Effect of an Arabic Program of Direct Instruction for Phonological Awareness on Phonological Awareness Abilities

Reading in Arabic is a vital skill for academic success and progress in the United Arab Emirates (UAE) elementary schools and beyond. However, there is substantial evidence to suggest that a significant number of UAE children in lower elementary grades experience difficulties in reading school-related materials. Research in reading has clearly documented that the lack of phonological awareness skills is a major contributor to reading difficulties. The aims of the present study were to (a) identify phonological awareness deficits among UAE’s struggling first-grade readers, (b) provide intervention in the area of phonological awareness deficits through direct training, (c) determine whether phonological awareness direct training significantly increases phonological awareness abilities, and (d) determine the effect of gender on the reading intervention. The results of this study indicate that a direct training intervention program in the UAE positively impacted struggling first-grade readers’ phonological awareness abilities

Early years education teachers' perceptions of nature of science

Research indicates that teachers lack a sophisticated understanding of Nature of Science (NOS), which in turn, can impact their instructional decisions and students’ understanding of NOS. The aim of the study was to investigate United Arab Emirates (UAE) early years’ science teacher’s (N = 433) perceptions about the NOS. Results obtained from a 70-item questionnaire revealed that teachers have an adequate understanding on many aspects related to science and NOS, especially those pertaining to the ‘Social-Institutional’, ‘Scientific Practices’ and ‘Educational Applications’ categories. However, varied perceptions were found on some key concepts such as the role of bias and prejudices on scientific facts, the employment of same scientific practices across different branches of science, and the influence of politics in science. Misconceptions on particular aspects of NOS were also recognised (e.g. the distinction between laws and theories and the fixed nature of procedures followed in experiments). The findings suggest practical and pedagogical implications for teaching and outline an agenda for further research

Utilizing the writing process approach with English as a second language writers: a case study of five fifth grade ESL Arab students

Doctor of PhilosophyCurriculum and Instruction ProgramsMarjorie R. HancockThis qualitative case study sought to gain deeper understanding of the role the writing process approach played in developing the writing ability of five fifth grade Saudi Arabian students when writing in English as a second language. The study extended for five months in a Midwest elementary school serving a large ESL population. Participants of this study included four ESL teachers and five Saudi ESL students, four females and one male. Two main queries guided this study: 1) the roles of ESL teachers when using the writing process approach in teaching writing in English as a second language to five fifth grade Saudi Arabian ESL students; and 2) the role of the writing process approach in the writing development of five fifth grade Saudi Arabian ESL students. The researcher documented data through four sources: classroom observation, interviews with ESL teacher and ESL students, student think-aloud protocols, and student writing samples. The data analysis of the ESL teachers revealed strong advocacy of utilizing the writing process as an effective method to improve ESL Saudi Arabian students’ writing ability. They were successful in employing the writing process approach regardless of their students’ English language proficiency level, using numerous writing strategies including collaborative writing activities, games, varying speed and voice tone, interest in students’ cultures and languages, and social interaction with the students. The data analysis of the study’s student focus revealed that students writing was not a one step process, yet an ongoing cycle in which they prewrite, plan, draft, pause, read, revise, edit, and publish. Students demonstrated different attitudes and behaviors toward writing throughout this study. Four of the students valued their second language (L2); one, however, found English difficult and confusing. Some of the students’ writing sample scores, determined by the Six Traits Writing Rubric, differed by the end of the study while others’ remained the same. This study provided rich data to better understand the importance of teachers utilizing effective writing process techniques and the impact of the writing process approach on Saudi Arabian students learning to write in English in an American school setting

A Diverse Social and Emotional Learning Booklist for Gifted Learners and Advanced Readers

Despite the changing school demographics indicating an increasingly greater diversity in today’s classrooms, research indicates how teachers have little cognizance of the cultural backgrounds of their students. This becomes an issue among gifted students who are double minorities: those who are gifted and of a different cultural background, or of low-income status, rendering them doubly vulnerable. One of the ways this can be addressed is by introducing diverse books with an international focus to 9- to 12-year-old gifted students allowing them to see themselves reflected in what they read and to facilitate the learning of social and emotional learning competencies. Using the critical multicultural analysis framework and strategies on promoting multicultural awareness, recommended activities and discussion questions are provided to educators

Attitudes of Abu Dhabi Educators Toward Gifted Education and Twice-Exceptional Students

The purpose of the study was to explore attitudes of educators in the United Arab Emirates toward gifted education and twice-exceptional students. One thousand and seventy-five educators (81% general education teachers and 19% teachers of the gifted) participated in this study. Data were collected using an online dual-language survey instrument, which was distributed using the Qualtrics system. Findings of this study indicated that Abu Dhabi teachers have positive attitudes toward gifted education and twice-exceptional students. No significant differences were found in scores for general educators as compared to those for teachers of the gifted. The findings also indicated that Abu Dhabi educators who had no experience of teaching gifted children had a more positive attitude toward them than those who had experience

The Impact of an Enrichment Program on the Emirati Verbally Gifted Children

Most researchers agree that verbally gifted learners should be provided with differentiated curriculum experiences that will allow them to reach their full potential. However, research is scarce in the field. The present study examined the impact of a reading enrichment program on fourth-grade students’ critical reading abilities. The program was based on the Integrated Curriculum Model (ICM). The sample consisted of forty fourth-grade verbally gifted students from a school in Dubai, who were randomly assigned to either an experimental instruction condition or a traditional instruction condition and completed pre and post-tests of language arts. A pre-and post-experimental design was used. The overall results indicated the efficacy of the differentiated enrichment program in enhancing Emirati gifted learners’ critical reading abilities. The study also provides a framework for better provision and teacher training planning regarding gifted education in the UAE

Factors influencing the intention of trainee special education teachers to integrate assistive technology into teaching students with disabilities in the United Arab Emirates

Technology has been incorporated into the educational systems of many countries as a teaching and learning tool. Contemporary discourse has focused on how to prepare teachers to utilise technology in their teaching practice. Although most pre-service elementary school teachers in the United Arab Emirates are women, studies have not yet investigated their acceptance of or preparedness to use technology in the classroom. Therefore, it is necessary to investigate whether the training provided to pre-service special education teachers equips them with sufficient skills to support students with disabilities. The present study used the technology acceptance model (TAM) as a theoretical lens to examine the factors that impact female pre-service special education teachers' intention to incorporate assistive technology (AT) in teaching students with disabilities. A survey based on TAM was used to collect data from 138 participants and test four study hypotheses. Regarding data analysis, SPSS and AMOS version 28 software were used to conduct exploratory factor, confirmatory factor and path analyses. Two of the four hypotheses were supported. The results provide support for the four-factor TAM structure, with two predictors – perceived ease of use and computer self-efficacy – supporting pre-service teachers’ intention to use AT to teach students with disabilities in the classroom. Teacher educators and policymakers should consider the TAM construct when preparing pre-service teachers to effectively support all students. Specifically, teacher development and stakeholder engagement with AT resources are needed to optimise the learning of children with disabilities

Mapping the Evolving Teacher Professional Development Landscape in the United Arab Emirates

One of the goals of the United Arab Emirates (UAE) is to be the centre of excellence in both education and research in the Middle East. Radical educational reforms have been introduced with substantial governmental support provided to ensure that the essential standards of quality are met in terms of teacher professional development (TPD) as the country transitions to a knowledge-based economy. Given UAE’s unique demographic landscape, it is of great interest to map the evolving TPD landscape in the country from its historical beginnings to the current initiatives being done and future initiatives being conceptualized in government and private schools. The paper focuses on TPD in the following areas: early childhood, special education, educational leadership, health and physical education. The resulting shifts in the UAE educational landscape as a function of the pandemic across these specific disciplines are discussed. The impact on field experiences among preservice teachers and the continuous professional development opportunities for in-service teachers are further explored. Moreover, the authors will touch on some best practices and challenges in providing TPD in the UAE, in light of stringent quality assurance systems in teacher education. It is argued that there is a lack of centralization by way of a cohesive framework that effectively structures the implementation of a TPD model that is aligned and customized to the needs of its stakeholders. This provides a unique opportunity for educators to chart their own roadmap and collectively define the evolving educational landscape. Keywords: teacher professional development in UAE, teacher training in the UA

Summary of confirmatory factor analysis for the Measure of Processes of Care.

Note: gener. = providing general information; respect. = Treating People with Respect; comm. = communicating specific information; sens. = interpersonal sensitivity.</p

Moderators of the relationship between satisfaction and FCC.

Moderators of the relationship between satisfaction and FCC.</p