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|Title:||TEACHERS’ PERSPECTIVE ON ENGAGED TEACHING: STUDY FROM AN AMERICAN CURRICULUM ELEMENTARY SCHOOL IN DUBAI|
United Arab Emirates (UAE)
|Publisher:||The British University in Dubai (BUiD)|
|Abstract:||Researchers, instructors, and policymakers have focused more on student engagement as a solution to enhance achievement, reduce student boredom, and encourage motivation. To advance student engagement, educators and school leadership must start promoting it as low as in elementary learning. An engaged learning environment requires educators to motivate and encourage students to achieve their educational goals. Therefore, a student-centred approach is preferred to the teacher-centred one. Problem statement: Collaborative learning is hectic for some learners, hence the need for a skilled teacher to ensure effective teaching outcomes. An area of focus for this study is understanding the assessment process, both for individual and group work, hence the need to understand teacher's view and American schools’ curriculum in general on the most successful assessment plans. Through the study, the researcher used teachers’ perspective to suggest some optimum strategies essential in maximizing benefits of engaged learning, particularly under the American curriculum. Aim of the study: The study aimed towards identifying negative and positive implications of engaged learning under the American curriculum system. Special emphasis was placed on schools in UAE and specifically in Dubai, where there has been an increasing number of American curriculum schools. Using mixed methodology, the researcher obtained the teachers’ perspective to help identify learner’s difficulties when responding to class activities and the likely impact on their learning experiences. Theories & Concepts: The theories that have been applied in the study include engagement theory, behavioural theory and the Vygotsky’s Social learning theories of engaged learning. In addition, the study utilises the various concepts in learning including, constructivist, active, passive, cooperative, and engaged learning. Methods: The study applied qualitative research approach in the exploring the teacher’s perspective regarding engaged learning in the American Curriculum in Dubai where observations and interviews were done. Key findings: The key finding of the study is that assessment during engaged learning represented meaningful performance elements and if they represent equitable learning standards applicable to all students. Another significant variable analysed included understanding instructional models and learning strategies employed in engaged learning. Claim and conclusion of the study: The current study has identified cooperative learning as vital in any form of engaged learning based on the analysis of the interviews and observations conducted in the study. Cooperative learning encourages teamwork and eliminates unnecessary competition in the classroom which can have negative effect on the learning process. Interaction and collaboration are the ultimate ingredients of the success in learning and can be applied as an educational strategy that promotes accountability in the schools.|
|Appears in Collections:||Dissertations for Management Leadership and Policy (MLP)|
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