This study investigated United Arab Emirates (UAE) mathematics teachers? perceptions toward teaching gifted learners in the general education classrooms. Data were collected through a survey of 19 statements on a Likert scale completed by (n=66) mathematics teachers in Al- Ain government schools. Mathematics teachers? perceptions were investigated based on two factors; teachers? competency and the effectiveness level of the applied gifted programs. Results revealed that there is a general positive attitude among teachers concerning gifted children and their education. Teachers believed they are competent to teach gifted, however, they appeared to believe that gifted programs in their schools are not applied effectively. This study is expected to serve the larger goal of informing the gifted education community on how they perceive the gifted education generally and gifted in mathematics education specifically. It is also expected to fill in the gaps in the literature of the relatively new gifted education in UAE.
This research explores private high-school teachers? perceptions of reading instructions and assessment used in private high schools in a major city, in the UAE. The main objective of this study is to investigate reading instructional strategies, reading assessment strategies, the difficulties teachers face while teaching reading and the difficulties high-school students face during reading classes. This study used a mixed-method design to answer the research questions. Quantitative data were collected by using a questionnaire (N=73) and qualitative data through interviews (N=7). Results show that teachers use various reading strategies to teach reading. In addition, they use formative and summative assessment strategies to revisit concepts, modify plans and curricula, identify students? levels and differentiate instructions. As ESL learners, the lack of reading motivation and habit, the weaknesses of vocabulary and language structure and the limited critical thinking skills are highlighted. This study is important because its findings enrich the literature of research on ESL reading in the UAE. Furthermore, teachers, heads of departments, curriculum advisors, decision makers and other researchers can build on the findings to gain more reading benefits like ESL learners? use of reading strategies.
Emails are not only a primary tool of communication, but also an integral part of any organization, including educational institutions. However, the management of the associated cons is considered a major challenge and an international wide-spread concern. Therefore, the current study attempts to investigate downsides of using work-based Emails for regular and ongoing communication from teacher?s perspectives in UAE schools. The study employs a qualitative approach via semi-structured interviews in order to explore teacher?s perceptions and lived experiences. Collecting interview data was followed by the analysis process (transcribing the data, organizing it into categories and then coding it into themes). Results indicated that participants believe they are experiencing Email overload to a large extent. Moreover, results provided supportive evidence that school Emails are viewed as a source of stress, which contribute to the following reported undesirable consequences: loss of focus, misunderstanding, anxiety, wasting time, expanding working hours, and some other issues related to confidentially. Unavailability of clear formal rules, or specialized professional training in this respect was also reported. Overall, results call for the need to have an ethical and professional guidelines or ?code of conduct? in order to foster more positive and proactive attitudes regarding the use of Emails.
This study reviews and explores the role of parents in the academic achievements of their children across all aspects of their learning phases, from pre-school to high school. This study was carried out using a non-probability sampling method called ?purposive sampling?, and was applied to in-depth interviews with parents of children who are in grades 9, 10 and 11 in one of Abu Dhabi?s private schools. Parents surveyed appear strongly invested in their children?s schooling and academic success, using different techniques of control and follow-up of the school work. This study develops Baumrind?s typology (1971) of authoritative, authoritarian and permissive parenting styles in the context of Emirati high school students. Initial results show the positive correlation between authoritative style and academic achievements as well a link between the permissive style and fluctuating marks of the child. It also shows that the government drive in promoting women leadership played a role in inspiring parents to motivate their daughters. It contributes to explain that the results obtained by students in both national and international exams in the UAE show a discrepancy, due to girls outperforming boys in all subjects.
Teachers? emotions are not often well considered when schools and education systems start new changes. The purpose of this study is to explore teachers? emotions toward outcome-based curriculum change as enacted by the Abu Dhabi Educational Council (ADEC) in 2010 at the United Arab Emirates. The study is qualitative in nature where it used interviews with teachers in primary schools that cater for grades 1-5 in Abu Dhabi and Al Ain public schools. The study used Reio?s theoretical model of the influence of reform on teacher identity, emotions, risk taking and learning and development. The results indicated that educational reform could have a negative impact on teachers? emotions and professional identity. It is recommended that policymakers ensure that all teachers are prepared, trained, and knowledgeable about the changes implemented. In addition, teachers should be part of the change so they can be motivated and confident to implement it.
This case study explores the nature of the dyadic teacher-student relationship, and its impact on the development of adolescents? sense of school belonging. Bronfenbrenner?s (1979) ecological system theory was used to study the proximal and reciprocal interactions between students and teachers at the school microsystem. This theory describes the three characteristics of the relationship; the affect, power, and reciprocity. School observation and semi-structured interviews with eleven female students in grade 11 and six female teachers at one school in Al Ain city were conducted. NVivo software program was used to organize and code data. Findings revealed that the three dimensions of the relationship were on the negative side: cooperation or reciprocity was not clear; respect, care, and love were not prevalent; and power was problematic. It follows naturally that students hated the school and did not have a high sense of belonging. We are not blaming the teachers or holding them accountable, as students have had their share as well. In fact, we assume that the relationship could be immensely changed if the macrosystem was different. If the aim of education was to help students learn and develop rather than finish curriculum and pass exams, the relationship would have changed.
The qualitative case study investigated the effects of Analytical Music Therapy (AMT) sessions on improving the socio-emotional and academic skills of a 4th -grade student with Selective Mutism (SM), implementing Priestley?s Analytical Music Therapy Model, which uses music improvisation as the primary method of therapy within a psychoanalytic framework. The case study was conducted in three phases, i.e., pre-assessment; intervention; and post-assessment phases including secondary data, video-recorded analytical music therapy observations and field notes taken for five consecutive months. Each activity session lasted approximately 40 minutes and consisted of three different activities, e.g., improvisational music, drawing, and playing with toys and puppets. These activities were designed to improve the socio-emotional, communicative, and academic skills of the student. All data were qualitatively analyzed via manual thematic analysis and by using Nvivo 11 program. The findings suggested that the analytical music therapy sessions had an obvious effect on the student socioemotionally and a slight but noticeable effect on the academic performance in the regular classroom.
The Emirates Standardized Test (EmSAT) is a standardized computer-based test designed specifically for the United Arab Emirates? twelfth-grade students as a requirement for college admission. This paper focuses on analyzing the test specifications and content alignment of the EmSAT with the Ministry of Education (MOE) English standards and the Common European Framework of Reference for Languages (CEFR) as international standard in comparison to an International English Language Testing System (IELTS). To achieve the research purpose, two conceptual models: Achieve Method and Mislevy, Almond and Lukas?s Test Specifications Model are adopted for content alignment and test specification comparison and analysis respectively.
This phenomenological study aims to explore how science teachers experience the integration of science, technology, engineering and mathematics (STEM) approach into their teaching in an attempt to shed light on current practices within the context of UAE. For this purpose, the study employs a qualitative approach using semi-structured interviews with open-ended question in order to explore the perceptions and lived experiences of three science teachers in cycle 2 who have infused STEM into their regular teaching for more than two years. Collected data were transcribed, coded, and then organized into discreet categories. Research findings show that science teachers generally have a positive attitude towards using STEM-based activities. Overall, analysis revealed that participants do implement integrated STEM into their teaching frequently and on a regular basis due to the focal attention it receives from the school. Results also indicated that the availability of adequate support in terms of STEM days, engaging STEM events, budget and training, all contributed to this smooth implementation.
Geographic Information Systems and Remote Sensing has been integrated as a single system to serve better spatial decisions. The UAE is situated in a seismically stable area without any indications on significant seismic events for the past 2000 years. Nonetheless, the occurrence of three major events in 2002 and 2007 and the active tectonic boundaries of the Arabian plate and the existing fault lines in Dibba zone raise questions on the seismicity and the ground surface displacement of the area. The lack of researches and field surveys on the neotectonics of the area has led to introduce Remote sensing as a powerful tool to measure ground surface displacement related to land instability using Interferometric Synthetic Aperture Radar (InSAR). This study aims to demonstrate the adequacy of InSAR multi-temporal imageries in detecting, monitoring and assessing very slow ground surface displacement of which the results will be mapped and delineated on a GIS platform to create a baseline for future studies.
