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CLOSING the CULTURAL GAP: a STUDY of SUCCESSFUL INTEGRATION of WESTERN TEACHERS INTO EMIRATI SCHOOL CULTURE by SANDRA VONDERLIN

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CLOSING the CULTURAL GAP: a STUDY of SUCCESSFUL INTEGRATION of WESTERN TEACHERS INTO EMIRATI SCHOOL CULTURE by SANDRA VONDERLIN CLOSING THE CULTURAL GAP: A STUDY OF SUCCESSFUL INTEGRATION OF WESTERN TEACHERS INTO EMIRATI SCHOOL CULTURE By SANDRA VONDERLIND A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF EDUCATION UNIVERSITY OF FLORIDA 2015 © 2015 Sandra Vonderlind Für meine Mami Du bist mein Vorbild. Danke, dass du immer für mich da bist auf der Reise meines Lebens. For my mom You are my role model. Thank you for being with me through my journey in life. ACKNOWLEDGEMENTS I would never have been able to finish my dissertation without the guidance and support of Pathikrit Banerjee. You are the smartest person I know, and you nudged me to believe that I can achieve whatever I aspire to be. I would like to offer my deepest gratitude to my advisor, Dr. Alyson Adams, for her outstanding guidance, genuine interest, and for helping me to produce the best quality of academic work which took a few iterations to get right. I would like to thank Dr. Don Pemberton for introducing me to the University of Florida, for writing my recommendation letter, and for supporting me to pursue my academic work. I hope I have lived up to his expectations. I would like to thank Mark Whitfield, who as a good friend was always willing to help and give his expert suggestions. I thank Hind Bakri Ahmed Abdulrahim for her support with the translations. Finally, I thank all my friends, who were patient and understanding, and who are still my friends in spite of my years of relative social negligence. 4 TABLE OF CONTENTS page ACKNOWLEDGEMENTS ............................................................................................... 4 LIST OF TABLES ............................................................................................................ 8 ABSTRACT ..................................................................................................................... 9 CHAPTER 1 INTRODUCTION TO THE STUDY ......................................................................... 11 Background and Significance of the Problem ......................................................... 13 Study Context ......................................................................................................... 16 Purpose of the Study .............................................................................................. 16 Research Questions: .............................................................................................. 19 Researcher Connection to the Context ................................................................... 19 Significance of the Study ........................................................................................ 21 2 REVIEW OF LITERATURE .................................................................................... 22 Expatriate Teacher Communities and High Teacher Mobility ................................. 23 School Reform Challenges in Arab Schools ........................................................... 25 Educational Reform in Abu Dhabi ........................................................................... 26 Cross-cultural Adjustment in the Local School Setting ........................................... 29 Fostering Cross-cultural Dialogue among Western and Emirati Teachers and Leaders ................................................................................................................ 30 Cross-cultural Competence as a Skill of Teachers and School Leaders ................ 32 Conclusion .............................................................................................................. 34 3 METHODOLOGY ................................................................................................... 36 Context of the Study ............................................................................................... 36 The UAE – A Developing International Context ................................................ 36 UAE School Structures ..................................................................................... 37 The New School Model (NSM) ......................................................................... 39 School Context of a Cycle 2 Public Schools in Abu Dhabi ............................... 40 Research Study Design .......................................................................................... 41 Research Questions ......................................................................................... 42 Data Sources .................................................................................................... 42 Selection of School Site ................................................................................... 45 Selection of Participants ................................................................................... 47 Description of Participants ................................................................................ 48 Data Analysis .......................................................................................................... 54 Establishing Credibility/Trustworthiness.................................................................. 56 Researcher Subjectivity Statement ......................................................................... 57 5 4 FINDINGS ............................................................................................................... 59 Findings Related to Successful Integration ............................................................. 62 Reform Aspect 1: The Emphasis on English Language Instruction .................. 63 Theme (English): Emirati Leaders Speak English Fluently and Successfully Manage a Bilingual Teaching and Learning Context. .................................... 64 Strategy A (English): Emirati Leaders Value and Encourage Language Learning of Emirati Teachers. ....................................................................... 65 Strategy B (English): Emirati Teachers Make an Effort to Learn English. ........ 67 Reform Aspect 2: A Move Toward Student-Centered Pedagogical Approaches ................................................................................................... 69 Theme (Pedagogy): Emirati Leaders and Teachers Embrace the Pedagogical Changes Identified in the NSM Reform. ................................... 70 Strategy A (Pedagogy): Emirati Teachers Actively Seek Specific Support from Western Teachers When Implementing New Pedagogical Approaches. .................................................................................................. 70 Strategy B (Pedagogy): Emirati Teachers Meet and Co-Plan with Western Teachers to Implement 21st Century Teaching and Learning Strategies. ..... 72 Reform Aspect 3: The Recruitment, Placement and Induction of Western Teachers ....................................................................................................... 74 Theme (Recruitment/Placement): Emirati Leaders Are Not Involved in the Recruitment, Placement & Induction of Western Teachers. .......................... 76 Proposed Strategy A (Recruitment/Placement): Emirati Leaders Could Provide Input in Relation to Placement and Transfer Decisions for Western Teachers. ........................................................................................ 77 Proposed Strategy B (Recruitment/Placement): Emirati Leaders Could Take More Responsibility for The Induction and Ongoing Support of the Western Teachers Placed in Their School. ................................................... 79 Findings Related to Managing Cultural Differences ................................................ 80 Emirati Leaders’ Role in Creating a School Culture of Integration .................... 82 Theme: Respect, Openness and Willingness to Overcome Cultural Differences .................................................................................................... 84 A: Western teachers engage in cultural events at the school..................... 84 B: Emirati and Western teachers engage in social activities outside of school time.............................................................................................. 85 C: Emirati and Western teachers collaborate in a shared language during PD sessions ................................................................................. 86 D: Emirati and Western teachers possess openness and willingness toward other cultures .............................................................................. 87 5 DISCUSSION AND IMPLICATIONS ....................................................................... 90 Summary of Findings .............................................................................................. 90 Discussion of Findings ............................................................................................ 92 Cultural Difference within a Cross-Cultural School Setting ............................... 93 Pedagogical Expertise of Western Teachers within the NSM........................... 95 School Leaders as Catalysts for the NSM Reform ........................................... 96 6 Implications ............................................................................................................. 98 Implications for Policy Leaders (ADEC) ........................................................... 98 Implications for School Based Leaders ............................................................ 99 Implications for Emirati and Western Teachers .............................................
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