Faculty Research: Faculty names from M

Dr. Michael Melkonian

Associate Professor in Counseling, Special Education and Neuroscience Division

Qualifications

• Ph.D., The University of Southampton, United Kingdom.
• B.Sc. in Experimental Psychology, The University of Sussex, United Kingdom.

Profile

Dr. Michael Melkonian is an educator with an extensive experience in both the secondary and tertiary levels of education and positions held at schools and universities within Europe and the MENA region where he has developed and taught a wide range of psychology and counseling courses.

At ECAE, Dr. Melkonian is currently the Associate Professor in the Division of Counseling, Special Education and Neuroscience and has been engaged in the development and teaching of counseling, psychology and related courses.

In addition to his teaching background, he has been extensively involved in the field of international and cross-cultural education and has engaged in the development of workshops, inter-institutional collaboration and international projects as part of the European Commission’s Lifelong Learning Program.

Michael’s ongoing research involvements are both collaborative and interdisciplinary and are fueled by his interests that include the development of social identity, the dynamics of cross-cultural relationships within educational environments and the influence of dispositional and situational factors upon academic achievement.

Dr. Melkonian holds a BSc in Experimental Psychology from the University of Sussex and a Ph.D. from the University of Southampton in the United Kingdom. His doctoral thesis entitled “The effect of an international school environment on the perception of self and others” investigated cross-cultural dynamics within an educational environment. Dr. Michael is a member of the British Psychological Society and the International Association for Cross-Cultural Psychology.

Publications

Articles in Peer-Reviewed Research Journals

• Melkonian, M., Areepattamannil, S., Menano, L., & Fidalgo, P., (under review) Acculturation orientations of first- and second-generation immigrant adolescents: relations to reading, mathematics, and science achievement. The Social Psychology of Education.
• Melkonian, M., & Areepattamannil, S., (2018). The effect of absolute age-position on academic performance: A study of secondary students in the United Arab Emirates. Educational Studies.
• Areepattamannil, S., Abdelfattah, F., Mahasneh, R. A., Khine, M. S., Welch, A. G., Melkonian, M., & Al Nuaimi, S. A. (2016). Prediction of mathematics work ethic and performance from behavioral, normative, and control beliefs among Qatari adolescents. Journal of Adolescence, 46, 38–44. doi:10.1016/j.adolescence.2015.10.016.
• Areepattamannil, S., Melkonian, M. (2016). Prediction of Mathematics Work Ethic and Performance from Behavioral, Normative, and Control Beliefs among Qatari Adolescents. Journal of Adolescence.
• Areepattamannil, S., Melkonian, M., Khine, M. S., Welch, A. G., Al Nuaimi, S. A., & Rashad, F. F. (2015). Are Emirati parents’ attitudes toward mathematics linked to their adolescent children’s attitudes toward mathematics and mathematics achievement? Journal of Adolescence, 44, 17–20. doi:10.1016/j.adolescence.2015.07.002.
• Areepattamannil, S., Melkonian, M., Khine, M. S. (2015). Exploring differences in native and immigrant adolescents’ mathematics achievement and dispositions towards mathematics in Qatar. Journal of Adolescence, 40(3), 11–13. doi:10.1016/j.adolescence.2014.12.010
• Areepattamannil, S., Melkonian, M., Khine, M. S., Welch, A. G., Al Nuaimi, S. A., & Rashad, F. F. (2015). Are Emirati parents’ attitudes toward mathematics linked to their adolescent children’s attitudes toward mathematics and mathematics achievement? Journal of Adolescence.
• Areepattamannil, S., Melkonian, M., Khine, M. S. (2015). Exploring differences in native and immigrant adolescents’ mathematics achievement and dispositions towards mathematics in Qatar. Journal of Adolescence, 40(3), 11-13. doi: 10.1016/j.adolescence.2014.12.010.
• Melkonian, M. & Ierokipiotis, E. (1997). The effects of age-position and sex on academic performance: a study of secondary schools in Cyprus. Educational Research, 37, Revised edition Educational Research, 39, Number 3, Winter.

Books, Chapters in Books and Published Reports

• Melkonian, M. (2016). Teachers Dispositions towards Professional Development within the United Arab Emirates: Relations to Teacher Job Satisfaction and Feedback in Dispositions in Welch, A. G., & Areepattamannil, S. Teacher Education: A Global Perspective. New York, NY: Springer
• Areepattamannil, S., Welch, A. G., Melkonian, M., & Saqr, S. (2016). Non-cognitive correlates of Emirati adolescents’ mathematics performance: A multilevel analysis. In M. S. Khine & S. Areepattamannil (Eds.), Non-cognitive skills and factors in educational attainment (pp. 397-409). Rotterdam, the Netherlands: Sense.

Click on the Google Scholar Profile for List of Publications.

Dr. Michelle P. Kelly

Associate Professor, Counseling, Special Education and Neuroscience Division.

Qualifications

• Ph.D. in Applied Behavior Analysis, The National University of Ireland, Galway
• B.A. (Hons.) Applied Psychology, University College Cork, Ireland

Membership of Professional Bodies/Associations

• Association for Behavior Analysis International (ABAI)
• European Association for Behaviour Analysis (EABA)
• Psychological Society of Ireland (PSI)
• Division of Behavior Analysis (DBA), PSI
• Dissemination of Behavior Analysis- Special Interest Group, ABAI
• Emirates Autism Society, UAE

Profile

Dr. Michelle Kelly joined ECAE in August 2014 as an Assistant Professor and has since become the Program Coordinator for the newly established Postgraduate Diploma and Master of Education in ABA programs at ECAE. She currently coordinates and teaches topics on concepts and principles, behavior assessment as well as ethics and professional issues. She received a Community Engagement Award from ECAE in 2018 and an Excellence Award for Faculty Service in 2019.

Prior to her work with ECAE she was a Lecturer and Assistant Professor at the Special Education Program in Dar Al-Hekma University in Jeddah, Kingdom of Saudi Arabia. Between 2009 and 2012, she was a Course Coordinator and Lecturer at the School of Psychology, National University of Ireland, Galway.

Dr. Kelly became a Board Certified Behavior Analyst-Doctoral (BCBA-D) in September 2013 and was an advisor for Applied & Behavioral Training Institute in Dubai, UAE from December 2016 until January 2020. In this role, she advised on training programs designed to educate those who care for individuals with developmental disabilities.

In Dublin, Ireland Dr. Kelly was a Behavior Support Specialist with a School Completion Project where she increased literacy and numeracy skills in adolescents living in marginalized areas (2011-2012). She was a staff trainer and Behavior Therapist (2007- 2010) in a center for individuals with autism spectrum disorder in Dublin, Ireland.

Publications

Articles in Peer-Reviewed Research Journals

• Silbaugh, B., Murray, C.M., Kelly, M.P., & Healy, O. (In press). A systematic synthesis of lag schedule research in individuals with autism and other populations. Review Journal of Autism & Developmental Disorders.
• Chambers, B., Murray, C.M., Boden, Z.V., & Kelly, M.P. (2020). “Sometimes labels need to exist”: Exploring how young adults with Asperger’s Syndrome perceive its removal from the Diagnostic and Statistical Manual – fifth edition. Disability and Society, 35(4), 589-608.
• Kelly, M.P., Martin, N., Dillenberger, K., Kelly, A.N., & Miller, M.M. (2019). Spreading the news: History, successes, challenges and the ethics of effective dissemination. Behavior Analysis in Practice, 12, 440-451.
• Woolsey, M. L., Rashad, F.F., Tennant, L., & Kelly, M. P. (2017). Emirati pre-service teacher behaviors in mathematics classrooms. Journal of Education and Practice, 8 (24).
• Kelly, M. P., Leader, G., & Reed, P. (2016). Factors producing over-selectivity in older individuals. AGE, 38(3), 1-10.
• Kelly, M. P., Alireza, I., Busch, H. E., Northrop, S., Al-Attrash, M., Ainsleigh, S., & Bhuptani, N. (2016). An overview of autism and applied behavior analysis in the Gulf Cooperation Council in the Middle East. Review Journal of Autism and Developmental Disorders, 3(2), 154-164.
• Kelly, M.P., Tennant, L., & Al-Hassan, S. (2016). Autism treatments used by parents in Abu Dhabi, United Arab Emirates. Austin Journal of Autism & Related Disabilities, 2(3), 1024.
• Woolsey, M. L., Kelly, M. P., Tennant, L., & Rashad, F.F. (2016). An ecobehavioral assessment of Emirati pre-service science teachers. International Journal of Contemporary Applied Sciences, 3(3).
• Kelly, M. P., Leader, G., & Reed, P. (2015). Stimulus over-selectivity and extinction-induced recovery of performance as a product of intellectual impairment and autism severity. Journal of Autism and Developmental Disorders, 45(10), 3098-3106.
• Kelly, M. P. (2009). Pica: A literature review. The Irish Psychologist, 36 (2/3), 41-47.

Books, Chapters in Books and Other

• Olsen, P. M., & Kelly, M. P. (In press). Applied behavior analysis with Arab-muslim populations: The importance of cultural awareness. In B. M. Connors & S. T. Capell (Eds.), Multiculturalism and diversity in applied behavior analysis: Bridging theory and application. New York, NY: Taylor & Francis/Routledge.
• Kelly, M.P. (2017). Motivating all students in the inclusive classroom to actively respond: An overview of three practical strategies. In S. Abu-Rmaileh, A. Elsheikh, & S. Al Alami (Eds.), Motivation and Classroom Management: Theory, Practice, and Implications (pp. 37-48). United Arab Emirates: TESOL Arabia.

Research Reports and Other Publications

• Bawazeer, A. S., Alhammadi, M.A. & Kelly, M.P. (2019). Functional behavior assessment for challenging behavior in individuals with autism. Frontiers in Human Neuroscience (4th International Conference on Educational Neuroscience). doi: 10.3389/conf.fnhum.2019.229.00027
• Kelly, M.P., George, B., Bhuptani, N., & Areepattamannil, S. (2019). Awareness of effective interventions for autism among practicing pediatricians in the UAE. Frontiers in Human Neuroscience (4th International Conference on Educational Neuroscience). doi: 10.3389/conf.fnhum.2019.229.00020
• George, B., Kelly, M.P., Bhuptani, N., & Areepattamannil, S. (2019). Pediatrician awareness of diagnostic clues in Autism Spectrum Disorder (ASD) in UAE. Developmental Medicine & Child Neurology (DMCN) (45th British Paediatric Neurology Association (BPNA) Annual Conference).
• George, B., Kelly, M.P., Bhuptani, N., & Areepattamannil, S. (2019). Awareness of Autism Spectrum Disorder (ASD) among practicing pediatricians in the UAE. Developmental Medicine & Child Neurology (DMCN) (45th British Paediatric Neurology Association (BPNA) Annual Conference).
• Kelly, M.P., & Murray, C.M. (2018). Make every second count! Using SAFMEDS to promote fluency in learning. Frontiers in Human Neuroscience (Conference Abstract: 3rd International Conference on Educational Neuroscience). doi: 10.3389/conf.fnhum.2018.225.00 019
• Murray, C.M. & Kelly, M.P. (2018). The first 100 high-frequency words list: Building fluency in delayed readers. Frontiers in Human Neuroscience (Conference Abstract: 3rd International Conference on Educational Neuroscience). doi: 10.3389/conf.fnhum.2018.225.00 027
• Moynihan, C.B., Murray, C.M., Baruni, R. R., Sheridan, D.J., & Kelly, M.P. (2018). A review of lag schedules of reinforcement to increase variation in play skills for children with autism spectrum disorder. Frontiers in Human Neuroscience (Conference Abstract: 3rd International Conference on Educational Neuroscience). doi: 10.3389/conf.fnhum.2018.225.00 029
• Kelly, M.P., & Reed, P. (2017). Stimulus overselectivity in autism and its correlation with attention and cognitive flexibility. Frontiers in Human Neuroscience (Conference Abstract: 2nd International Conference on Educational Neuroscience). doi: 10.3389/conf.fnhum.2017.222.00015
• Al-Haddad, M., Kelly, M.P., Alzrayer, N. Wahdain, A.A., Der Sarkissian, C., Alboun, H. & Alnemary, F. (2017). BACB Experience standards and forms- Arabic. https://www.bacb.com/experience-standards/
• Kelly, M. P., Alnemary, F., & Al-Haddad, M. (2017). BACB Registered Behavior Technician competency assessment – Arabic. https://www.bacb.com/rbt/rbt-competency-assessment/
• Kelly, M. P., Alnemary, F., & Al-Haddad, M. (2016). BACB Registered Behavior Technician task list – Arabic. https://www.bacb.com/rbt/rbt-task-list/
• Kelly, M. P., Elahi, M.N., Al-Haddad, M., Ainsleigh, S.A., Condo, B., Abuliyah, H., Aburoza, T., Alireza, I., Al-Khateeb, R., Al-Ghalib, S., Basfer, C., Ibrahim, S., Al-Hassan, S., Yateem, S., & Alnemary, F.M. (2016). English-Arabic glossary of behavior analytic terms (Version 2). https://www.bacb.com/terms/
• Kelly, M. P., Elahi, M.N., & Al-Haddad, M. (2015). Professional and ethical code for behavior analysts (Arabic translation). https://www.bacb.com/ethics/ethics-code/
• Kelly, M. P., Elahi, M.N., & Al-Haddad, M. (2015). BACB Fourth edition task list (Arabic translation). https://www.bacb.com/fourth-edition-task-list/
• Kelly, M. P. (2013). Stimulus over-selectivity: An investigation of extinction effects and correlates across populations. https://tinyurl.com/zbt4awv
• Kelly, M. P. (2012). A day of ABA. The Irish Psychologist, 38(2/3), 61-62.

Click on the Google Scholar Profile for List of Publications.

Dr. Martina Dickson

Associate Professor in Curriculum and Instruction Division

Qualifications

• Ph.D. in Physics, University of London, United Kingdom
• M.Sc. in Medical Physics, University of Surrey, United Kingdom
• M.A. in Education, Gender and International Development, University College London, United Kingdom
• PGCE Science, Physics and Mathematics, Glasgow University, Scotland
• B.Sc. in Aeronautical Engineering, Glasgow University, Scotland

Profile

Dr. Martina Dickson is a qualified school teacher with a focus and experience in teaching science, physics and mathematics having taught in IGCSE, ‘A’ level and IB systems in Greece, Oman and Hong Kong.

Dr. Martina has taught and led courses in science content knowledge, science pedagogy, integrated subject teaching, and curriculum development. As the Associate Professor in Curriculum and Instruction Division at ECAE, Dr. Dickson teaches several courses and conducts academic research.

Prior to joining ECAE, she was a Science Educational Adviser to Abu Dhabi Government Schools for four years.

Her research interests include gender and STEM, parenting experiences of both students and academics, and pedagogy in higher education. Her recent research work includes academic parenthood, the experiences of student mothers, and gendered science pedagogy.

She holds a PhD in Physics from the University of London, an MSc in Physics from the University of Surrey and an MA in Education, Gender and Development from the Institute of Education at University College London (UCL).

Publications

Articles in Peer-Reviewed Research Journals

• Dickson, M., & Tennant, L. (In press). Emirati University Student Mothers Post-Childbirth: Support Systems in the Home. NASPA Journal about Women in Higher Education.
• Dickson, M., & Tennant, L. (2017). “The Accommodation I make is turning a blind eye”: Faculty Support for Undergraduate Emirati Students Studies of Continuing Education, 40 (5), 1-22.
• Tennant, L. & Dickson, M. (In-press). Challenges Facing Emirati College Student Mothers Post Childbirth. Near and Middle Eastern Journal of Research in Education
• Dickson, M. (2018). The Joys and Challenges of Academic Motherhood. Women’s Studies International Forum.
• Dickson, M. (In-press). Academic Motherhood in the United Arab Emirates. Gender, Place and Culture.
• Dickson, M. & Ladefoged, E. (2017). Introducing active learning pedagogy into a technical and vocational education and training academy in Kurdistan, Iraq. International Review of Education, 63(5), 679-702.
• 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).
• 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., Kadbey, H. & McMinn, M. (In-press). Do Years of Teaching Experience make a Difference for English Medium Teachers working in Abu Dhabi Government Schools? International Journal of Social Sciences and Education.
• McMinn, M., Dickson, M. & Kadbey, H. (2015). Emirati Science Teachers’ Beliefs, Self-confidence, challenges faced and their reported practice. International Online Journal of Primary Education, 4(1).
• McMinn, M., Dickson, M. & Kadbey, H. (2015). The Impact of Beliefs and Challenges Faced, on the Reported Practice of Private School Science Teachers in Abu Dhabi. Journal of Turkish Science Education, 12 (2).
• Dickson, M., Kadbey, H.& McMinn, M. (2015). Comparing Reported Classroom Practice in Public and Private Schools in the United Arab Emirates. Procedia: Social and Behavioural Journal, 186, 209-215.
• Kadbey, H., Dickson, M. & McMinn, M. (2015). Primary Teachers’ Perceived Challenges in Teaching Science in Abu Dhabi Public Schools. Procedia: Social and Behavioural Journal, 186, 749-757.
• Dickson, M. & Kadbey, H. (2014). “That’s not the way I was taught science at school!”How pre-service primary teachers in Abu Dhabi, United Arab Emirates are affected by their own schooling experience.
• Dickson, M., Riddlebarger, J., Stringer, P., Tennant, L.& Kennetz, K. (2014). Challenges faced by Emirati Teachers. Near and Middle Eastern Journal of Research in Education, 1 (4).
• Dickson, M. & Kadbey, H. (2014). What kind of future science teachers might they be? Pre-service Primary School Teachers in Abu Dhabi, United Arab Emirates amidst Educational Reform. Journal of Turkish Science Education, 10 (4).
• Kadbey, H. & Dickson, M. (2014). Pre-Service Emirati Teachers: Challenges faced Teaching Science during Internship. Education, Business and Society in the Middle East, 7(4).
• Dickson, M. & O’Malley, V. (2014). Pre-service Emirati Primary School Teachers’ Experiences of Thematic Teaching. Journal of Teaching and Teacher Education, 2(2).
• Dickson, M., Tennant, L., Kennetz, Riddlebarger, J., Stringer, P. (2013). From Teacher Preparation to Classroom Practice: Perceptions of Novice Emirati Teachers. International Review of Contemporary Learning Research, 2 (2), 75-88
• Dickson, M. (2013). School Improvements in Abu Dhabi, UAE - asking the 'Expert Witnesses’. Improving Schools. 16 (3), 270 – 282.
• Dickson, M. (2013). Wide-scale educational reform in Abu Dhabi, United Arab Emirates: What do the teacher training students think? Journal of Teachers and Teacher Education. 1 (2), 223-229.
• Dickson, M. & Le Roux, J. (2013). Feminising schools in the UAE Emirate of Abu Dhabi: Cause for concern? Journal of Educational and Psychological Studies. 7(4), 525- 536
• Dickson, M. (2013). Jobs for the boys? How secondary school boys in Abu Dhabi view teaching as a career choice. Journal of Teaching and Teacher Education. 1 (2), 89-101
• Dickson, M. & Le Roux, J. (2012). Why do Emirati males become teachers and how do cultural factors influence this decision? Learning and Teaching in Higher Education: Gulf Perspectives, 9 (2).

Books, Chapters in Books and Other

• Dickson, M., Fidalgo, P., & Cairns, D. (In-press). The ‘S’ and ‘T’ in STEM: Integrating Science and Educational Technology in UAE Schools. In Gallagher, K. (Ed.), Education in the UAE: Innovation and Transformation.
• Welch, A. G., Areepattamannil, S., & Dickson, M. (2016). The Development and Validation of the Abu Dhabi Professional Teaching Disposition Scale. In Welch, A. G. & Areepattamanniland, S. (Eds). Dispositions in Teacher Education (p. 183-197). Sense Publishers.
  http://link.springer.com/chapter/10.1007/978-94-6300-552-4_9

   Click on the Google Scholar Profile for List of Publications.