Gifted education in the United Arab Emirates

Alghawi, Mariam Ali

doi:10.1080/2331186x.2017.1368891

Cited by 18 publications

(21 citation statements)

References 27 publications

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“…The fifth element refers to the coherence of the PD with teachers' needs and interests and its alignment with school and national priorities and goals. In the United Arab Emirates, the call for innovation in education had brought a stronger emphasis on providing support to gifted and talented students and PD that would enable the teachers to meet the needs of gifted students (AlGhawi, 2017). This PD had been customized specifically to align with said goals.…”

Section: Discussionmentioning

confidence: 99%

“…As Rowan and Townend (2016) noted, the “attempts to improve the educational experiences of gifted students need to consider not only the voices of students, parents and caregivers, but also the beliefs of teachers themselves” (p. 3). Moreover, although much has been done to document the challenges experienced (Welsh, 2011) and views on PD programs (Kaplan Sayi, 2018) by teachers of the gifted in Western contexts, there has been comparably little investigation done in non-Western educational settings, such as the Middle East, and the United Arab Emirates specifically (AlGhawi, 2017). Increasingly, there is a demand to highlight educational practices coming from various parts of the world to “engage in dialectical and dialogical scholarly reflective actions to promote knowledge transformation in teacher education” and that this transformation needs to include “Teacher Educators of Color” (Carter Andrews et al, 2021, p. 135).…”

Section: Background Of the Studymentioning

confidence: 99%

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“I Have Removed My Ceiling”: Qualitative Experiences of Teachers on Their Professional Development

Garces-Bacsal

Elhoweris

Mohamed

et al. 2022

Journal for the Education of the Gifted

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Gifted education in the United Arab Emirates is a nascent field that is coming into greater visibility with corresponding governmental and institutional support over the past 15 years. Massive efforts are now being strategically put in place, which includes actively training teachers to meet the government’s aim to prioritize giftedness and innovation at all levels and sectors, so that classroom pedagogies align with said initiatives to support gifted students. However, there is limited information about how teachers perceive the efficacy of the training they have received. This research aims to highlight the voices of teachers who received professional development on teaching the gifted over a 2-year period. Research findings revealed how teachers conceptualized “innovation” in their own teaching practice with the gifted, the participants’ perceptions on program impact, and the challenges faced in implementing what they have learned in their professional development.

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Section: Discussionmentioning

confidence: 99%

Section: Background Of the Studymentioning

confidence: 99%

“I Have Removed My Ceiling”: Qualitative Experiences of Teachers on Their Professional Development

Garces-Bacsal

Elhoweris

Mohamed

et al. 2022

Journal for the Education of the Gifted

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“…With regard to the management of education for gifted students, efforts made in Africa are more directed at standardizing services and the ability of teachers towards the handling of gifted students (Ngara, 2017). This happened to the education system for gifted students in New Zealand and Saudi Arabia (Alghawi, 2017) which emphasizes services both physically (Gur, 2011) and psychologically (Hurford, 2013). However, the current psychological needs do not have provisions in the 1996 Malaysian Education Act.…”

Section: Introductionmentioning

confidence: 99%

Characteristics and educational needs of gifted young scientists: a focus group study

Syafril

Yaumas

Ishak

et al. 2020

Journal for the Education of Gifted Young Scientists

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The Gifted Young Scientists (GYS) is the students who have certain intellectual, creative, artistic, leadership, or academic abilities that are higher than the average ability of students in general, they need different educational services (special need). This study aims to analyze the potential of gifted young scientists in terms of critical thinking in the village area in Indonesia. The study was conducted using a multi-case multi-site case study design involving 4 managers, 5 teachers, and 5 students in the High School. Data collected through in depth and focus group interviews then analyzed qualitatively with thematically. The study found that there were four characteristics of gifted young scientists in the High School studied, namely; (i) very active and creative, (ii) easy and quick to receive information and materials, (iii) have a very high curiosity, (iv) love the high-level and challenging learning process. These findings indicate that the selfcontained class students in high school meet the criteria of gifted young scientists. Thus, differentiated curriculum, high quality learning process with different teachers, materials, and approaches need to be designed seriously and continuously for the maximum student development process.

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“…The UAE is endeavouring to provide all services and programs suitable for the deaf and hard of hearing. The UAE Ministry of Education integrates and educates all children with special needs [8]. They include deaf students in all stages of education up to the undergraduate level, and students share with other ordinary students, special education in obtaining educational opportunities available when needed.…”

Section: Introductionmentioning

confidence: 99%

“…They include deaf students in all stages of education up to the undergraduate level, and students share with other ordinary students, special education in obtaining educational opportunities available when needed. The team also works to develop students on the scope of physical and mental health, maintain and realize economic well-being through access to educational and professional opportunities, and participation after the formal study period [8].…”

Section: Introductionmentioning

confidence: 99%

Exploring the Use of Educational Technology among Deaf Students in the United Arab Emirates

Kaba¹,

Ellala²

2020

ujer

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This paper reported the findings of a case study conducted about the use of educational technology among deaf students. The paper explored gender and academic major differences of deaf students in using the computer and the Internet. Data was collected through a survey questionnaire. The participants were 38 deaf students, 18 males and 20 females, studying the Special Education and Applied Sociology programs at Al Ain University (AAU). The collected data were analyzed using frequency distributions, averages, and t-test. The findings of the study confirmed significant differences among participants to concerning gender and academic major. The differences were significant in using the computer as a thinking tool for problem-solving and the ability to use software related to the courses. Likewise, the findings of the study confirmed significant differences among students in using the Internet for accessing information, to upload files and assignments, and to improve knowledge. These findings suggest the impact of gender and academic major on the use of computer and the Internet among deaf students. The paper could be an important reference to understand how deaf students use educational technology, particularly computer and the Internet, for educational activities.

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Gifted education in the United Arab Emirates

Cited by 18 publications

References 27 publications

“I Have Removed My Ceiling”: Qualitative Experiences of Teachers on Their Professional Development

“I Have Removed My Ceiling”: Qualitative Experiences of Teachers on Their Professional Development

Characteristics and educational needs of gifted young scientists: a focus group study

Exploring the Use of Educational Technology among Deaf Students in the United Arab Emirates

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