The Ministry of Education in Abu Dhabi launched an extensive reform initiative developed by the Abu Dhabi Education Council (ADEC) in partnership with international operators. The reform has introduced innovative teaching methodologies, modern books, a new curriculum and the use of English as a medium of instruction (EMI) in mathematics and science classes. The research carried out for this thesis investigated 11 Emirati female teachers. The data was collected from interviews and several informal observations carried out in a public middle school in a town outside Abu Dhabi city, UAE. The rationale for this study is to critically investigate the effects that rapid reform is having on the performance of the female teachers in the classroom and the impact of this speedy reform on their professional and personal lives so as to highlight differences between reform theory and practice. This study is significant because few studies on female teachers in a Gulf educational reform environment have been undertaken and it is essential to uncover the foreign and non-egalitarian nature of the reform programme. Therefore, the study’s aims are to highlight teacher perspectives and teacher marginalization, EMI and consider whether the reform is being implemented successfully at the classroom level. Of course, an important aim of this critical study has also been to raise the consciousness of those participating in the reform. This study has revealed mostly negative perceptions regarding the Abu Dhabi education reform programme, in particular with teachers’ perceptions of the work environment and the new pedagogy. It has also disclosed several instances of teacher marginalization as the result of a top-down reform and has exposed a prevailing sentiment of teacher disempowerment because of the presence of foreigners operating in the country. Teacher perceptions regarding EMI have been numerous in particular with cultural issues relating to the use of EMI in mathematics and science classes. Surprisingly, the study revealed a few unexpected positive findings with certain aspects of reform.

In Shanghai, an increasing number of parents believe that learning English at an early age will bring their children an advantage in future competition. As a result, kindergarten English as a Foreign Language (EFL) classes have become popular in recent years. Although previous studies revealed that picture books are frequently used as teaching materials in kindergarten EFL classes, what is happening in these kindergarten EFL classes and the ways teachers use picture books to teach children English still remain largely unknown. To have a better understanding of the kindergarten EFL classes in Shanghai, this study aimed to explore kindergarten EFL teachers’ perspectives on and usage of picture books in their classes, as well as the challenges they face. Four experienced kindergarten EFL teachers selected by a criteria survey were invited to participate in this qualitative study. Data were collected from them by interviews, classroom observations and documents. Results showed that participants believed that picture books have linguistic, cognitive and cultural awareness values. Findings of this study also revealed the ways participants use picture books to teach children English and the challenges they faced. Findings of this study were discussed in connection with previous studies of picture books, Krashen’s language acquisition hypotheses, and Five Big Ideas on how children learn to read. This study also led to suggestions for further implications based on the findings of teachers’ reported challenges. Teachers faced great challenges in developing EFL classes, on self-development, and on building relationships with parents. To work on solutions to these problems and improve the quality of kindergarten EFL classes in Shanghai, it was determined that both the Chinese government and kindergartens or language training institutions should make efforts to support teachers. Shanghai’s kindergarten EFL classes are the product of market choices and are still in their beginning phase of development. As such, they need the support from those in all walks of life to better develop in the future.

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This study delves into the integration of children’s literature in English language learning classrooms, aiming to clarify teachers’ motivations, challenges, and methods. Through semi- structured interviews with educators from the United States and Sweden, diverse perspectives and experiences are captured, enriching the understanding of this educational practice. The research identifies key factors influencing the selection process of children’s literature, including relevance, student interest, and language proficiency levels, while exploring various integration methods such as read-aloud sessions, comprehension activities, and writing extensions. Despite facing challenges such as limited access to appropriate children’s literature and district policies, teachers demonstrate a commitment to enhancing language skills, promoting global awareness, and fostering critical thinking among students. By exploring different types of children’s literature, including picture books, chapter books, and culturally diverse texts, educators create immersive learning experiences that engage students in meaningful interactions with children’s literature, ultimately cultivating a deeper appreciation for reading and its broader impact on learning and development. The results show the necessity of providing thorough training and support for teachers to address challenges effectively and fully leverage the advantages of incorporating children's literature into language instruction. The findings illuminate the diverse and significant roles of children’s literature in education, mirroring societal views on raising children and meeting the needs and comprehension levels of readers. Through a qualitative approach that empowers participants to contribute their perspectives, the study offers in-depth insights into the diverse instructional strategies for utilizing children’s literature in English language education. Overall, the results enhance our understanding of the educational benefits of children’s literature in enriching classroom instruction and facilitating language learning, highlighting the necessity of nurturing supportive learning environments conducive to the effective integration of children’s literature into educational practices.

Background There are concerns over the low proportion of young people in the Kingdom of Saudi Arabia [KSA] who regularly participate in physical activity [PA] (Al-Hazzaa, 2004; Al-Hazzaa, et al., 2011). Schools have a unique opportunity to promote PA and provide adequate PA opportunities for young people via the formal/informal curriculum, school sports programmes, and out-of-hours PA (Dobbins et al., 2009). However, implementing effective PA promotion programmes in schools is a challenge and requires consideration of a range of factors. In Saudi Arabia context, the secondary boys school PE programme comprises two main elements: 1) the PE curriculum which is compulsory for all students and includes one 45 minute PE lesson per week; 2) the extra-curricular programme which is optional and comprises the Internal Physical Activity Programme (IPAP) and the External Physical Activity Programme (EPAP). The IPAP activities occur during breaks between lessons whilst the EPAP takes place after school. Both are delivered by PE teachers. Research Aims The aims of this study were: 1) To investigate the nature and extent of the promotion of PA in boys secondary schools in Saudi Arabia. 2) To explore physical education teachers perspectives on the promotion of PA in boys secondary schools in Saudi Arabia. 3) To identify the factors that influence the promotion of PA in boys secondary schools in Saudi Arabia. Theoretical Framework The theoretical framework for the study was based on Social Cognitive Theory (Bandura, 1997) which presumes that PA behaviour is influenced by: personal characteristics; behavioural factors; and environmental factors. In addition, the Active School model (Cale, 1997; Cale & Harrris, 2005) was utilised as a conceptual framework, guiding the investigation of PA promotion within schools and the analysis of data. Methodology In order to investigate the research questions, a two phased mixed method (Creswell, 2009) research project was carried out. Phase one involved a detailed survey questionnaire, informed by the Active School model, which was designed to gather information about PE teachers policies, practices and views with respect to the promotion of PA. The questionnaire s validity was enhanced via a number of Saudi experts who confirmed its appropriateness for use in the Saudi context. Moreover, a pilot study was undertaken to obtain valuable feedback relating to the format, content and clarity of both the survey questionnaire and interview schedule before the main study. The questionnaire was distributed to all secondary boys schools in Riyadh in KSA (N=181 schools). The response rate was 52%. The Statistical Package for Social Sciences (SPSS) version 17 was employed in the analysis of the data. Phase two involved semi-structured interviews. Prior to conducting these, the interview schedule was piloted at one secondary school. Six PE teachers drawn from the survey sample were interviewed and the interview data were then transcribed and analysed using MAXQD10 software. Research Findings The survey revealed that two thirds of the secondary boys schools had a plan or policy for the promotion of PA, and almost 70% of PE teachers thought that their school significantly contributed to the promotion of PA. Games activities (e.g. football) dominated the PE curriculum, and the majority of schools also organised inter-school games competitions (e.g. league). In contrast, exercise and fitness-related activities (e.g. circuit training) were less common within the schools PE curricula. The PE curriculum was viewed by the teachers as the most important avenue to promote PA, followed by the IPAP and EPAP (95%, 91% and 73% respectively). Sports/activity facilities varied between schools, particularly in terms of indoor facilities, and over half of the PE teachers considered their indoor and outdoor facilities to be inadequate for promoting PA (54% and 57% respectively). The vast majority (90.3%) of the schools did not offer PA opportunities to parents/families. Furthermore, three quarters of the teachers expressed a need for professional development specifically in the area of PA promotion. On a positive note, headteachers and local PE supervisors were reported to be supportive of efforts to promote PA in the schools and provided support for both the IPAP and EPAP. All PE teachers, who were interviewed, considered the time allocated to PE programme to be insufficient for promoting PA amongst pupils. Further, some teachers viewed PE lessons as time off from serious school subjects and entertaining time . Most teachers reported that parents considered PE as unimportant and/or playtime . Discussion/Conclusion PE teachers views on role of schools in the promotion of PA were generally positive. The ways in which the teachers practiced the promotion of PA varied and maybe have been due to their narrow understanding of the whole school approach to PA promotion. The teachers focused on the PE curriculum and the PE extra-curricular programmes as the main avenues through which to promote PA within their schools, and gave less attention to other avenues such as the whole school environment. Almost all of the teachers had a sporting philosophy for PE leading them to privilege competitive sports. Although the teachers reported to have support from head teachers and local PE supervisors, many schools were not as conducive to PA promotion as they could be due to the narrow range of physical opportunities on offer, and the teachers lack of relevant professional development, the limited sports facilities and the insufficient maintenance of these. In addition, the status of, and time allocated to PE were found to be an issue influencing the promotion of PA in schools. It was concluded that actions could be taken to broaden PA promotion within Saudi schools. For example, policy update and development for PA promotion could be improved to address clothing and changing, traffic/transport, and playground bullying; establish links with outside sports agencies and professionals; and increase PA opportunities before or after school, or at weekends. The findings suggest that if the descriptor comprehensive which is widely used to distinguish whole school approaches from curriculum-only models of PA promotion is to be fully realised, schools need to make a clear and explicit effort to promote PA within the social/cultural environment. Further that research is needed on the social and cultural values, norms and perspectives affecting PA promotion in schools.

The intent of this study was to determine what students perceive as caring behaviors in teachers, whether those views match teachers’ perceptions, whether these vary depending on students’ academic track, and whether teachers are observed to exhibit the behaviors identified by their students as indicative of caring. Eighty-two majority Hispanic high school students and eight teachers completed a four-section survey about caring behavior. These teachers and students were also observed four times in the classroom. The survey contained Likert scale and open-ended questions about teachers’ caring behaviors. It also probed how the students’ own teachers interacted with them daily in the classroom and their personal open-ended opinion about how teachers show that they care or do not care about them. Two groups were studied, specifically Advanced Placement (AP) and Regular students, to find out whether academic placement caused students’ to categorize caring behaviors of teachers differently. Results of the study indicated a significant difference in AP and Regular students’ attitudes about how teachers treat them. Teachers’ perceptions were also compared to students’ perception and differences were found. Differences included how often teachers interact in one-on-one conversations about certain issues with students, such as the need to complete homework assignments. Within these conversations some issues were reported to occur more frequently by teachers than students. On other issues, like disrupting class, there was agreement, but only for specific teachers and subjects. In addition, STEM and non-STEM classes were investigated and it was discovered that these students responded differently about the frequency with which their teachers had conversations with them about specific issues. Differences included disrupting class, not completing assignments, interests and things that are important to students, and plans for college and work. Observations made by this researcher further support the idea that there is similarity in how students define caring behaviors, but what behaviors they experience, like assisting in homework or listening to personal needs, is different. Although trends observed in this study are suggestive, more research is required to support the idea that academic placement and subject make a difference in students’ experiences of caring behaviors in teachers. / text

This dissertation examines some structural and cultural problems that can contribute to the problem of underachievement facing Black, male students in the educational system. A phenomenological approach was used to gain the perspectives of six Black, male educators on this problem. Underachievement problems for these students have garnered much interest in the research literature and in pedagogical debates. It is a problem with a long history from the Royal Commission on Learning (1993) to TDSB Urban Diversity Strategy (2008) the problem continues to baffle educators. Data also presents a dismal picture, with 40% from this group underachieving. Black, male teachers‟ perspectives are significant because presently their voices are limited in the literature. Their perspectives are also influenced by race, ethnicity and gender, and these are issues that impact on the problem being investigated. The main questions of the study are: - What are some Black male educators' perspectives of the role of structural and cultural factors that contribute to the problem of underachievement and school failure for Black, male students? Were these the same barriers they faced and how did they overcome these barriers as students? - How might the narratives of these Black male educators both challenge and support multicultural approach to curriculum that purports to particularly address the problems facing Black, male students? The result of the research indicates that there are structural and cultural factors that can cause underachievement problems for Black, male students. It suggests that an iii integrated approach which acknowledges the influence of both structure and culture could be used as a means for improving learning outcomes for this group of earners.

This dissertation examines some structural and cultural problems that can contribute to the problem of underachievement facing Black, male students in the educational system. A phenomenological approach was used to gain the perspectives of six Black, male educators on this problem. Underachievement problems for these students have garnered much interest in the research literature and in pedagogical debates. It is a problem with a long history from the Royal Commission on Learning (1993) to TDSB Urban Diversity Strategy (2008) the problem continues to baffle educators. Data also presents a dismal picture, with 40% from this group underachieving. Black, male teachers‟ perspectives are significant because presently their voices are limited in the literature. Their perspectives are also influenced by race, ethnicity and gender, and these are issues that impact on the problem being investigated. The main questions of the study are: - What are some Black male educators' perspectives of the role of structural and cultural factors that contribute to the problem of underachievement and school failure for Black, male students? Were these the same barriers they faced and how did they overcome these barriers as students? - How might the narratives of these Black male educators both challenge and support multicultural approach to curriculum that purports to particularly address the problems facing Black, male students? The result of the research indicates that there are structural and cultural factors that can cause underachievement problems for Black, male students. It suggests that an iii integrated approach which acknowledges the influence of both structure and culture could be used as a means for improving learning outcomes for this group of earners.

The preschool class was built in 1998 in an effort by the Swedish government to achieve a smooth transition for the children from preschool to compulsory school. This voluntary, one-year class was envisioned as a bridge between preschool and compulsory school, and the activities would be unlike those in preschool or school. Nevertheless, presently the role of the preschool class seems to be unclear to the preschool class teachers. This is all the more concerning given that in 2018 this class will become mandatory children. The aim of this qualitative study was to investigate how teachers understand preschool class and “preschool class pedagogy” as a distinct practice, that is “not preschool” and “not school”, and if and how in that case, mandatory attendance in preschool class will change their view. In this qualitative study, transition theories were applied to characterize teachers’ understanding of the preschool class meaning as a transition year, its preparatory role, and the teachers’ perspectives on this transition class. The sample consisted of four preschool class teachers who were either former or current preschool class teachers. The study data was based on semi-structured interviews, observations and document analysis. This study found that the preschool class teachers understand this class as a one-way bridge to primary school and emphasized the importance of the new policy of the mandatory attendance as a beneficial change for the children.

The research investigation reported herein examined program outcomes of student problem behavior and social skills, based on teachers' perspectives, before and after early behavioral intervention services. The study targets students in kindergarten through grade five who are identified by the school system for being at-risk for being labeled with emotional and behavioral disorders. Students identified received early intervention services based on individualized positive behavioral supports (i.e., social skills training, functional behavioral assessment, and team collaboration). Teachers completed a teacher form of the Social Skills Rating System before and after the student received program services to determine differences in social skills and problematic behavior pre- and post- program early intervention services. An analysis was also made of the differences among gender, ethnicity, and grade according to the teachers' perspectives. Data indicated statistically significant results in the area of social skills and problem behavior. The results indicate early intervention services that teach social skills and use functional behavioral assessments to deal with problem behavior are beneficial to children displaying behavior challenges.