Andere Kunden interessierten sich auch für
![Teacher Attrition In the United Arab Emirates]( "Teacher Attrition In the United Arab Emirates")
Teacher Attrition In the United Arab Emirates38,99 €![Tenure Decision-Making at Research Universities in the United States]( "Tenure Decision-Making at Research Universities in the United States")
Tenure Decision-Making at Research Universities in the United States38,99 €![Liberal Arts Education in the United States of America]( "Liberal Arts Education in the United States of America")
Liberal Arts Education in the United States of America38,99 €![Recruiting Student-Athletes at the United States Military Academy]( "Recruiting Student-Athletes at the United States Military Academy")
Recruiting Student-Athletes at the United States Military Academy38,99 €![Russian-Speaking Immigrant Teachers in the United States]( "Russian-Speaking Immigrant Teachers in the United States")
Russian-Speaking Immigrant Teachers in the United States51,99 €![The Evolution of Education in LIS in Pakistan and United Kingdom]( "The Evolution of Education in LIS in Pakistan and United Kingdom")
The Evolution of Education in LIS in Pakistan and United Kingdom32,99 €![Santa Claus in Baghdad and Other Stories about Teens in the Arab World]( "Santa Claus in Baghdad and Other Stories about Teens in the Arab World")
Santa Claus in Baghdad and Other Stories about Teens in the Arab World19,99 €
An investigation of the impact of beliefs and attitudes on learning English in the UAE was conducted against a background history of education in the UAE, which has been undergoing major transitions from tradition to modernity since the mid-1960s. The life-worlds of students and areas of learning were examined through socio-cultural theory, a Western sociological concept that was used as a guiding theoretical perspective. It had strong explanatory and interpretive power in accounting for much UAE study data, being a non-essentialist, all-encompassing model of social reproduction that produced a qualitative account of social reality. Three variables of analysis were identified: level of education (secondary school versus university), level of achievement (high achievers versus low achievers), and gender. Following a pilot study (10 students and 5 teachers), a questionnaire on beliefs and attitudes about language learning was administered to 234 students and semi-structured interviews were conducted with 39 students, 12 parents, 14 teachers, 4 administrators, and one high-profile policy maker.