The main purpose of this study was to examine the practices involved in the educational monitoring system in the UAE boys' elementary schools. Monitoring the performance of students is considered one of the significant factors in promoting students' achievement and in determining school effectiveness. Process factors are increasingly becoming the concern of the Third W orId countries' research after being confined to the Western countries' research. This study is an attempt to examine and investigate monitoring students' performance, as one of these factors, in the UAE educational system and context. The study is also an attempt to establish a basis that will allow for more comprehensive research in terms of process paradigm. The study involved a qualitative research method in an attempt to gain an indepth insight into the working of the different school staff as well as their perceptions of inspectors as representatives of the central level in the educational monitoring system. TIle study investigated the practices of teachers, headmasters and social workers at the school level. A semi-structured interview was designed to collect data from interviewees in addition to document analysis which is mainly derived from school records and students' pamphlets. The sample used in the study consisted of a number of thirty teachers of different subjects, eight school headmasters, twelve school social workers. The main results of the study showed that most of the practices involved in the process of monitoring the performance of students were ineffectively conducted by the vast majority of practitioners at the school level. The study revealed that the current state of monitoring the performance of students is poor. It showed lack of systematization of data collection, a poor state of communication and coordination amongst the school members, ineffective methods of intervention, poor system of record keeping, and limited use of data collected. In genera~ the educational monitoring system at the school level was found to be ineffective in most of its aspects and practices that form the basis for monitoring the educational performance. Although the study attempted to identify the current state of the educational monitoring system it also revealed that there are many features that characterize the current system and contribute to the ineffectiveness of the educational monitoring system. The findings of this study have many implications for the educationalists and the practitioners as well as for the policy makers at the higher educational and government levels to increase their efforts in order to improve the quality of primary school education in the UAE. Finally, the researcher hopes that the findings of this study provide a basis for recommendations that will contribute to the enhancement of the educational monitoring system at the school level and consequently the improvement of the educational performance and educational provision for all children.

A dissertation submitted to the Faculty of Education in partial fulfillment of the requirements for the Degree of Masters in Educational Psychology in the Department of Educational Psychology & Special Needs Education at the University Of Zululand, 2017 / This study focused in investigating student’s poor academic performance with emphasis on the relationship between motivational factors and scholastic achievement amongst students across the Further Education and Training phase. Using rural-based schools as a case study that underperformed in 2014, this study presented the results from a survey and that was conducted to Grade 10 to 12 students using Motivation and Engagement Scale-High School (MES-H). The findings suggested that both internal and external factors contributed to student’s academic performance. The results showed that internal factors like student self-confidence, planning, hard work were some of the dominant internal factors that promoted student engagement high academic performance while anxiety, uncertain control and self-sabotage were major indicators of poor academic performance and disengagement. The study found that external factors like parental involvement, collaborative learning and good life were highly illuminated as positive external contributors to student’s high academic performance. This study argued that both the internal and external factors played a vital role towards enhancing and developing student’s high academic performance standards. This study contributed to the body of knowledge in the student academic performance arguing that parents and teachers have an equal and dual responsibility towards student success. For the future research, the researcher propose that the investigation should be extended to the majority of students for the better generalization of the findings based on the relationship between motivational factors and school success. Further research that includes educators, students and parents in the education system could be ideal. The research that will focus on parents, teachers and students should be undertaken to further contribute to the research agenda that seeks to understand student motivation and academic success. This type of research will extend the understanding of motivational factors and student success from an extended view beyond the classroom and school setting. The research should be conducted in both urban and rural areas. The study gives some information relating to the issue of students affected by their environment. Further investigation can be done on students from, different environments (township, suburbs, rural etc.)

The overall purpose of the study is partly to increase knowledge about the use of open mathematics by primary school teachers, and partly if the tasks are considered functional to use to include high-performing students in mathematics education. In order to achieve the purpose of the study, an internet survey was constructed. Through the survey, data were collected from 104 active primary school teachers who teach mathematics in Sweden. The results show that a large part of the teachers who participated in the study use open mathematical tasks in the teaching. In addition, more than half of the respondents considered that the tasks could be used to include high-performing students in the heterogeneous classroom. The study suggests that professional development among primary school teachers is needed to enable an improvement in the ability to work with open mathematical tasks and the inclusion of high-performing students. / Det övergripande syftet med studien är dels att öka kunskapen om lågstadielärares användning av öppna matematiska uppgifter, dels om sådana uppgifter anses funktionella att använda för att inkludera högpresterande elever i matematikundervisningen. För att uppnå syftet med studien konstruerades en internetenkät. Via enkäten samlades data in från 104 verksamma lågstadielärare som undervisar i matematik runt om i Sverige. Resultaten visar att en stor del av de lågstadielärare som deltog i studien använder öppna matematiska uppgifter i undervisningen. Dessutom ansåg drygt hälften av respondenterna att nämnda uppgifter kunde användas för att inkludera högpresterande elever i det heterogena klassrummet. Studien antyder att det behövs kompetensutveckling bland lågstadielärare för att möjliggöra en förbättring av förmågan att arbeta med öppna matematiska uppgifter samt inkludering av högpresterande elever.