Saudi Cultural Missions Theses & Dissertations
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Item Restricted Teachers' Knowledge of Using Evidence-Based Practices (EBPs) with Students with Visual Impairments (VI) In Saudi Arabia(University of Massachusetts Amherst, 2025) Bin Tuwaym, Sultan; Lauterbach, AlexandraUsing Evidence-Based Practices (EBPs) in teaching students with visual impairments (VI) is critical as EBPs can demonstrate significant effects on student outcomes (Cook & Cook, 2011). Teachers should possess robust knowledge of EBPs (Sciuchetti et al., 2016). The significance of teachers' knowledge of EBPs is a critical aspect of effective teaching. In Saudi Arabia, there was a significant gap in the existing research regarding teachers' knowledge of EBPs for students with VI, and no research has examined teachers' knowledge of EBPs for students with VI. Thus, the purpose of this study was to fill this significant gap and examine teachers' knowledge of EBPs for students with VI in the educational setting in Saudi Arabia and their perceptions and beliefs about their knowledge, access to EBP resources, and use of EBPs. This study used a survey research design to gather data and answer the research questions. 225 teachers of students with VI in six major provinces of Saudi Arabia, including Al-Qasim, Aseer, Eastern Province, Madinah, Makkah, and Riyadh, participated in this study. The findings indicated significant variations in teachers' knowledge of EBPs for students with VI based on their EBP scores. Different demographic factors influenced these variations. Also, the findings indicated that teachers demonstrated varying levels of familiarity with the definition of EBP, which may affect their ability to identify and implement EBPs for students with VI. Besides, the findings determined no significant relationships between teachers' knowledge of EBPs and their perceptions and beliefs about their knowledge, access to EBP resources, and use of EBPs. However, significant positive relationships were observed among these three dimensions. The findings revealed the primary sources teachers use to learn about EBPs and the significant challenges they encounter in staying updated on effective EBPs for students with VI. Also, the study suggests significant implications for teacher education programs, professional development initiatives, and educational policy enhancements in Saudi Arabia. It underscores the need for more research to examine the effectiveness of current teachers' training and professional development programs, investigate practical applications of EBP in real classroom settings, and seek solutions for improving access to EBP resources.20 0Item Restricted EVALUATING THE IMPACT OF ONLINE TRAINING ADDRESSING CHALLENGING BEHAVIORS OF CHILDREN WITH AUTISM AND OTHER DEVELOPMENTAL DISABILITIES IN SAUDI ARABIA: A PILOT MIXED-METHODS STUDY(University of Illinois Urbana-Champaign, 2024) Alqunaysi, Rayan; Meadan-Kaplansky, HeddaProfessionals working with individuals with autism and other developmental disabilities in Saudi Arabia have identified limited professional development opportunities related to autism as a persistent challenge. They also report insufficient use of data to inform decisions regarding plans and instructions for autistic individuals. To address these needs, I culturally and linguistically adapted online training modules that cover strategies based on the principles of Applied Behavior Analysis (ABA) to address challenging behaviors exhibited by individuals with autism and other developmental disabilities. Originally designed for English-speaking caregivers, these training modules were adapted for Arabic-speaking caregivers and, in the current study, further adapted for professionals in the Saudi context, resulting in a total of seven training modules. I employed a convergent mixed-methods design to investigate the correlation between participants' knowledge and self-efficacy regarding ABA-based strategies, to assess the impact of the training modules on their knowledge and self-efficacy, and to evaluate the social validity of the training modules. I collected quantitative data using various scales to assess knowledge and self-efficacy, and gathered qualitative data via semi-structured interviews and a social validity questionnaire. The results indicate that the culturally and linguistically adapted online training modules had a positive impact on the participants' knowledge and self-efficacy and were perceived as socially valid, although participants identified areas for improvement. Limitations and implications for practice and future research are discussed.20 0Item Restricted The Influence of Cultural Values on ESL Teachers' Perceptions of Teacher-Centred Instruction Effectiveness in Saudi Arabia(Bangor University, 2024-09-30) Alharbi, Mubarak Jazi; Shank, ChristopherThis study investigates the influence of cultural values on ESL teachers’ perceptions of teacher-centred instruction in Saudi Arabia, with a focus on its perceived effectiveness and impact on student performance. Rooted in a hierarchical and collectivist society, Saudi classrooms often favour teacher-centred methods, reflecting deep cultural respect for authority and structured learning. The research addresses three key questions: How do specific cultural values shape ESL teachers' views on teacher-centred instruction? What are the perceived strengths and weaknesses of this approach? Is there a correlation between teachers' perceptions of effectiveness and student academic performance? A quantitative survey was conducted with 52 ESL teachers and a qualitative interview was conducted with 6 ESL teachers. Descriptive statistics and Pearson correlation were used to analyse quantitative data while thematic analysis was used in the analysis of interview transcripts. The findings reveal a complex dynamic: although the cultural values promote the teacher-centred approach, it is considered as inadequate in engaging the students and enhancing their critical thinking skills. Cultural values were found to have a very low positive correlation with perceived effectiveness while professional development had a high positive correlation with student performance. Teachers agreed that professional development is useful in incorporating new approaches into traditional practises, and they noted that ongoing training is crucial in closing the gap between culture-based practises and current educational requirements. These findings have important implications for ESL education in Saudi Arabia, suggesting that there is a need for more student-centred and less rigid instructional approaches while at the same time being culturally sensitive. The government should focus on professional development to improve the quality of teachers and the learners.10 0Item Restricted Exploring Saudi University EFL Teachers' Cognition and Practices of Learner Engagement: Dialogic Reflection(Newcastle University, 2024-08-29) Alessa, Amal Abdullah; Walsh, SteveIn recent years, the educational landscape in Saudi Arabia has experienced significant developments, particularly in the realm of the English as a Foreign Language (EFL) industry. Replacing traditional, teacher-centred teaching methods with more communicative and learner-centred ones is one way that has been recognised as a way to achieve certain development goals. Within these alternative approaches, learner engagement is required to achieve effective learning (Fredricks et al., 2019). However, despite the widespread recognition that teachers are essential to any developmental reforms (Datnow, 2020), little is known about their learner-engagement-related cognitions and practices in the EFL sector of Saudi education. As a contribution to filling this gap in existing knowledge, this study explores the cognitions of five Saudi university EFL teachers who participated in dialogic reflection sessions (DRs) to discuss their practices as related to learner engagement. The necessity of this study is to contribute to determining teachers' cognition of learner engagement in learning and learning opportunities and the potential of DRs as a valuable tool to facilitate their professional development (PD) concerning learner-engagement-related practices. The study employed qualitative methods (analysis of DRs) to delve into teachers’ cognitions and practices concerning learner engagement, while semi-structured interviews were used to explore how DR as a reflective tool can foster PD. The findings revealed that teachers place significant value on learner engagement to promote students' learning and create learning opportunities by acting as ‘facilitators’ and ‘organisers’. However, contextual factors—such as low-proficiency students and exam-oriented assessment —often hinder the transfer of their beliefs into classroom practice. Despite these challenges, the study highlights the potential of DR as a powerful tool for PD, as teachers are able to critically examine their practices, identify obstacles, and develop strategies to enhance learner engagement. The study concludes that DR supports teachers in addressing the challenges they face and contributes to their ongoing professional growth. Several implications for advancing educational reforms in Saudi higher education are discussed.20 0Item Restricted Development of Teacher Professional Identity and Agency: An Ethnographic Study of a Saudi English Language Institute(Monansh University, 2024-05) Alshomrani, Amani; Chowdhury, RaqibThis qualitative ethnographic study explores the complexities inherent in the professional relations between English teachers and administrators in a Saudi Arabian university-based language institute. It aims to examine the experiences, roles, and positions of teachers, considering the influence of organisational structures and institutional discourses on the development of their professional identity and agency. Additionally, the study investigates the roles and experiences of administrators in their shared responsibilities with teachers. Methodologically, this research adopts an institutional ethnographic approach, utilising qualitative data collected from two sources: 1) policy documents obtained from the institute, and 2) semi-structured interviews and focus group discussions conducted with teachers and administrators. The analysis of the institutional documents employs Critical Discourse Analysis (CDA), allowing for the identification of power dynamics and ideological underpinnings embedded within institutional texts. Thematic analysis is employed to code and analyse the data gathered from interviews and focus group discussions. Specifically, the study draws upon Foucault's concepts of power-knowledge, Fairclough’s ideas of CDA and Bandura’s social cognitive theory to comprehend the interplay between power and knowledge within the institutional context. The findings of the study reveal that despite the institute’s vision for excellence and quality in English language teaching, there seems to be limited attention given to addressing the professional needs of teachers. The persistent and intricate top-down organisational structure significantly restricts teachers’ exercise of agency and hinders their capacity to express their professional identities. This study offers significant insights for teaching practice, professional learning, and policy reforms, particularly in terms of acknowledging teachers’ voices and enhancing their agency within hierarchical structures and beyond. By recognising and amplifying the perspectives of both teachers and administrators in their shared professional environment, it is possible to improve teaching practices, provide more effective professional learning opportunities, and advocate for policy changes that better support the growth and overall well-being of both teachers and administrators.26 0Item Restricted Saudi Teachers’ Experiences With A Professional Development Program In The United States(2023-03-15) Alrobaian, Alya Mohammed; Mitchell, Stephen AThe Kingdom of Saudi Arabia began to enhance and develop the system of Saudi education. Therefore, the Saudi Ministry of Education allowed Saudi teachers to travel to the United States to participate in an American university-sponsored professional development program provided by the Midwestern University College of Education, Health and Human Services in Ohio titled Building Leadership for Change through School Immersion program (Khbrat-BLCSI Program). The purpose of this study was to investigate Saudi teachers’ experiences while participating in the program. A case study was conducted to better understand the complexity of teacher’s experiences during their participation. One primary research question and two sub- questions guided data collection and analysis. The primary research question was: What are Saudi teachers’ perceptions of their experiences of the Khbrat- BLCSI professional development program in the United States? The two sub-questions were (1) What are Saudi teachers’ perceptions of the Khbrat- BLCSI professional development program’s applicability to their work in Saudi Arabia? and (2) While engaged in the Khbrat- BLCSI professional development program, what problems and pleasures did Saudi teachers experience? This study included seven female teachers. Three sources of data—surveys, an interview, and journals—were collected. The findings indicated that participating teachers were impacted professionally and personally. These teachers were able to transfer and apply what they learned from the Khbrat- BLCSI program. The findings also indicated that Saudi teachers had a positive and critical experience in the Khbrat-BLCSI program. Participants faced a few challenges related to the structure of the program.15 0