عنوان

Co-teaching in Abu Dhabi Kindergartens: A Delphi Study

Number

TL49355

.Language of Text, Soundtrack etc

انگلیسی

Title Proper

Co-teaching in Abu Dhabi Kindergartens: A Delphi Study

General Material Designation

[Thesis]

First Statement of Responsibility

Linda Diekman Mayer

Subsequent Statement of Responsibility

Caicco, Gregory

Name of Publisher, Distributor, etc.

Northcentral University

Date of Publication, Distribution, etc.

2017

Specific Material Designation and Extent of Item

220

Text of Note

Committee members: Gillenwater, Cary; Shriner, Michael

Text of Note

Place of publication: United States, Ann Arbor; ISBN=978-1-369-77114-5

Dissertation or thesis details and type of degree

Ph.D.

Discipline of degree

School of Education

Body granting the degree

Northcentral University

Text preceding or following the note

2017

Text of Note

Co-teaching is one content delivery model that is commonly used to meet the needs of special education students and English language learners. Co-teaching has purported benefits, from increased achievement and improved attention and attendance for students to embedded professional development and camaraderie for teachers. The purpose of this mixed methods Delphi study was to investigate the challenges and factors that have contributed most to successful co-teaching between English and Arabic kindergarten teachers in the implementation of the New School Model, as part of the nation-wide educational reform in the United Arab Emirates. An expert panel of subject matter experts comprised of Arabic-medium teachers, English-medium teachers, heads-of-faculty, and principals completed a series of three questionnaires to reach a consensus: communication, intercultural understanding, and leadership are the factors needed for successful co-teaching, as the lack of these are the key challenges. Both Arabic and Western co-teachers used a variety of strategies to construct a hybrid third space to help them navigate the cultural differences between their native first space and the second space imposed by the teaching environment of the Abu Dhabi Education Council. Because the methodology included a series of quantitative semi-structured questionnaires derived from an initial qualitative data-gathering questionnaire, it was a hybrid of a traditional positivist design and a constructivist interpretative typology. Third space theory was used as a lens to view how teachers sometimes constructed a hybrid reality bridging cultures. Recommendations for further research include investigating other aspects of the Abu Dhabi education reform, exploring the intercultural competency of ADEC teachers, and studying the actual and perceived benefits of the biliteracy and co-teaching approach.

English as a Second Language; Early childhood education; Kindergarten; Bilingual education; Cultural differences; Space; Arabic language; Special education; Teacher education; Classroom communication; Questionnaires; Education policy; English language learners; Teaching; English as a second language learning; Language teaching methods

Subject Term

Education;Abu Dhabi Education Council;Co-teaching;Intercultural competence;United Arab Emirates

Alamri, Mona

Caicco, Gregory

Subdivision

School of Education

Northcentral University

Call Number

1901936843; 10269684

Electronic name

p

[Thesis]

276903

a

Y