scholarly journals Parents’ Attitudes towards the Implementation of Arabic as an Additional Language in Dubai: An Exploratory Case Study

2020 ◽  
Vol 10 (8) ◽  
pp. 849
Author(s):  
Reem J. Razem
Keyword(s):  
Private Schools ◽  
Arabic Language ◽  
Parental Engagement ◽  
Ministry Of Education ◽  
School Teachers ◽  
Learning And Teaching ◽  
Key Stakeholders ◽  
Teachers And Parents ◽  
Compulsory Subject

As part of the Ministry of Education (MoE) language policies, the UAE government made Arabic language a compulsory subject for non-speakers in all private schools. The UAE government stipulates that private schools must offer a core programme in Arabic as a second language. Thus, non-Arab expatriates are required to study Arabic as an Additional Language (AAL) from Grade 1 to Grade 9. This qualitative case study aims to explore the attitudes of parents towards the implementation of Arabic as an Additional Language (AAL) in one of the private British schools in Dubai, wherein AAL has been rated ‘Acceptable’. This exploration is a snapshot of attitudes held by parents as key stakeholders in the triad of school, teachers, and parents’ partnership towards the learning and teaching of AAL- whether approving or disapproving of it. It will illuminate some of the arising issues related to potential gaps between the implementation of AAL (practice) and the MoE framework (Theory). Ultimately, this paper aims to uncover challenges and proffer recommendations. To enhance the implementation of AAL in schools, this paper will propose potential parental engagement initiatives that can yield valuable policy decisions.

scholarly journals Learning and teaching science as inquiry: A case study of elementary school teachers' investigations of light

2005 ◽  
Vol 89 (6) ◽  
pp. 1007-1042 ◽  
Author(s):  
Emily H. van Zee ◽  
David Hammer ◽  
Mary Bell ◽  
Patricia Roy ◽  
Jennifer Peter
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Teaching Science ◽  
School Teachers ◽  
Learning And Teaching ◽  
Science As Inquiry

scholarly journals Evaluasi Materi Ajar Bahasa Inggris Cambridge IGCSE dan A/AS Level Sebagai Materi Acuan Program SBI tingkat SMA di Indonesia, Studi Kasus SMAN 70 Jakarta

2011 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Ria Herwandar
Keyword(s):  
High Schools ◽  
English Language ◽  
Ministry Of Education ◽  
Learning And Teaching ◽  
Effective Learning ◽  
Educational Qualification ◽  
Material Evaluation

A law no 20/2000 paragraph 50, article 3 has been enacted by the Ministry of education concerning the implementation of International class in high Schools throughout Indonesia. The purpose of this regulation is to standardize the quality of the Indonesian students educational qualification to those of students abroad. As a result, Cambridge International Examinations IGCSE, A/AS Level have become popular to the majority of Indonesian High Schools, especially  for subjects such as Mathematics, English, Physics, Biology and Chemistry. This research will look upon the develompment of school implementation of IGCSE, A/AS Level of English Language in SMA N 70 jakarta as a case study. Through several assessments of students IGCSE, A/AS Level tests, interviews, questionners and material evaluation, a reliable findings will be identified. At the end, ways of effective learning and teaching of IGCSE, A/AS Level  for Indonesian High Schools will be suggested.

scholarly journals Teacher Motivation: Does It Matter to Primary School Teachers in Their Practice?

2020 ◽  
pp. 16-26
Author(s):  
Belle Louis Jinot ◽  
Horil-Khulputeea Savitree
Keyword(s):  
Education Reform ◽  
Primary School ◽  
Teacher Motivation ◽  
Basic Education ◽  
Case Study Research ◽  
Ministry Of Education ◽  
School Teachers ◽  
Primary School Teachers ◽  
Management Staff

Motivation is a fundamental concept of professionalism and efficacy for teachers. The present study investigated the motivational factors that affect the performance of primary school teachers in Mauritius. Governments have in the past come up with major educational reforms, but many shortcomings of the education system have influenced teacher motivation. The empirical data was analysed by using mixed methods with a semi-structured questionnaire and interviews from practising teachers to allow the researcher to draw valid conclusions. The purposive and convenient sampling was used for the case study research design. The findings indicated that the motivation of teachers was influenced by several aspects of their job. Teachers were not motivated due to excessive parental involvement, a lack of discipline of pupils inside and outside the classroom, unwilling learners and poor working conditions. However, most of them were more intrinsically than extrinsically motivated. It was also found that the Ministry of Education had a significant influence on their motivation, especially in the context of the Nine Year Continuous Basic Education reform. The researcher recommended that teaching materials and further teacher training should be provided to teachers and the management staff should be trained in using effective leadership and management of schools.

scholarly journals Homework: At Home or at School?—Attitudes of Teachers, Parents and the General Public: A Case Study

2020 ◽  
Vol 13 (6) ◽  
pp. 170
Author(s):  
Roman Yavich ◽  
Nitza Davidovitch
Keyword(s):  
General Public ◽  
Subject Area ◽  
School Attitudes ◽  
Ministry Of Education ◽  
The Public ◽  
Number Of Children ◽  
The Family ◽  
Teachers And Parents ◽  
Traditional Homework

The purpose of this study is to investigate the attitudes of three influential groups toward homework: parents, teachers and the public. Specifically, attitudes toward reducing and eliminating homework, as well as creating alternatives to conventional homework, are examined. The first hypothesis is that the attitude of teachers and parents toward homework is positive, whereas that of the public is negative, in line with the Israeli Ministry of Education that suggests changing homework policies. Another hypothesis is that there is a correlation between the seniority of teachers and their attitudes toward homework—the greater the seniority, the more negative the attitude. Finally, the effect of various background variables of teachers (class grade and subject area: sciences or humanities) and parents (age of parents, number of children in the family and child birth-order) on their attitudes toward homework is examined. The first research hypothesis was confirmed—most teachers and parents are supportive of homework, whereas the public is the least supportive. In addition, the public is the most supportive of changing homework policies, parents are less supportive, and teachers are the least supportive. No correlation was found between the seniority of teachers and their attitudes toward homework. Finally, background variables have no effect on attitudes toward homework. According to these findings, the public is not yet ready to completely forgo homework, which has been so widely used and accepted. The desire to change the traditional homework policy exists, but the concept that homework is essential remains.

scholarly journals Introducing Information Technology to Palestinian Schools

10.28945/2437 ◽  
2002 ◽  
Author(s):  
Labib Arafeh
Keyword(s):  
Information Technology ◽  
Private Schools ◽  
Web Site ◽  
Arabic Language ◽  
Instructional Materials ◽  
Learning Technology ◽  
School Program ◽  
School Teachers ◽  
Teaching Aids ◽  
It Skills

The paper presents the two perspectives of IT in the Palestinian schools. The basic IT literacy - based courses have been introduced in most of private schools since 1985, and formally started in all public as well private schools in 1999. This covers eight grades from the fifth up to the twelfth. An additional two classes per week have been introduced to the weekly school program. The main objective is to create a new technological-mentality generation that understand, use, explore, and involve in the highly demanded field. Students will be facilitated with the basic IT skills to understand, use, and promote their studies in effectively understanding, searching, reporting, and documenting. Teachers badly need IT paradigms to boost their instructional materials and teaching aids. In addition to the workshops, an Arabic language-based web site will be constructed to assist schoolteachers, administrators, and students etc. in learning technology online an offline. Further more, a collaborative Palestinian School Teachers

scholarly journals Improve the Professional Ability of Khmer Ethnic Minority Secondary School Teachers in Southwestern Vietnam to Meet the Educational Reform Requirements

2021 ◽  
Vol 33 (1-3) ◽  
Author(s):  
Van-Loc Vo
Keyword(s):  
Secondary School ◽  
Ethnic Minority ◽  
Secondary School Teachers ◽  
Learning Opportunities ◽  
Ministry Of Education ◽  
School Teachers ◽  
Professional Qualification ◽  
Equity In Education ◽  
Computer Proficiency

The contingent of Khmer ethnic minority secondary school teachers in Vietnam has contributed to the universalization of lower secondary education, creating learning opportunities and equity in education for Khmer ethnic children. Therefore, Khmer minority secondary school teachers play an important role in the education of the frontier provinces; they also had several deficits in professional ability, on the other hand. 1536 Khmer teachers attended the research on improving the ability of Khmer ethnic minority secondary school teachers through a case study in Southwestern Vietnam, more than half (57.2%) were male teachers. The professional ability was measured by a professional qualification, English proficiency, and computer proficiency. The result has shown that less than half of Khmer teachers meet with the Ministry of Education and Training criteria for professional ability. An urgent need for education is to improve the professional ability of Khmer ethnic minority secondary school teachers as society grows.

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