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https://doi.org/10.18502/gespr.v2i1.10044
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Mariam Alhashmi
Mariam Alhashmi
College of Education, Zayed University, Abu Dhabi, United Arab Emirates
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Hanada Taha-Thomure
Hanada Taha-Thomure
College of Education, Zayed University, Abu Dhabi, United Arab Emirates
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Karima Almazroui
Karima Almazroui
Mohammad Bin Zayed University for Humanities, Abu Dhabi, United Arab Emirates
Published Date
- Jan 31, 2022
Arabic Language Teachers’ Perceptions of a Standards-based Educational Reform in the UAE
Abstract
Arabic language curriculum has been undergoing reforms across the Arab world to improve Arab students’ acquisition of their mother tongue. Reform initiatives including internationally funded projects have been aimed recently at reforming and modernizing the teaching and learning of the Arabic language. Many Arab countries have adopted a standards-based instruction model. However, there is a lack of vision regarding how this model can be successfully implemented at a national level. This article examines how standards-based curricular mandates have been translated into practice and how teachers perceive implementing the standards-based Arabic curriculum in public schools in Abu Dhabi. The study employs qualitative purposeful sampling and an exploratory methodology to collect experiences of Arabic teachers who implemented the curriculum from 2010 to 2017. The findings of the study uncover the main characteristics, successes, and challenges of the standards-based teaching model as perceived by teachers. The findings also display a consensus for implementing the standards-based Arabic curriculum among teachers. Additionally, the findings show that the educational model requires intense professional development that is rigorous, continuous and collaborative, mentorship and coaching in the classroom, integrated reformative efforts to change ineffective pedagogical practices and capacity building in the UAE.
Keywords:
Arabic curriculum, Educational reform, Standards-based curriculum, Teacher views, United Arab Emirates
References
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[2] Badri, M., Alnuaimi, A., Mohaidat, J., Yang, G., & Al Rashedi, A. (2016). Perception of teachers' professional development needs, impacts, and barriers: The Abu Dhabi case. SAGE Open, 6(3), 1–15. https://doi.org/10.1177/2158244016662901
[3] Barlow, A. (2012). Transitioning to standards-based instruction: Beliefs and views of an elementary mathematics teacher. Teaching & Learning, 26(1), 3–19.
[4] Carnoy, M., & Loeb, S. (2002). Does external accountability affect student outcomes? A cross-state analysis. Educational Evaluation and Policy Analysis, 24(4), 305–331.
[5] Carr, J. F., & Harris, D. E. (2001). Succeeding with standards: Linking curriculum, assessment, and action planning. Association for Supervision and Curriculum Development.
[6] Chambers, L., & Dean, C. (2000). Noteworthy perspectives on implementing standards-based education. Mid-continent Research for Education and Learning. Retrieved from http://files.eric.ed.gov/fulltext/ED460977.pdf
[7] Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE.
[8] Day, C., & Gu, Q. (2010). The new lives of teachers. Routledge.
[9] Faour, M. (2012). The Arab world's education report card: School climate and citizenship skills. Carnegie Endowment for International Peace. Retrieved from http://carnegieendowment.org/files/school_climate.pdf
[10] Ferguson, C. A. (1959). Diglossia. Word, 15(2), 325–340.
[11] Francois, C. (2012). Getting at the core of literacy improvement: A case study of an urban secondary school. Education and Urban Society, 46(5), 580–605.
[12] Fransson, G, & Frelin, A. (2016). Highly committed teachers: What makes them tick? A study of sustained commitment. Teachers and Teaching, 22(8), 896–912.
[13] Gibbs, A. (1997). Focus groups. Social Research Update, 19(8), 1–8.
[14] Guthrie, J. T., Wigfield, A., Humenick, N. M., Perencevich, K. C., Taboada, A., & Barbosa, P. (2006). Influences of stimulating tasks of reading motivation and comprehension. Journal of Educational Research, 99(4), 232–246.
[15] Halladay, J. L., & Moses, L. (2013). Using the Common Core Standards to meet the needs of diverse learners: Challenges and opportunities. New England Reading Association Journal, 49(1), 33–44.
[16] Hanushek, E., & Raymond, M. (2005). Does school account ability lead to improved student performance? Journal of Policy Analysis and Management, 24(2), 297–327.
[17] Hussein, A. (2014). The indicating factors of oral fluency of monolingual and bilingual children in Egypt. International Education Studies, 7(2), 75–90. https://doi.org/10/5539/iesv7n2p75
[18] Karoly, L. A. (2010). The role of education in preparing graduates for the labor market in the GCC countries. Rand Corporation.
[19] Litosseliti, L. (2003). Using focus groups in research. A&C Black.
[20] McDonnell, L. M. (2004). Politics, persuasion, and educational testing. Harvard University Press.
[21] Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.
[22] Morgan, S. P. (2017). Is common core 'working'? And where does common core research go from here? AERA Open 3(1), 1–6. https://doi.org/10.1177/2332858417691749
[23] Mullis, M. F., & Arora, A. (2012). Trends in International Mathematics and Science Study (TIMMS) 2011 international results in reading. International Association for the Evaluation of Educational Achievement. Retrieved from https://timssandpirls.bc.edu/timss2011/downloads/T11_IR_Mathematics_FullBook.pdf
[24] Mullis, I. V., Martin, M. O., Foy, P., & Drucker, K. T. (2012) PIRLS 2011 International results in reading. TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College and International Association for the Evaluation of Educational Achievement (IEA), IEA Secretariat. Retrieved from https://timssandpirls.bc.edu/pirls2011/downloads/P11_IR_FullBook.pdf
[25] National Research Council. (2008). Common standards for K12 education: considering the evidence. The National Academies Press.
[26] Ogawa, R. T., Sandholtz, J., & Scribner, S. (2004). Standards gaps: Unintended consequences of local standards-based reform. Teachers College Record, 106(6), 1177–1202.
[27] Ornstein, A. C., & Hunkins, F. P. (2017) Curriculum: Foundations, principles, & issues. Pearson.
[28] Polikoff, M. S., Hardaways, T., & Marsh, J. A. (2016). Who is opposed to common core and why? Educational Researcher, 45(3), 263–266.
[29] Porter, A. C., Polikoff, M. S., & Smithson, J. (2009). Is there a de facto national intended curriculum? Evidence from state content standards. Educational Evaluation and Policy Analysis, 31(3), 238–268.
[30] Reeves, D. B. (2004). Making standards work. Advanced Learning.
[31] Salama, S. (2016, November 1). Reading law opens a new chapter in UAE. Gulf News. https://gulfnews.com/uae/government/reading-law-opens-a-new-chapter-in-uae-1.1922410
[32] Stecher, B., & Borko, H. (2002). Integrating findings from surveys and case studies: Examples from a study of standards-based educational reform. Journal of Education Policy, 17(5), 547–569.
[33] Stecher, B., Chun, T., & Ross, K. (2000). The effects of the Washington state education reform on schools and classrooms (Publication No. 525). The Regents of the University of California. Retrieved from https://cresst.org/wp-content/uploads/TECH525.pdf
[34] Stewart, D. W., Shamdasani, P. N., & Rook, D. W. (2000). Focus groups: Theory and practice. SAGE.
[35] Taha-Thomure, H. (2008). The status of Arabic language today. Journal of Education, Business and Society: Contemporary Middle Eastern Issues, 1(3), 186–192.
[36] Taha-Thomure, H. (2017). Arabic language teacher education. In A. Gebril (Ed.), Applied linguistics in the Middle East and North Africa (pp. 267–287). John Benjamins.
[37] Taha-Thomure, H. (2019). Arabic language education in the UAE. In K. Gallagher (Ed.), Education in the UAE: Innovation and transformation (pp. 75–93). Springer. https://doi.org/10.1007/978-981-13-7736-5_5
[38] Taha-Thomure, H., & Sabella, T. (2015). Assessment & curriculum: A 10-year policy plan for Jordan. Queen Rania Foundation.
[39] Taha-Thomure, H., & Speaker, R. (2018). Arabic language arts standards: Revolution or disruption? Research in Comparative and International Education, 13(4), 551–569.
[40] Tomlinson, C. A. (2000) The differentiated classroom: Responding to the needs of all learners. Association for Supervision and Curriculum Development.
[41] Troudi, S., & Alwan, F. (2010). Teachers’ feelings during curriculum change in the United Arab Emirates: Opening Pandora’s box. Teacher Development, 14(1), 107–121.
[42] UNESCO. (2017). Literacy rates continue to rise from one generation to the next: Fact Sheet No. 45. UNESCO.
[43] United Arab Emirates Ministry of Culture and Youth. (2020). Arabic language status and future report (Arabic). Ministry of Culture and Youth, UAE.
[44] Wilson, M. R., & Bertenthal, M. W. (2006). Systems for state science assessment. National Academies Press.
[45] World Bank. (2004). Unlocking the employment potential in the Middle East and North Africa: Toward a new social contract. World Bank Publications.
[46] World Bank. (2021). Advancing Arabic language teaching and learning: A path to reducing learning poverty in the Middle East and North Africa. Washington, DC: World Bank.
[47] Yang, G., Badri, M., Al Rashedi, A., Almazroui, K., Qalyoubi, R., & Nai, P. (2017). The effects of classroom and school environment on student engagement: The case of high school students in Abu Dhabi public schools. Compare: A Journal of Comparative and International Education, 47(2), 223–239.
[48] Yang, G., Badri, M., Al Rashedi A., & Almazroui, K. (2018a). The social and organisational determinants of school commitment of expatriate teachers. Journal of Research in International Education, 17(1), 33–48.
[49] Yang, G., Badri, M., Al Rashedi A., & Almazroui, K. (2018b). The role of reading motivation, self-efficacy, and home influence in students’ literacy achievement: A preliminary examination of the fourth graders in Abu Dhabi. Large Scale Assessments in Education, 6, 10. https://doi.org/10.1186/s40536-018-0063-0
[50] Yang, G., Badri, M., Al Rashedi A., & Almazroui, K. (2019). Predicting teacher commitment as a multi-foci construct in a multi-cultural environment: The effects of individual, school, and district level factors. Teachers and Teaching: Theory and Practice, 25(3), 301–319.