Saudi Cultural Missions Theses & Dissertations
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Item 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.24 0Item Restricted Experiences and beliefs about fatigue, physical activity, physical fitness, and information needs in childhood cancer: Children and their parents’ perspectives(The University of Sydney, 2023) Alqahtani, Qamra Muaikel; Dylke, ElizabethThis thesis aimed to explore the experiences of beliefs about, and information needs related to fatigue, particularly in relation to physical activity and physical fitness, in childhood cancer from children’s and parents’ perspectives. The experience of fatigue, the information needed by children treated for cancer and their families and the use of physical activity as a possible coping strategy were examined in this thesis through a multitude of methods, including a systematic review, as well as quantitative and qualitative research methods. Clearly, fatigue is a complex and variable experience, which places a burden both on children and their parents (Chapter 3,4,5). Fatigue has adverse consequences on all aspects of the child’s life (Chapter 3,4), including hindering their physical activity (Chapter 3,5), emotionally affecting parents (Chapter 3,4), and restricting social and family activities (Chapter 3). Children have different perspective on their information needs on cancer-related symptoms, including fatigue (Chapter 2,3) and their beliefs about fatigue (Chapter 4) than their parents. Children and their parents reported their needs for individualised informational support from healthcare providers about all aspects of the child’s fatigue (Chapter 2,3). Addressing questions and providing information about the child’s fatigue in verbal and written formats would better support both parents (Chapter 2,3) and children (Chapter 3). Physical activity appeared to be underappreciated strategy for the management of fatigue in children (Chapter 3,4,5). Children’s dichotomy perceptions on how physical activity helps with fatigue (Chapter 5), diversity of the beliefs around fatigue between children and their parents and between parents and each other (Chapter 4), and the complexity of fatigue experience (Chapter 3), indicate that fatigue is an issue that requires further discussion and multiple encounters with healthcare providers across and beyond the cancer treatment phases.29 0Item Restricted Attempts to preserve corpses during the bronze age in the Near East outside of Egypt.(Saudi Digital Library, 2023-12-11) Albalawi, Ghadah; Routledge, BruceEgypt is well-known as a treasure trove for mummification methods, and new developments in mummy coffins and mummified remains continue to make headlines. Numerous scholars have demonstrated the existence of practices for the preservation of corpses in the Near East. This thesis, however, takes an interdisciplinary approach to investigate this phenomenon during the Bronze Age in the Near East, focusing on the regions of Iraq and Qatana in particular. Using the methods from archaeology, anthropology, and history, this investigation aims to disentangle the knotty history of this practice. In addition, the study examines the chosen regions' burial practices, archaeological artefacts, and preserved skeletons. The overarching purpose is to draw attention to body preservation methods and the fundamental ideas behind them. Further, to the beliefs of the countries of the Middle East. It is well-documented that ancient Egyptians believed a person's body needed to be preserved until their next rebirth in the afterlife. The ancient Egyptians believed that their khats, or bodies, would be revived after reaching the afterlife. When the Egyptians realized that their dead would decay, they started viewing the corpses as a sort of vehicle for the dead people's spirits. In case the ghost wanted to make a return visit, the body was dismembered and covered in bandages. The similarities between these ideas and those of Ur and Qatana do not indicate any mutual influence between the three civilizations. This research reveals multiple approaches, from simple dehydration to the complex artificial mummification procedure used in Ur, Iraq, and Qatana, Syria. It demonstrates the high social position of those interred by displaying the ornate design and magnificence of the tombs. While the study confirms the presence of significant evidence of the burials of Mesopotamian kings in Ur, the graves at Qatana show the international influences of the Late Bronze Age. This also demonstrates that diverse cultures have always had unique methods for preserving bodies using everyday materials like resins and oils. These discoveries help us learn more about the cultural norms of the time in Qatna and Ur, illuminating the significance of remembering the dead. In Egypt, there is a similar level of interest.27 0Item Restricted Sociolinguistics of Saudi Vision 2030: Paradigm Shift Through English F English Faculty’s Perspectiv erspectives of T es of Translanguaging at a Saudi anslanguaging at a Saudi University.(UNM, 2023-08-01) Masrahi, Naif Ali Y; Trentman, EmmaMany educational systems around the world insist on applying an English Only Policy (EOP) when teaching the English language at universities without addressing their contextual needs. In Saudi Arabia, this problem leads to reduced satisfaction among faculty regarding students’ English level (Alharbi & Alqefari, 2022; Alkhairy, 2013; Alqahtani, 2020; Alsaawi, 2019; Alshammari, 2022; Altale & Alta’ani, 2019; Alzahrani, 2019; Elyas & Picard, 2010). However, the new educational transformation promised by Saudi Vision 2030 (2016) supports the Arabic language as a mother tongue for Saudis, English as an important language, and the teaching of critical thinking to respond to current global economic challenges. This creates a space for adopting translanguaging practices in English language classrooms by helping learners access their linguistic repertoire to understand, think, communicate, and learn the language (García, 2009). Recent studies at Saudi universities on faculty perspectives on translanguaging are limited in terms of context, participants, and vii methodology (Alahdal, 2020a; Alharbi & Alqefari, 2022; Alqahtani, 2022; Altale & Alqahtani, 2020; Alzahrani, 2019). Therefore, this qualitative case research examined the perspectives of six Saudi and international faculty members regarding translanguaging at a Saudi university. It answered the question: What are the perspectives of English as a Foreign Language (EFL) faculty at a Saudi university toward translanguaging, and why? Following the theoretical framework of sociocultural and translanguaging theories (Vygotsky, 1978; García & Li Wei, 2014), the study utilized interviews, focus group discussions, and field notes to collect the data. The thematic analysis (Stake, 1995) showed a positive position among faculty members regarding translanguaging. They called on decision-makers to empower them to participate in making pedagogic decisions according to students’ needs. Importantly, translanguaging could support the educational transformation of Saudi Vision 2030 through its pedagogic practices and its ability to support learners’ critical thinking. Moreover, faculty reported low awareness of translanguaging, which would require increasing their awareness of its systematic adoption. The study concludes with implications and suggestions for further research and teaching policy modifications to include translanguaging when teaching English in the classroom.35 0