The Curriculum and Instruction Division is involved in teaching both undergraduate and graduate courses. Faculty in this Division teach courses as well as conduct research, professional development, community services and engage in consultation with schools. The Division utilizes interdisciplinary and cross-curriculuar coursework underpinned by inquiry-based learning and supported by strong content knowledge across all disciplines.
With heavy reliance on content, students in the Math and Science courses learn both content and pedagogy skills in Biology, Chemistry, Physics and Math aimed at teaching the curriculum for students in Cycles 1, 2 and 3. Linked to school Practicum and Internship experiences, the courses in Science and Math are designed to support students as they learn to teach with confidence using research and evidence-based practices, and to accurately assess and plan for student success.
The focus of the English courses is to support students as they move toward English proficiency through various IELTS support programs, general English skills and Academic Reading courses. This work is done through blending linguistic science with the art of classroom practice in Math and Science education.
Within this Division, graduate students can enroll in Curriculum and Learning Design program. The program is designed to develop research informed educators as curriculum and resources experts who are skilled instructional designers, to lead educational improvement in the UAE. This is achieved through a distinctive program consisting of courses focusing on recent developments in theories of teaching and learning. The program also emphasizes the implementation of educational research in authentic contexts and offers flexible seminar topics aligned with current and emergent educational trends.
Dr. Nagla Ali, Ph.D in Curriculum and Instruction with specialization in Educational Technology, University of Florida (USA).
Ali, N., Santos, I. M. & Areepattamannil, S. (2017). Pre-service Teachers’ Perception of Quick Response (QR) Code integration in Classroom Activities, Turkish Online Journal of Educational Technology.
Dickson, M., Kadbey, H. & McMinn, M. (2016). Correlating Beliefs and Classroom Practices of Public School Science Teachers in Abu Dhabi. Journal of Turkish Science Education. 13(3).
Dickson, M., McMinn, M. & Kadbey, H. (2017). Science Anxiety Levels in pre-service Emirati teachers. Learning and Teaching in Higher Education: Gulf Perspectives, 14(1).
Khine, M.S., Ali, N., & Afari, E. (2016). Exploring Relationships among TPACK Constructs and ICT Achievement among Student Teachers. Education and Information Technologies. doi: 10.1007/s10639-016-9507-8.
Oberhuber, M., Hope, T.M.H., Seghier, M.L., Parker Jones, O., Prejawa, S., Green, D.W., Price, C.J. (2016). Four functionally distinct regions in the left supramarginal gyrus support word processing. Cerebral Cortex 26:4212-4226.
Tzourio-Mazoyer, N., Seghier, M.L. (2016). The neural bases of hemispheric specialization. Neuropsychologia 93:319-324.