The Implementation of the Inclusive New School Model in the Emirate of Abu Dhabi; a School’s Tale from a Teacher Perspective تطبيق نموذج المدرسة الجامع الجديد في إمارة أبوظبي حكاية المدرسة من منظور المعلم By Hanna Buchler-Eden Student ID: 90090 Dissertation submitted in partial fulfilment of the requirements for the degree of M.Ed. (Special and Inclusive Education) Faculty of Education Dissertation supervisor Dr. Eman Gaad March 2012 Abstract In order to reduce the dependency on oil and to diversify its economy, the emirate of Abu Dhabi has identified education as one of the key enablers to achieve a transformation to a ‘knowledge based’ economy. At the centre of this transformation is the design and implementation of the New School Model (NSM) in the public schools. The purpose of this study is to explore the implementation, from a teacher perspective, of the New School Model in a public school in the emirate of Abu Dhabi. The research aims to identify potential gaps between theory and practice as well as to explore challenges and formulate recommendations in implementing the New School Model in the daily routines and in the classrooms. This might provide a foundation for further research and contribute to additional knowledge about the implementation of the New School Model which could benefit teacher trainings and the gradual roll-out in further classes. In order to provide a profound perspective on the subject, this case study was mainly based on observations and interviews. Furthermore a document analysis was undertaken as well as a short questionnaire survey. As an outcome of this study the gaps identified between theory and practice in the implementation of the New School Model are specific to a number of elements but not to all of them. Teachers as implementers provide an in-depth perspective with overall challenges and tangible recommendations. Overall the empirical study indicates that the implementation is on track in the particular school. ملخص: اعتمدت إمارة أبوظبي على التعليم كأحد مفاتيح التمكين للتحول نحو اقتصاد مبني على العلم والمعرفة وللعمل على تنويع مصادر الدخل و تقليل اﻹعتماد على النفط ، ويقع في صميم هذا التحول تصميم وتنفيذ نموذج المدرسة الجديدة )NSM( في المدارس الحكومية. يتمحور هدف الدراسة التي بين أيديكم حول تحري مدى النجاح في تنفيذ هذا النموذج من منظور المعلم في المدارس الحكومية في إمارة أبوظبي ، ورصد الثغرات المحتمل وجودها بين النظرية والتطبيق واستكشاف التحديات وصياغة التوصيات عند تنفيذ نموذج المدرسة الجديدة في الروتين اليومي للفصول الدراسية ، مما يمهد الطريق أمام إجراء المزيد من البحوث ويساهم في زيادة المعرفة بكيفية تطبيق هذا النموذج ويمكنه كذلك أن يفيد في برامج تدريب المعلمين والمعلمات و يعمل على نشره والتوسع في تطبيقه تدريجياً في صفوف أخرى. لقد قامت دراسة الحالة هذه بشكل رئيس على جمع المﻻحظات وإجراء المقابﻻت بغرض التزود برؤية عميقة للموضوع ، إضاف ًة إلى القيام بتحليل الوثائق وتطبيق استبانة قصيرة. وتوصلت نتيجة الدراسة إلى أن الثغرات التي تم رصدها بين نظرية نموذج المدرسة الجديدة وتطبيقه مختصة بعدد محدود من العوامل وليس كلها ، وأن المعلمين والمعلمات بوصفهم مطبقين للنموذج على أرض الواقع استطاعوا تزويدنا برؤية متعمقة تحوي تحديات شاملة و توصيات ملموسة و قابلة للتطبيق. وعموماً ، بينت الدراسة أن التطبيق يسير على الطريق الصحيح وكما هو متوقع له في المدرسة المعنية. ABBREVIATIONS AND ACRONYMS ADEC – Abu Dhabi Educational Council CEM – Center for Evaluation and Monitoring Class teacher- teacher teaching the same students from grade one to six CSR - Comprehensive School Reform EMSA – External Measurements of Student Achievement ICT- Information and Communication Technology IEP – Individual Education Plan IPP - Individual Professional/Performance Plan K12 – Includes kindergarten grades and 1-12 KG1 – Kindergarten grade one KPIs – Key Performance Indicators LRC - Learning Resource Center MoE – Ministry of Education MP – Model Provider NSM – New School Model P1 – Primary school grade one PE – Physical Education PDP – Professional Development Program PIPS – Performance Indicators in Primary Schools PPP – Public Private Partnership SEN – Special Education Needs Table of Figures Figure Title Page 1 The gradual release approach 13 2 A student cantered teaching process 15 3 Overview of the New School Model elements 17 4 Concern model when implementing change 21 5 Managing complex change 22 6 Overview beliefs 43 7 Overview environment 45 8 Overview approach 48 9 Overview partnerships 50 10 Overview resources 58 11 Overview assessment 60 12 Overview curriculum 63 Table of Contents 1. Introduction .......................................................................... 1 1.1. Background .......................................................................... 1 1.2. Research Focus ..................................................................... 4 1.3. Research Questions ............................................................... 5 1.4. Value of Research ................................................................. 6 2. Literature review .................................................................... 8 2.1. Introduction to literature review .............................................. 8 2.2. Gap between theory and practice ............................................ 9 2.2.1. Overview of the New School Model ..................................... 9 2.2.2. Key elements of the New School Model ............................. 10 2.2.2.1. Beliefs ....................................................................... 10 2.2.2.2. Approaches ................................................................ 11 2.2.2.3. Materials ................................................................... 16 2.2.3. Literature related to gap between theory and practice ........ 18 2.3. Literature related to challenges and recommendations ............. 20 2.4. Conclusion ......................................................................... 26 3. The Present Study ................................................................. 28 3.1. Empirical study ................................................................... 31 3.1.1. Methods of data collection ............................................... 32 3.1.1.1. Interviews ................................................................. 32 3.1.1.2. Questionnaire survey .................................................. 34 3.1.1.3. Observations.............................................................. 35 3.1.1.4. Document Analysis ..................................................... 36 3.1.2. Data analysis techniques and reporting ............................. 37 3.2. Ethical issues and methodological limitations .......................... 37 4. Case Study Findings .............................................................. 41 4.1. Background ........................................................................ 41 4.2. Findings regarding the Elements of the NSM ........................... 43 4.2.1. Beliefs .......................................................................... 43 4.2.2. Environment.................................................................. 45 4.2.3. Approach ...................................................................... 48 4.2.4. Partnership ................................................................... 50 4.2.4.1. Teachers plan together and collaborate ......................... 51 4.2.4.2. A consistent approach to behaviour management ........... 52 4.2.4.3. Parents are participating as partners ............................. 53 4.2.4.4. All students’ needs are met.......................................... 55 4.2.4.5. Accountability for student learning is shared .................. 57 4.2.5. Resources ..................................................................... 58 4.2.6. Assessment ................................................................... 60 4.2.7. Curriculum .................................................................... 63 4.3. Overall challenges and recommendations ............................... 65 4.3.1. Language challenges ...................................................... 66 4.3.2. Time ............................................................................ 66 4.3.3. Flexibility ...................................................................... 67 4.3.4. Communication and transparency .................................... 67 4.3.5. Critical mass ................................................................. 68 4.3.6. Training and support ...................................................... 69 5. Discussion, Conclusion and Recommendations .......................... 70 5.1. Identification of gaps between theory and practice .................. 70 5.2. Explore challenges and determine recommendations from a teacher perspective ....................................................................... 72 5.2.1. Partnerships .................................................................. 72 5.2.1.1. Teachers plan together and collaborate ......................... 73 5.2.1.2. All student needs are met ............................................ 74 5.2.1.3. Parents are participating as partners’ ............................ 74 5.2.1.4. Accountability for student learning is shared .................. 75 5.2.2. Assessment ................................................................... 75 5.2.3. Curriculum .................................................................... 76 5.2.4. Overall challenges .......................................................... 77 5.2.5. Overall recommendations ............................................... 77 5.3. Conclusion and recommendations