Cognition and Achievement in Children With Seizure Disorders

School personnel can help to identify, monitor and accommodate students with seizure disorders. This article describes the general characteristics of seizure disorders and reviews research on implications for cognition and achievement among children. Despite methodological limitations of research in this area, a few trends are observed. Localization of seizure activity in the brain and age of onset have a major impact on cognition. A synthesis of major studies show that deficits often involve one or more of the following: verbal memory, visual memory, reaction time, and attention. Challenges in reading comprehension are well documented. Poor school performance, in general, may be due to frequent lapses of awareness. Recommendations are for school personnel to monitor and document symptoms at school

COGNITION AND ACHIEVEMENT IN CHILDREN WITH SEIZURE DISORDERS

School personnel can help to identify, monitor and accommodate students with seizure disorders. This article describes the general characteristics of seizure disorders and reviews research on implications for cognition and achievement among children. Despite methodological limitations of research in this area, a few trends are observed. Localization of seizure activity in the brain and age of onset have a major impact on cognition. A synthesis of major studies show that deficits often involve one or more of the following: verbal memory, visual memory, reaction time, and attention. Challenges in reading comprehension are well documented. Poor school performance, in general, may be due to frequent lapses of awareness. Recommendations are for school personnel to monitor and document symptoms at school

Teaching ethics: a case study-based, interdisciplinary framework

As economies in the MENA region have become increasingly global and dependent on foreign labour, higher education institutions have a responsibility to effectively incorporate ethics education. This article presents a new interdisciplinary, case study-based model for teaching ethics in higher education (ICE model). It is comprised of five components including: 1) a discussion to identify the ethical dilemma involved; 2) an examination of the consequences of an action on self and others; 3) an examination of how the environment may affect moral reasoning; 4) a discussion of how and why decision-making may change when certain details or circumstances in the dilemma are changed; 5) a summary of one\u27s final decision with its justification

School-business partnerships: the case of the UAE

© 2013, © Emerald Group Publishing Limited. Purpose – The purpose of this paper is to examine the reasons for businesses to partner with schools from the point of view of both stakeholders. Understanding the process by which schools and business entities collaborate with the goal of improving student achievement is important to ensure success and anticipate barriers. Pitfalls and keys to success are outlined. Recommendations for school and business leaders interested in forming partnerships based on lessons learned from the literature are provided. Design/methodology/approach – The paper achieves this aim by reviewing the literature on school-business partnership formation and assessment. Findings – Characteristics of successful school-business partnerships are discussed. Practical implications – Both business and education leaders will be able to assess the value and scope of such partnership arrangements and be able to determine if their current or planned endeavours encompass the identified keys to success. Originality/value – This paper concisely examines the major, practical issues involved for those interested in forming school-business partnerships and synthesizes the research on program evaluations while placing the issue in the context of current trends in corporate social responsibility programs

Science teaching self-efficacy of culturally foreign teachers: A baseline study in Abu Dhabi

The research presented describes an exploratory study examining the science teaching efficacy beliefs of culturally foreign teachers in Abu Dhabi\u27s primary schools, private and public. A standardized teacher self-efficacy instrument (STEBI A) specific to science education was used to collect data on teachers\u27 perceptions of their strengths and weaknesses in the area of science education. Results showed a much lower sense of self-efficacy in comparison to other studies elsewhere in the world, and indicate cultural adaptation - both personal and professional - may influence teaching efficacy of beginning and experienced teachers. Self-efficacy of teachers working within a culturally different environment is an underexplored field and is worthy of future research. © 2014 Elsevier Ltd

The Effect of Faculty Perceptions and Leadership Support on Social Media Utilization in Higher Education

© 2018, Association for the Advancement of Computing in Education. All rights reserved. This research explored faculty perspectives (n=168) on integrating and using social media for instruction in two government universities in the United Arab Emirates. Based on an online survey with both open and closed ended questions, the strongest predictor of use was faculty perceptions of the advantages that social media offers as an educational tool. Faculty who saw the value of using social media across a wide range of platforms were more likely to use it. The results reveal a gap between perceived value and actual use. Additionally, social media use in teaching was inversely related to teaching experience. The most significant barriers to adopting social media were privacy concerns, lack of time, and lack of technical and senior administrative support. Implications for higher education administrators to support the use of social media for teaching are explored

Public versus private education in primary science: The case of abu dhabi schools

This study compares public and private science education in sixteen Abu Dhabi primary schools. A survey including open-ended questions was used to assess teachers\u27 perceived strengths and challenges in teaching science. Perceptions of primary school principals were analyzed through individual interviews. Both sets of data sources were coded and several themes were identified. The predominant findings show that science teaching in Abu Dhabi\u27s schools faces a number of challenges. This study cannot conclude that either public or private education is superior in this context. However, it can begin to delineate how they differ. Many of the identified issues could be addressed by targeted, well-publicized professional development, which focuses on both teaching science content and integrating science throughout the curriculum. © 2013 Elsevier Ltd

Examination of teacher–child interactions in early childhood education programmes in the United Arab Emirates

© 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group. Teacher–child interactions provide an important context for children’s development and learning. The study explored how teacher- and classroom-level factors were associated with quality of teacher–child interactions in the United Arab Emirates (UAE). We also investigated associations between teacher–child interactions and child outcomes. Teacher–child interactions were observed in 60 kindergarten classrooms using the Classroom Assessment Scoring System, for the first time with this population. Pre-academic skills (letter and number knowledge), behavioural regulation (assessed with the Head-Toes-Knees-Shoulders task), and stress response physiology (assessed with salivary cortisol levels) were measured in a sample of 115 five-year-old children, recruited from 22 of the 60 classrooms. Results provided moderate evidence for a three-domain structure of teacher–child interactions. Some differences in the quality of teacher–child interactions were related to teachers’ years of experience. Correlational findings suggest links between quality of emotional support with children’s pre-academic skills and behavioural regulation. Results are also discussed in relation to similar international studies to highlight any unique findings to the UAE context