SACM - United Kingdom
Permanent URI for this collectionhttps://drepo.sdl.edu.sa/handle/20.500.14154/9667
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Item Restricted Parents’ and Teachers’ Roles in Supporting the Development of Digital Citizenship among Saudi Children in Early Childhood Schools(University of Reading., 2025) Hassanin, Nouf; wong, Billy; Dimitriadi, YotaIn recent decades, there has been a substantial increase in research into children’s online technology use worldwide. Digital technology is introduced to children early, exposing them to online opportunities and threats. Providing children with appropriate online knowledge and abilities is therefore vital to ensure their safe and responsible digital growth. Nevertheless, although Saudi Arabia has seen a dramatic increase in living standards and development in online technology-based services since implementing the national transformation plan (2016-2020) to achieve the ‘2030 Vision’ (NTP, 2018), research on childhood and constructing digital citizenship remains limited. This study investigated parents’ and teachers’ practices and views on nine dimensions of digital citizenship (Ribble, 2015), particularly in relation to the key principles of ‘Respect, Educate and Protect’ (REP) when dealing with the online technology use of children enrolled in early childhood schools. It also examined the similarities and differences in how parents and teachers interact with their children’s online usage to develop digital citizenship. This exploratory study used a mixed-methods research approach, employing both quantitative and qualitative measures online. Scales of parents’ and teachers’ practice of digital citizenship were developed to gather data from 357 parents and 156 teachers. Semi-structured interviews were conducted with ten parents, five teachers and five early childhood specialists. The study’s key findings indicate that the teachers demonstrated high digital citizenship practices of all three REP principles, whereas the parents were found to have high practices of Respect and Protect but only a modest practice in the principle of Educate. The findings also showed that the parents’ practices regarding the dimension of digital literacy differed according to their children’s age. Furthermore, although the parents and teachers discussed various relevant issues, the data showed their limited understanding of digital citizenship. Using Vygotsky’s (1978) concepts of mediation and Bronfenbrenner’s (1994) macrosystem lens, the findings showed that the parents and teachers perceived digital citizenship as composed of mediation strategies and socio-cultural constructs. They also demonstrated that the socio-cultural context, online media and home and school relationships affected children’s formation of digital citizenship. This study is a valuable contribution to the Saudi education context in regard to the development of digital citizenship among children, and it provides the basis for future studies to extend the educational literature.18 0Item Restricted Exploring the Role of Instructional-Based Leadership in Professional Development in an International Context, a Systematic Literature Review(University of South Wales, 2024-09-23) Afandi, Einas; Multani, YasmeenThe professional development of teachers is a critical practice highly valued for improving the quality of education and student achievement. However, limited evidence demonstrates the relationship between school leadership and management models and their influence on teachers' professional growth and development. While there has been extensive research on instructional leadership, limited evidence demonstrates its direct link with teacher professional development. In particular, there are no significant indications of the direct role of instructional leadership in teacher professional development. The study focuses on the positive impact of instructional leadership on enhancing knowledge and skills, particularly in secondary schools. The research aimed to determine how school leadership contributes to improving the quality of instruction for secondary school staff. The study utilized a systematic review method, conducting electronic searches in Scopus, Education Resources Information Centre (ERIC), and Web of Science. The synthesis of the study outcomes was based on thematic analysis, reviewing six identified studies to demonstrate the role of instructional leadership in teacher professional development. The findings of the study are relevant in decision- and policymaking in terms of leadership and management of schools in the promotion of teacher professional growth and development. The outcomes of the study ascertain the reliability of instructional leadership in fostering professional growth while also offering insights into the numerous ways that professional development of teachers can be achieved. As a result, it demonstrates how school leaders can leverage the instructional leadership framework in promoting TPD and fostering positive student outcomes9 0Item Restricted The Knowledge of Autism Spectrum Disorder Among Male and Female Public Education Teachers in Jeddah, Saudi Arabia.(Nottingham Trent University, 0024-07) Alobaidi, Batool; Dillon, GayleThis study investigated teachers' knowledge of autism spectrum disorder (ASD) in Jeddah, Saudi Arabia, and examined what factors influenced the knowledge that teachers had. In Saudi Arabia, ASD is common but often diagnosed late (Hayat et al., 2019). This highlights the need to assess teachers' ASD knowledge, as they are well-positioned to notice signs of ASD. Understanding teachers' awareness can guide targeted training programs, improving early detection and support for students with ASD. Participants included 197 male and female teachers from public schools who completed the Autism Spectrum Knowledge Scale-General Population (ASKSG, 2019) and the Knowledge about Childhood Autism among Health Workers (KCAHW, 2008) scale. The findings revealed that participants demonstrated an average level of knowledge across both scales, scoring below average on the ASKSG but above average on the KCAHW, suggesting a potential gap in understanding ASD. Teachers with prior contact with individuals with ASD spectrum exhibited significantly higher ASD knowledge compared to those without such exposure, underscoring the impact of firsthand experience. Contrary to expectations, no significant differences in ASD knowledge were found based on gender, teaching experience, or school level taught between all educational levels, be it primary, secondary, or high school. The results aligned with previous regional studies (Alharbi et al.,2021; Otaif et al.,2019) documenting weak to moderate ASD knowledge among Saudi Arabian educators. Due to the findings from previous studies in Saudi Arabia until this study, which find that teachers' ASD knowledge has not improved, the study accentuates the pressing need for intensified and reinvigorated ASD training initiatives tailored to teachers, emphasising immersive, experiential learning modalities. By addressing the identified knowledge gaps and recognized limitations, further research efforts can help to provide a comprehensive understanding of teachers' knowledge of ASD. These studies will help to develop comprehensive and tailored programs to provide teachers with the knowledge needed to support children with ASD best.8 0Item Restricted Exploring Teachers’ Attitudes about Universal Design for Learning for Students with Learning Disabilities in Saudi Primary Schools(University of Exeter, 2024-06-03) Alsaadi, Nouf Mohammed; Fujita, Taro; Koutsouris, GeorgeDespite the growing prominence of inclusion, teachers still have varying attitudes about its implementation in general classes. Therefore, this study aims to explore primary teachers’ attitudes about Universal Design for Learning (UDL) for students identified with learning disability (LD) to inform decision- making in UDL implementation and foster inclusive education in Saudi Arabia. UDL was identified as a framework that consist of three principles and standards for curriculum improvement to give all students opportunities to learn. This means that all learners in a general education setting, including those with disabilities, can receive flexible instructional methods, materials, and assessments to meet their needs. However, in order to implement UDL, it is important to explore teachers’ attitudes towards UDL and their perceptions of its practical implementation. Due to the limited research on UDL in the Saudi context, this study focuses on gaining an in-depth understanding of the attitudes of general education teachers (GETs) including their beliefs, concerns and potential factors associated with using UDL when teaching students with LD in Saudi primary schools. This study used an explanatory sequential mixed-methods research design across two phases: Phase One collected survey responses from 153 teachers, of which only 40 reported that they had knowledge of UDL, to explore their beliefs and concerns about UDL. Followed by Phase Two obtained qualitative data via semi-structured interviews with 11 of these participants, selected purposively, to gain an in-depth understanding of their attitudes and experiences of UDL. In terms of beliefs, the study found that the majority of teachers held positive beliefs about UDL and believed it could be useful for learning, teaching and assessment. However, interview results found that although most teachers were positive towards UDL as an idea or concept, they were sceptical about its practical implementation in their classrooms. In terms of concerns, the quantitative results showed high level of concerns about UDL: teachers were generally interested in learning more about UDL; but were concerned about their ability to implement it and managing tasks associated with it; understanding the impact it had on their students’ learning outcomes; and how to collaborate and co-operate with others to implement it. The qualitative findings reinforced most of these findings as the majority of teachers expressed similar concerns related to UDL such as having limited information, professional concerns e.g., lack of appreciation, concerns about cooperation, implementation and training. In addition, there were several supportive factors (e.g., social media use and the influence of particular trainers) and hindering factors (e.g., curriculum and time pressures) that were reported to influence teachers’ experiences of UDL. The integration of both phases highlighted the difference between thinking that something (UDL in this case) is a good/ positive idea, and actually implementing it in practice. The findings can offer insights into the complex ways in which teachers understand and practice inclusion in their classrooms. The ecological model of human development by Bronfenbrenner (1979) was used to discuss the findings of this study and identify factors that can influence teachers’ attitudes towards the implementation of UDL. This study contributes to the existing theoretical and practical knowledge about UDL and inclusion. Even though some teachers supported the inclusion of students with LD in a general class, they could be negative towards implementing UDL or vice-versa (positive towards UDL, but not willing to have students with LD in a general class). It reveals a dynamic interplay in teachers' attitudes towards the inclusion of students with LD, and it was prone to change according to the circumstances. Implications for policymakers, schools, and teachers are discussed.32 0Item Restricted Understanding and Implementation of Authentic Learning in Religious Class in Primary Schools in Saudi Arabia.(De Montfort University, 2018-10-31) Haddad, Khawlah; Rizvi, SanaAuthentic learning has been acknowledged by the Saudi education authorities, however, its success depends on correct understanding and implementation by teachers and education authority supervisors. The aim of this study to identify issues in the understanding and implementation of authentic learning with a view to provide recommendations for improved authentic learning in primary schools in Saudi Arabia. The study was carried out using a qualitative approach in the form of a semi-structured interview with primary school teachers and education authority supervisors in the Mecca region of Saudi Arabia. The interview was designed to reveal issues in understanding and implementation and of authentic learning supported by document analysis. The results of the study showed that there was a lack of understanding or differences in understanding between participants about authentic learning. As for implementation of authentic learning a number of barriers were revealed which included teachers being under pressure from workloads, a lack of support from the authorities in terms of technology provision and training and development, and cultural barriers to the activities of authentic learning. However, the findings also showed that teachers had a positive attitude to overcoming these barriers through using their initiative and some even acknowledged that there is some training and development offered. Based on these findings a number of recommendations were made to those responsible in the education authorities and schools for improving understanding and implementation of authentic learning. Saudi Arabia has recognised and acted on authentic learning but more still needs to be done at both the authority and teacher level and this study has provided a number of insights into issues that can be used to inform the future direction of authentic learning in the country. Specifically, this study recommends to the Saudi education authorities that they close the disjunction between educational policy and the reality on the ground for teachers through communication and training and development, as well as making teachers more aware of training and documentation that is already available. Further recommendations included removing the barriers identified by teachers such as work load and student numbers towards more effective implementation of authentic learning.15 0Item Restricted Using Digital Training to Support the Wellbeing and Management Skills of Teachers of Children With ADHD Symptom(https://eprints.nottingham.ac.uk/etheses/, 2023-05-31) Aldabbagh Reem Ali; Daley David; Glazebrook Cris; Sayal KapilThe current research aim was to determine the feasibility and acceptability of a digital intervention to assist primary school teachers in managing ADHD symptoms in the classroom. The thesis also aimed to provide preliminary evidence of the effectiveness of such digital interventions in decreasing teachers’ stress and enhancing children’s outcomes. The needs of children with ADHD are a significant concern for teachers, with around 5% of children meeting the threshold for clinical diagnosis and an additional 5% of school children having symptoms but not reaching diagnostic threshold. The manifested behaviours of ADHD not only affect the child, but also the teacher and the overall classroom atmosphere. Teachers in the United Kingdom have reported high levels of stress, and approximately 20% of new teachers in England leave the profession within the first three years due to a variety of factors, including student misbehaviour. In addition to often complex workloads, teachers are also expected to meet the needs of students with, or at risk of, developing ADHD. This has led to the belief that early interventions from teachers targeting young children with ADHD behaviour may reduce any ongoing adverse effects and can change the trajectory of the disorder while at the same time reducing stress levels on teachers. Interventions to support teachers’ management skills could break the cycle of disadvantage for both teachers and children with ADHD symptoms. An additional point of investigation in this thesis is to understand how, given the limited available free time teachers 3 have to engage with an intervention, a digital tool may offer an accessible intervention that supports reduction in teacher stress.The purpose of this thesis was to assess the feasibility and acceptability of a digital intervention to help primary school teachers in supporting children with ADHD symptoms. The thesis also aimed to provide preliminary evidence of the perceived effectiveness of digital interventions in reducing teacher stress and improving children's outcomes, thus, the doctoral research was divided into four studies. Study 1 is a systematic review and meta-analysis to investigate the effectiveness of teacher-delivered interventions for child externalising behaviours based on teacher and child outcomes. Five electronic databases were used in a systematic search. The findings support the role of teacher interventions for teachers who work with children who exhibit externalising behaviours. Study 2 describes a qualitative study using reflexive thematic analysis of semi-structured interviews with 17 teachers of children aged four to eight years in the United Kingdom (UK) to develop an understanding of their experiences of teaching children with ADHD symptoms in the UK and their unmet needs for support. The analysis revealed that teachers working with children with ADHD symptoms can feel overwhelmed and require more training in supporting those children. Study 3 is a qualitative study that sought to evaluate the feasibility and acceptability of using the ADHD Behavior Toolbox application to support 4 teachers of children with ADHD behaviours aged four to eight years using reflexive thematic analysis of 15 teacher interviews. The teachers were generally very satisfied with the suggested strategies, and the idea, usability, and functionality of the app. However, most participants provided suggestions to improve application functionality from their perspective. The analysis also revealed that the application was seen to support both new and experienced teachers. Study 4 outlines a study protocol for a single arm pre-post study to assess the feasibility of the ADHD Behavior Toolbox application with a target child, using a sample size of between 30 and 40 teachers. Participants would be asked to complete an online survey at baseline with validated measures of self-efficacy, depression, anxiety and stress, and child externalising behaviour for a target child. Participants would then use the ADHD Behavior Toolbox within their classroom practice before completing the measures post-intervention and completing a usability questionnaire. The need for teachers’ intervention for children with ADHD symptoms is revealed in the first three chapters of this thesis. The thesis also investigates the feasibility and acceptability of the ADHD Behavior Toolbox app for reducing teacher stress and supporting teachers of children with ADHD. Teachers were generally pleased with the application and provided feedback on how it could be improved to be more beneficial and appropriate to their needs. Overall, the study findings are promising, indicating that digital intervention may be an acceptable option. More research is needed to 5 investigate the potential efficacy of the Behavior Toolbox application using quantitative data, as well as to pilot recruitment and outcome measures prior to conducting a randomised controlled trial. We aim to develop and improve the ADHD Behavior Toolbox by following the (MRC) framework until we reach the implementation phase. At this phase, the app can be implemented in wide areas of the UK in schools in an effort to create a positive climate that supports children with ADHD symptoms and reduces stress for teachers.23 0