identified, then proper measures, programs and courses should be applied to enhance effectiveness of the field experience program. In federal universities in the United Arab Emirates (UAE), research work on pre-service teachers’ perceptions of pre-service training is lacking. Therefore, the present study attempted to investigate the perceptions of pre-service teachers and instructors about their field experience. To do so, this research work employed Bem’s self-perception theory and Danielson’s framework for assessing the efficacy of the pre-service teachers’ teaching quality. Using these theoretical backgrounds, this research work used mixed methodology of quantitative surveys, followed by qualitative open-ended unstructured interviews in which 113 pre-service teachers and 13 instructors provided their perceptions about the field experience. Further, suggestions for improving the program were also collected. The surveys and interviews were conducted as per international ethical guidelines. After analysing the collected data, it was revealed that most of the pre-service teachers and instructors have highly positive perceptions about the field experience. However, some areas were identified which needed improvement, as a considerable fraction of the pre-service teachers and instructors provided negative feedback about these areas. These crucial drawbacks identified were discussed and suggestions for rectification are provided in the present study. Based on the results, the present study made proposals for improving field experience programs in UAE, which can be optimized further to provide world-class training for pre-service teachers in the UAE before they graduated as certified teachers. It is anticipated that the findings of the present research study will also help policymakers in the education sector to implement appropriate programs and training to achieve the highest skill levels, to strengthen the pre-service teachers’ preparation program. Furthermore, it is expected that the present study will add on to the essential knowledgebase for achieving the goals set for the education sector in the UAE’s Vision 2030.
Investigating the Effectiveness and Teachers’ Perceptions of Rigorous Curriculum Design for Project-Based Learning Implementation on Middle School Science Students’ Achievement and MAP scores in a Private School in Abu Dhabi, UAE
(The British University in Dubai (BUiD), 2023-01) ASSAF, NOURA FOUAD
Background and Purpose: Project-based learning (PBL) is an active student-centered instructional that has been explored in various contexts of schooling over the years. While the majority of the reviewed studies were conducted in North America, Europe, and part of Western Asia, very limited studies were conducted in the MENA region. Achieving proficiency in science requires students to learn through a high-quality curriculum that allows them to participate in authentic practices resembling scientists’ work that enhance their skills, sustain motivation, and increase their achievements. Therefore, the Rigorous Curriculum Design (RCD) framework was adopted in this study to develop PBL curriculum units that align standards, instruction, and assessments. Since countries’ educational systems accountability is currently evaluated based on student’s achievements in external benchmark assessments and while students are still underperforming in benchmark assessments particularly Measure of Academic Progress (MAP) in the United Arab Emirates (UAE) this study aimed to Investigate the Effectiveness and Teachers’ Perceptions of RCD for PBL Implementation on Middle School Science Students’ Achievement and MAP scores in a Private School in Abu Dhabi, UAE. Methods: Guided by the perspectives of Vygotsky’s social constructivist theory and Dewey’s experiential learning theory, an explanatory sequential mixed method design was used in this study. Science Standards Knowledge Test (SSKT), teachers’ questionnaires, MAP results, and teachers’ interview questions were adopted as tools for collecting data. Participants included N=304 middle school students, mostly Emiratis, middle school science teachers N=25, and six middle school science teachers that were purposively selected and interviewed as they implemented the RCD-PBL curriculum units. Descriptive and inferential statistics were used to analyze the results of the quantitative tools while thematic analysis was used for the qualitative data. Results: The findings revealed several significant results: 1) implementing RCD-PBL has increased grades 6 to 8 students’ Pre-Posttest results in the SSKT in the experimental group compared to the control group. 2) implementing RCD-PBL has increased the students’ spring 2022 results in the MAP science exam for the experimental group compared to the control group for grades 6 to 8. 3) Teachers’ perceptions have evolved whereby they are more confident about the implementation of the RCD-PBL. They indicated how their involvement, understanding of the RCD-PBL, competencies, knowledge, and professional development were very important factors that influenced the curriculum design process and its successful implementation. In addition to the type of assessment (GRASPS), resources, delivery time, leadership, and parental involvement and support. Teachers have indicated that RCD-PBL curriculum units provided a coherent, cumulative, and well-sequenced enriched curriculum that helped improved and achieved the quality of education needed for their students and had a positive effect on improving their results in science benchmark exams. Implications, contributions, and recommendations: It was evident that students were underperforming in benchmark exams due to the lack of a high-quality curriculum that enhances their skills and ensures their engagement in science. In addition, teachers are facing many challenges as they struggled to figure out the best ways to address the standards, plan, and implement PBL in UAE. The isolation that they faced as pioneers in implementing such an approach peripheral to the curriculum in K-12 education was also evident. Therefore, investigating the effectiveness of implementing PBL science curriculum units using the RCD while grasping teachers’ perceptions towards their involvement in the development and implementation process could enhance all UAE students’ results in benchmark exams and help all educational leaders in the country to reach the UAE National Agenda 2031 and 2071. Therefore, further research is suggested with regards to monitoring the effectiveness of RCD-PBL on MAP scores for more than one academic year, investigating the effectiveness of such curricula in different subjects, grade levels, and impact on genders, increasing parental involvement, and examining their perceptions towards such curriculum design
A study of the development, implementation and perception of the ‘Towards Inclusive Schools Development Programme’ at three government primary schools in Lebanon
(The British University in Dubai (BUiD), 2022-12) KASSBAH, ZEINAB YEHYA AGHA
This research investigates the Toward Inclusive School Development Programme (TISDP) launched in Lebanon, in January 2018. The project is a joint initiative of the Lebanese Ministry of Education and Higher Education (MEHE), and the United Nations Children's Fund (UNICEF) and is supported by the Government of Canada. The study investigates the perceptions, development, and implementation of the TISDP. A mixed methods approach is used to collect quantitative data through surveys and qualitative data through focus groups, semi-structured interviews, participatory and non- participatory observation, and document analysis. The exploratory sequential mixed methods design was adopted to provide the qualitative data. The paradigm of pragmatism was also applied to bridge the gap between the scientific method and naturalistic methods. Thus, the use of triangulation aimed to increase validity and trustworthiness. The research questions focused on the aspects of development and how the provision services were implemented for the target group of students. It also explored the perspective of different stakeholders of the development and implementation. Findings revealed that there are several gaps realised during the implementation process towards inclusion. The following areas of concern need to be addressed to ensure sustainable development of the programme in the future. These gaps include: 1. Lack of alignment - There is a disconnect or misalignment between what the management level of the programme wants to achieve and what the principals and paraprofessionals in the schools actually do. This has a direct impact on the effectiveness of the programme. 2. Enforcement - It was noted that there is an obsessive forced hierarchical system rather than a participatory system in the programme. 3. There is no clear inclusive education policy at the national level and there is a lack of resources to provide provision services, which leads to frustration among paraprofessionals. The study concludes with recommendations for future practises based on lessons learned from TISDP. Finally, detailed suggestions for further research have been made to help fill the research gap with the aim of improving inclusive services in Beirut, Lebanon.
Investigating the Integration of Authentic Multicultural Young Adult Literacy Resources: An Exploratory Study of a Bilingual IB International Private Secondary School in Dubai
(The British University in Dubai (BUiD), 2022-05) BERSOTTI, LUCIA
Even though globalization has urged each nation to give birth to globally competent citizens and future leaders capable to cope with the complexities of the modern world, international private schools still find it difficult to deal with the concept of diversity, providing students with instructional resources imbued with negative and stereotyped portrayals of other cultures, resulting in the perpetuation of a singular dominant view of the discourse about the other. Supported by the Orientalist and Post-Colonialist, Critical Race Theories, the Culturally Relevant/Transformative Pedagogy, and the Critical Multicultural Education, and in light of the previous studies on the topic demonstrating the urgent need for a change in the design of school curricula to meet the needs of an increasingly diverse student population as well as for higher quality culturally sensitive teacher education and professional development training programs, this study aimed at investigating the extent to which the IB curriculum of a bilingual international private secondary school located in Dubai is enriched with English-written culturally authentic multicultural literacy resources for secondary students, with a particular emphasis on those portraying Muslim societies. Adopting a sequential mixed methods design, the study revealed that the selection of these resources as well as the provision of in-service professional development workshops promoting culturally sensitive teaching practices did not rank very high in the school’s culture. As a consequence, considering the wealth of the beneficial effects that these resources may have on adolescent students, school leaders, IB specialists, and educators are encouraged to implement their use in the classroom, and teachers’ educators to provide trainee and in-service teachers with higher quality culturally sensitive preparation and professional development programs. Since the present study took into consideration a specific case, it would be recommendable that further studies be conducted in the future, not only in other international private schools offering different curricula but also in government schools, and located in the other UAE emirates. Ultimately, the study proved the importance for imported educational theories, policies, and curricula to be adjusted to the different cultural contexts in which they are implemented.
Investigating the Role of Students’ Attainment, Aptitude and Attitude Assessments in Predicting SAT Achievement: The Case of US-Curriculum Schools in the UAE
(The British University in Dubai (BUiD), 2021-11) HADI, LAMES ABDUL
The focus on the role of assessments in predicting students’ performance is rapidly increasing. The literature highlights the need to investigate students’ achievement predictors in exit assessments. Some studies have focused on investigating the relationship and/or predictability between one or two types of assessment within the academic, cognitive, or affective domains (Chen et al., 2012; Donati, Meaburn & Dumontheil, 2019; Gonzalez, 2015; Hong, 2018). In US-curriculum schools in the United Arab Emirates (UAE), three types of assessment are implemented that measure students’ attainment, aptitude, and attitudes toward learning, namely the Measures of Academic Progress (MAP), Cognitive Ability Test (CAT4), and the Pupil Attitudes toward Self and School (PASS). The current study utilised those assessments to investigate the role of students’ attainment in MAP, aptitude level in CAT4, and attitude towards learning in PASS assessments in Scholastic Assessment Test (SAT) achievement. This study used an explanatory sequential mixed-method design, and data was collected in two phases. Assessment data of students in Grades 9-12 from five US-curriculum schools in the UAE conducting the MAP, CAT4, PASS, and SAT was analysed to find the relationship between those assessments and to investigate the predictability of SAT using MAP, CAT4, and PASS scores. As a result, in phase one of the study, 603 SAT-Math scores and 169 SAT-English scores for the same students were analysed, and stakeholders’ perceptions were collected from 84 leaders’ and teachers’ and 797 students’ questionnaires dedicated to each participant group. In phase two, 13 leaders, 15 teachers, 32 students, and eight parents were part of focus group interviews. The results highlighted a positive relationship between SAT-Math and SAT-English scores and attainment, aptitude, and the majority of attitudes toward learning factors. Specifically, the strongest positive relationship is between students’ MAP and SAT scores and between CAT4 and SAT-Math. Two prediction equations were developed, concluding that MAP, CAT4, and PASS variables explained 44.7% of the variance in SAT-Math scores with an effect size of 0.808, and 42.9% of the variance in SAT-English scores with an effect size of 0.751. Stakeholders’ perceptions revealed an overall high agreement on the role of students’ academic attainment in English and math, aptitude level, and attitudes toward learning in predicting SAT achievement. Learner self-regard and confidence in learning are the only attitude factors that all stakeholders agreed on in relation to their role in SAT achievement, confirmed by assessment data analysis. Stakeholders’ perceptions highlighted the use of MAP, CAT4, and PASS assessments to support teaching and learning processes and pointed to the lack of a systematic process using assessment data to predict students’ SAT scores. The study contributes to the field by guiding researchers and educators in their pursuit of identifying factors within academic, cognitive, and affective domains that predict students’ academic achievement. Accordingly, the findings can guide educators and schools in supporting students’ academic and social development by finding a systematic process of utilising assessment information, tracking students’ progress, providing feedback about curriculum development, assessment policies, teaching and learning processes, and finally identifying stakeholders’ need for support in the role and use of assessments.
Investigation of positive education implementation and its impact on students' wellbeing and academic self-efficacy in K-12 private schools in Dubai
(The British University in Dubai (BUiD), 2022-01) KHREIBI, RIMA ABOU
Positive Education is underpinned by positive psychology and infuses happiness lessons within the traditional taught curriculum. Wellbeing refers to life satisfaction and happiness. Academic self-efficacy discusses the level of an individual’s confidence and their perception of how they successfully accomplish their activities. Schools are progressively more concerned with the use of positive education for the holistic development of the whole child through an increased focus on ‘social emotional wellbeing’ (SEWB) and academic self-efficacy. The purpose of the current study is to investigate the implementation of positive education and the impact of positive education implementation on students’ SEWB and academic self-efficacy within Dubai’s K-12 private schools. Guided by theories and perspectives of world culture theory, institutional theory, Seligman’s PERMA model, Ryff’s six-factor model of psychological wellbeing, Diener’s tripartite model of subjective wellbeing, Brofenbrenner eco-biological theory, social constructionism theory, self determination theory and social-cognitive learning theory. A convergent parallel mixed method research design was used in the study. Document analysis of key policy documents and initiatives, lesson plans, strategic plans, KHDA reports, schools’ vision/mission and values statements, Dubai Student Wellbeing School Census (DSWC) reports and Pupil Attitudes to Self and School (PASS) reports, teachers’, parents’ and students’ questionnaires, and interviews and focus groups of school leaders, teachers, parents, and students were administered. The PASS results from 1006 students were used. The DSWC results from 702 and 1202 students were used. The questionnaire’s participants included 43 teachers, 277 parents, and 480 students. The interviews and focus groups participants included 12 school leaders, 17 teachers, 10 parents, and 15 students. The findings revealed the following: 1) in recent years there has been increasing positive education implementation grounding in the recent international, national, local, and educational authority policies and initiatives. 2) absence of standardised local and school policy related to positive education implementation has led to the need for adaptability of positive education implementation across school. 3) there has been strong engagement of the internal school community (teachers, school leaders and students) with external school community (parents). 4) significant changes in the overall level DSWC indicators associated with social emotional wellbeing, life satisfaction, perseverance, feeling safe, and belonging to school. 5) insignificant changes associated with DSWC indicators associated with emotional regulation, happiness, optimism, academic self-concept, cognitive engagement, engagement (flow), peer belonging and school climate. 6) PASS assessment factors show increase in wellbeing, motivation and self-efficacy for regulation and decrease in academic self-efficacy. 7) significant increase in emotional, social wellbeing and academic self-efficacy among students due to positive education implementation as perceived by teachers, parents, and students.

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