The Implementation of the Inclusive New School Model in the Emirate of Abu Dhabi; a School’s Tale from a Teacher Perspective
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Date
2012-03
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The British University in Dubai (BUiD)
Abstract
In order to reduce the dependency on oil and to diversify its economy, the emirate of Abu Dhabi has identified education as one of the key enablers to achieve a transformation to a ‘knowledge based’ economy. At the centre of this transformation is the design and implementation of the New School Model (NSM) in the public schools. The purpose of this study is to explore the implementation, from a teacher perspective, of the New School Model in a public school in the emirate of Abu Dhabi. The research aims to identify potential gaps between theory and practice as well as to explore challenges and formulate recommendations in implementing the New School Model in the daily routines and in the classrooms. This might provide a foundation for further research and contribute to additional knowledge about the implementation of the New School Model which could benefit teacher trainings and the gradual roll-out in further classes.
In order to provide a profound perspective on the subject, this case study was mainly based on observations and interviews. Furthermore a document analysis was undertaken as well as a short questionnaire survey. As an outcome of this study the gaps identified between theory and practice in the implementation of the New School Model are specific to a number of elements but not to all of them. Teachers as implementers provide an in-depth perspective with overall challenges and tangible recommendations. Overall the empirical study indicates that the implementation is on track in the particular school.
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DISSERTATION WITH DISTINCTION
Keywords
inclusive school, Abu Dhabi, teacher perspective, knowledge based economy, public school, teacher training