The Library
Peer tutoring and learning experiences of students with specific learning difficulties: a case study of middle schools in Saudi Arabia
Tools
Almulla, Afnan (2018) Peer tutoring and learning experiences of students with specific learning difficulties: a case study of middle schools in Saudi Arabia. PhD thesis, University of Warwick.
|
PDF
WRAP_Theses_Almulla_2018.pdf - Submitted Version - Requires a PDF viewer. Download (7Mb) | Preview |
Official URL: http://webcat.warwick.ac.uk/record=b3442298~S15
Abstract
This study aims to explore how peer tutoring (PT) is perceived and practiced within the religious-cultural context of Saudi Arabia and to examine the perceptions of teachers, students and supervisors regarding the efficacy of PT in supporting the learning experiences of students with specific learning difficulties (SpLD). It also seeks to understand how factors such as physical environment, resources, planning, training provision, supervision and collaboration between professionals can facilitate or hinder the development and even implementation of PT. Perspectives and practices on PT in Saudi Arabia were explored in the context of six inclusive middle schools, focusing on students that had been assessed as having SpLD. This study adopted a qualitative case study approach, conducting data collection via semi-structured interviews, semi-structured observations and document analysis. The findings were analysed through an activity theory (AT) perspective, specific components of which informed the examination of the activity system of PT within the field of special and inclusive education, as well as the perceptions of special needs education supervisors and teachers, and of students with and without SpLD, regarding this classroom methodology. The findings illustrated that the theory and practice of PT in Saudi Arabia were primarily shaped by important cultural traditions and Islamic principles, especially those that pertain to the notions of normality and weaknesses. Saudi SEN teachers had predominantly adopted a unidirectional approach to PT, based upon asymmetric relationships between students, in which peer tutors functioned as ‘transmitters of knowledge’. Despite the benefits that PT offered to SpLD students, optimising the implementation of PT requires several major obstacles to be tackled. These include the need for more effective planning, clear written guidelines to outline the expectations of peer tutors, a more structured and consistent approach among schools, and the design of a system that fosters better collaboration between mainstream teachers, SEN teachers and SEN supervisors.
Item Type: | Thesis (PhD) | ||||
---|---|---|---|---|---|
Subjects: | L Education > LC Special aspects of education L Education > LG Individual institutions (Asia. Africa) |
||||
Library of Congress Subject Headings (LCSH): | Peer teaching -- Saudi Arabia -- Case studies, Middle schools -- Saudi Arabia -- Case studies, Learning disabilities, Special education | ||||
Official Date: | 1 October 2018 | ||||
Dates: |
|
||||
Institution: | University of Warwick | ||||
Theses Department: | Centre for Education Studies | ||||
Thesis Type: | PhD | ||||
Publication Status: | Unpublished | ||||
Supervisor(s)/Advisor: | Hartas, Dimitra, 1966- | ||||
Format of File: | |||||
Extent: | xii, 440 leaves : illustrations | ||||
Language: | eng |
Request changes or add full text files to a record
Repository staff actions (login required)
View Item |
Downloads
Downloads per month over past year