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Faculty Research: Faculty names from N-R

Published research by faculty at Emirates College for Advanced Education from 2010 onwards

Dr. Nagla Ali

 

 

Dr. Nagla Ali

Dr. Nagla Ali  

 

Associate Professor in Curriculum and Instruction Division

Qualifications

  • Ph.D. in Curriculum and Instruction, University of Florida, USA.
  • M.Ed in Curriculum and Instruction – Instructional Technology, University of Florida, USA.
  • Certified Assessor – NCFE Cache Level 3 Certificate in Assessing Vocational Achievement

Membership of Professional Bodies/Associations

  • American Educational Research Association (AERA)
  • American Psychological Association (APA)
  • Association of Educational Communication and Technology (AECT)
  • Association for the Advancement of Computing in Education (AACE)
  • International Society for Technology in Education (ISTE)
  • Egyptian Society for Information Systems and Computer Technology
  • Egyptian Society for Educational Technology
  • Society for Information technology & Teacher Education (SITE)

Profile

Dr. Nagla Ali is an education expert who has a wealth of teaching and research experience in USA, Egypt and UAE. She is known for developing innovative technological solutions to enhance the learning experience in schools. Her work has earned her one of the first prestigious grants from the ADEK Award for Research Excellence and she’s also one of the first founding faculty members of the College of Education.

Since joining ECAE’s Curriculum and Instruction Division as an Assistant Professor in 2008, she has taught a variety of courses and supervised master’s students through their research. Dr. Ali has served as the College’s Practicum and Internship Coordinator and was also tasked with developing an entire Cycle 2 program to graduate teachers to teach Math and Science in Cycle 2 and 3 schools in the UAE.

As an expert in providing technology learning solutions to faculty members and school teachers, Dr. Ali used her ADEK research grant to train 500 students and 20 teachers in the implementation of a large scale project involving the integration of 3D printing in schools. The project provided schools with 3D printers. In addition, she and her team trained teachers in the northern emirates in the integration of Robotics in teaching and learning.

Dr. Ali has published in peer-reviewed journals and presented her work at international conferences. She has served as a reviewer for conferences and journals. She currently serves as a reviewer for the Journal of Computers in Human Behavior.

Dr. Ali earned her Master and Ph.D in Curriculum and Instruction from University of Florida where she also worked as a Research and Teaching Assistant and later as an Adjunct Professor at the College of Education.

Publications

Articles in Peer-Reviewed Research Journals

  • Khine, M. S., Afari, E., & Ali, N. (2019). Investigating Technological Pedagogical Content Knowledge Competencies among Trainee Teachers in the Context of ICT Course. Alberta Journal of Educational Research, 65(1), 22-36.‏
  • 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-TOJET, 16(1), 93-100.‏
  • Khine, M. S., Ali, N., & Afari, E. (2017). Exploring relationships among TPACK constructs and ICT achievement among trainee teachers. Education and Information Technologies, 22(4), 1605-1621.‏ doi: 10.1007/s10639-016-9507-8
  • Santos, I. M., Ali, N. & Hill, A. (2015) Students as co-designers of a library virtual learning commons: Results of a collaborative action research. The Journal of Academic Librarianship, 42(1), 8-14.
  • Ali, N. (2013). The Effects of Visual Cuing Opacity Level on Reducing Split Attention. International Review of Contemporary Learning Research, 2(1), 31-40. doi:10.12785/irclr/020103.
  • Santos, I. M., & Ali, N. (2012). Beyond Classroom: The Uses of Mobile Phones by Female Students. International Journal of Information and Communication Technology Education (IJICTE), 8(1), 63-75. doi:10.4018/jicte.2012010107.
  • Santos, I. M., & Ali, N. (2012). Exploring the uses of mobile phones to support informal learning. Education and Information Technologies, 17(2), 187-203.

Books, Chapters in Books and Published Reports

  • Ali, N. & Khine, M. S. (Eds). (2020). Integrating 3D printing into teaching and learning: Practitioners’ Perspectives. The Netherlands: Brill Sense Publishing.
  • Ali, N. Cairns, D., Khine, M. S., & Demirbilek, M. (2019). A Case Study of Preparing Emirati Pre-Service Teachers to Integrate 3D Printing into Teaching and Learning. In Integrating 3D Printing into Teaching and Learning (pp. 228-247).‏ The Netherlands: Brill Sense Publishing.
  • Santos, I. M., Ali, N. & Areepattamannil, S. (Eds) (2018). Interdisciplinary and International Perspectives on 3D Printing in Education, IGI Global, ISBN: 9781522570189, DOI: 10.4018/978-1-5225-7018-9.

Click on the Google Scholar Profile for List of Publications.

 
 

Dr. Qasim Al Shannag

 

Dr. Qasim Alshannag

Dr. Qasim Alshannag  

 

Associate Professor of Science Education, Department of Curriculum and Instruction

Qualifications

  • Ph.D. in Curriculum, Teaching and Educational Policy from Michigan state University, MI, USA
  • MA, Methods of Teaching Science, University of Jordan, Amman, Jordan
  • BSc, Chemistry, Yarmouk University, Irbid, Jordan

Membership of Professional Bodies/Associations

  • National Association of Research of Science Teaching (NARST)
  • American Educational Research Association (AERA)
  • Association of Supervision and Curriculum Development (ASCD)
  • National Science Teacher Association (NSTA)

Profile

Dr. Qasim Alshannag brings with him a long international experience in education and research in science e-learning, environmental education and education for sustainable development. He has held a variety of academic positions including in Finland, Jordan and UAE.

Dr. Alshannag joined ECAE in August 2019 as an Associate Professor of Science Education teaching courses in science education and curriculum and instruction for undergraduate and graduate students as well as supervising graduate students and conducting research.

Prior to that, he served as an Associate Professor of Science Education at the College of Education, United Arab Emirates. In addition, he was Seconded to Abu Dhabi Department of Education and Knowledge (ADEK) since January 2017. Previously, he was an Associate Professor of Science Education at the College of Education, University of Jordan and Assistance Dean of Students’ Affairs. He was a High School Chemistry Teacher between 1985 and 1992 at the Model School, University of Jordan. He was the Former President of Jordanian Chemical Society between 1989 and 1990.

During his academic experience, he was a principal researcher for funded research projects at University of Jyväskylä, King Saud University, United Arab Emirates University & University of Jordan. His experience also includes professional development training courses for teachers, school leaders, academic supervisors and university faculty members.

Dr. Alshannag has published in international and national peer-reviewed research journals and has co-authored and contributed to several books and other publications. His research interests include national and international assessment, e-learning in science and environmental education.

He holds a Ph.D in Curriculum, Teaching and Educational Policy from Michigan state University, MI, USA as well as and MA in Methods of Teaching Science at the University of Jordan.

Publications

Articles in Peer-Reviewed Research Journals

  • Al Naqbi, Ali & Alshannag, Qasim (2018). The status of education and sustainable development and sustainability knowledge, attitudes, and behavior of UAE University students. International Journal of Sustainability in Higher Education, 19(3), 566-588.
  • Alshannag, Q., Schreier, H., Abdel Fattah, F. & Alshaya, F. (2016). Lost in memorialization: The case of science instruction in KSA schools and the argument for a promotion of scientific literacy based on formative assessment practices. Journal of Emerging Trends in Educational Research and Policy Studies. 7(4), 292-301.
  • Alshannag, Qasim & Hamdan, Amin (2016). Schools killing creativity! What can we do? The case of enhancing creativity and inquiry-based learning in teaching science. International Journal for Research in Education, 39, 16-51.
  • Abu-Qamar, Synan, Alshannag, Qasim, Sartawi‎, AbdelAziz, & Iratni, Rabah (2015). Educational awareness of biotechnology issues among undergraduate students at the United Arab Emirates University. Biochemistry and Molecular Biology Education, 43(4), 283-293.
  • Alshannag, Qasim, Tairab, Hassan, Dodeen, Hamza, & Abdel Fattah (2012). Linking teachers’ quality and student achievement in the Kingdom of Saudi Arabia and Singapore: The impact of teachers’ background variables on student achievement. Journal of Baltic Science Education,12(5), 652-665.
  • Alshannag, Qasim (2011). The reality of using electronic multimedia in teaching science in United Arab Emirates from teachers’ perspectives. International Journal for Research in Education, 29, 185-207.
  • Alshannag, Qasim & Bani Domi, Hassan. (2010). Science high school teachers and their students’ attitudes toward e-learning. Journal of Education, 26 (1,2), 235-271.
  • Bani Domi, Hassan, & Alshannag, Qasim. (2010). The effect of using e-learning in physics in acquiring scientific method skills in Jordanians high schools. Educational Journal, 24 (94), 289-320.
  • Albawab, Abeer; Alshannag, Qasim; & Abu-Hola, Imfadi (2009). The effect of using computer, multimedia system & free inquiry on acquiring science faculties’ students for science process skills at the University of Jordan. Educational Journal, 34 (2), 30-45.
  • Bani Domi, Hassan, & Alshannag, Qasim. (2008). Obstacles of e-learning in Jordanian high schools. Journal of Educational Sciences & Psychology, 9 (2), 161-183.
  • Alshannag, Qasim & Bani Domi, Hassan. (2006). The effect of using e-learning in Jordanians high schools on direct and post physics achievement. Jordanian Journal of Educational Science, 2 (3), 129-142.
  • Abu-Hola, I., Alshannag, Qasim, & Al bawab, A. (2004). The effect of using computer-based multimedia strategy & inquiry experiments on the questions of scientific attitudes of science Students College at the University of Jordan. Dirasat, 31 (1), 52-71.
  • Alshannag, Qasim, Albawab, A. & Abu-Hola, I. (2004). The effect of using dray lab strategy on the science students’ achievement at the University of Jordan. Dirasat, 31 (1), 29-51.
  • Alshannag, Qasim (2004). Doing classroom research to improve science teacher’s teaching practices. Journal of Education College, 28(2), 67-77.
  • Almonai, I., Alshannag, Qasim, & Abouhol, I. (2003). Teaching science through alternative ideas carried by basic stage students. Dirasat (2), 30, 270-289.
  • Alshannag, Qasim & Alnamrouti, Ahmad (2003). The effect of using a metacognitive teaching strategy on seventh grades students’ achievement in science. Dirasat, 31 (2), 160-174.
  • Alshannag, Qasim & Alnamrouti, Ahmad. The effect of using metacognitive teaching strategy on seventh grades students’ scientific attitudes & acquiring science processes skills. Abhath Al-Yarmouk Journal, 21(1), 131-149.
  • Simmons, P., Emory, A. … & Alshannag, Q. (1999). Beginning Teachers: beliefs and classroom actions. Journal of Research in Science Teaching, 36(8), 930-954.

Books, Chapters in Books and Published Reports

  • Alshannag, Qasim & Bani Domi, Hassan. (2009). Principle of e-learning in Science. Dar Wael for Publication, Amman-Jordan. (Arabic)
  • Al Majali, M., Aljarrah, A., Alshannag, Q. Alyoness, Y., Alayasrah, A. & Alnsoor, Z. (2005). Arabic helper in teaching Intel learning for all: Trainer guide. Ministry of Education, Amman, Jordan. (Arabic)
  • Alshannag, Q. Horner, H. & Abele, A. (2001). Enjoy Teaching: A Handbook of Practice-Oriented, Teacher Education. Editions Mathieu. Wilhelm Rock, Graphische Betriebe, Weinsberg, Germany. (English)
  • Alshannag, Qasim & Schreier, Helmut (2001). Improving Environmental Literacy in Teacher Education Programs. National Center for Human Resources Development (NCHRD). Amman, Jordan. (English)
     

 

Click on the Google Scholar Profile for List of Publications.

Dr. Patricia Fidalgo

 

Dr. Patricia Fidalgo

Dr. Patricia Fidalgo  

 

Assistant Professor and Head of the Curriculum and Instruction Division

Qualifications

  • Ph.D. in Sciences of Education, Nova’s University of Lisbon, Portugal.

Membership of Professional Bodies/Associations

  • Chair of the Emerging Researchers’ Group of the European Educational Research Association (EERA) from 2011 to 2016.
  • Member of the board of directors of the Portuguese Association of Educational Telematics since 2012.
  • Member of the Portuguese Society of Educational Sciences since 2012.

Profile

Dr. Patricia Fidalgo is an expert in Technology, Networks and Multimedia in Education and Training with over 20 years teaching experience in Europe, Africa and Middle East. She has also gained experience in supervising students in research projects, dissertations, internships for over a decade.

Dr. Fidalgo joined Emirates College for Advanced Education in 2014 as an Assistant Professor where she has taught both undergraduate and graduate programs. She led and taught Curriculum Design and Assessment, Integrated Curriculum, Digital Literacy, and Educational Technology. She also  contributed to curriculum development and served as a member of the undergraduate and graduate committees.

Her most recent research projects investigated the use of technological devices by undergraduate students, the usefulness of learning information literacy skills as a way to enhance 21th century skills, and the integration of 3D printing in educational settings. Dr. Fidalgo is currently researching the potential of distance education as an added strategy for higher education institutions. She also has experience using blended and distance learning models.

Before joining ECAE, Dr. Fidalgo was Chair of a bachelor’s program in Communication Sciences as well as being in charge for the Erasmus Office in her previous college in Portugal. At the Erasmus Office she was responsible for the exchange program of students between her college and other European universities.

Dr. Fidalgo was Chair of the Emerging Researchers’ Group of the European Educational Research Association (EERA) from 2011 to 2016. In this role, she managed and organized the group’s activities, its international annual conference and Summer Schools.

Publications

Articles in Peer-Reviewed Research Journals

  • Menano, L., Fidalgo, P. Santos, I. M. & Thormann, J. (2019). Integration of 3D Printing in Art Education: A Multidisciplinary Approach. Computers in Schools, Vol. 38 (2), https://doi.org/10.1080/07380569.2019.1643442
  • Melkonian, M., Areepattamannil, S., Menano, L., & Fidalgo, P. (2019). Acculturation orientations of first- and second-generation immigrant adolescents in Portugal: relations to reading, mathematics, and science achievement. Social Psychology of Education, Vol. 22 (3), 1-21.
  • Fidalgo, P. & Thormann, J. (2019). Student and instructor opinions about using ePortfolios to learn information literacy skills. Journal of Educational Multimedia and Hypermedia, Vol. 28(2), 165-191.
  • Thormann, J. & Fidalgo, P. (2017). Reaching students in online courses using alternative formats. The International Review of Research in Open and Distance Learning, Vol. 18 (2), https://doi.org/10.19173/irrodl.v18i2.2601
  • Fidalgo, P. Santos, I. M., Thormann, J. (2017). College students’ preferences of instructional material formats. Scholars Bulletin, Vol. 3 (1).
  • Rashad, F., Fidalgo, P. Menano, L. & Saqr, S. (2016). Preservice Teachers’ Concerns about the Classroom-based Internship Experience. Scholars Bulletin, Vol. 2 (11).
  • Thormann, J. & Fidalgo, Patricia (2014). Guidelines for Online Course Moderation and Community Building from a Student’s Perspective. MERLOT Journal of Online Learning and Teaching, Vol. 10 (3), 374-388.
  • Hallet, Fiona & Fidalgo, Patricia (2014). Educational Research Capacity Building in the European Union: a critique of the lived experiences of emerging researchers. European Educational Research Journal, Vol. 13 (4), 425-433.

Books, Chapters in Books and Published Reports

  • Menano, L. & Fidalgo, P. (Eds.) (2016). Art and Technology: The Practice and the Influence of Art and Technology in Education. AACHEN: SENSE PUBLISHERS.

Chapters in books:

  • Dickson, M., Fidalgo, P. & Cairns, D. (2019) 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. New York: Springer
  • Fidalgo, P. Thormann, J. & Davis, A. (2018). Libraries, New Technology & Education: The 3D printing challenge. In Santos, I. M., Ali, N. & Areepattamannil, S. (Eds). Interdisciplinary and International Perspectives on 3D Printing in Education. Hershey, United States: IGI Global

Click on the Google Scholar Profile for List of Publications.

 

Dr. Rehab Al Hakmani

Dr. Rehab Al Hakmani

Dr. Rehab Al Hakmani  

 

Assistant Professor, Assessment and School Evaluation Division

Profile

Dr. Rehab Al Hakmani joined Emirates College for Advanced Education (ECAE) in August 2020 as an assistant professor in the Division of Assessment and School Evaluation. She has taught in the Measurement and Assessment postgraduate program. Before joining ECAE, she was a statistical analyst at the Ministry of Education in Oman. She has eight years of teaching experience as a high school Physics teacher in Oman.

Dr. Rehab delivered many training workshops to teachers, educational supervisors, and school principals in the field of Psychometrics, as well as specialized seminars for postgraduate students in the field of educational measurement and statistics. During her doctoral studies, Dr. Rehab was a consultant in the Statistical Consulting Unit at Southern Illinois University. She assisted researchers in research design and statistical analyses and assisted students in measurement and statistics courses offered by the Department of Counseling, Quantitative Methods, and Special Education.

Dr. Rehab's primary research interests lie mainly in the applications of measurement models in educational and psychological sciences, with a focus on item response theory models. She is also interested in the precision of measurement and the assessment of scale reliability under violation of multiple assumptions. She presented scholarly papers at professional meetings and conferences, specifically, the Annual Meeting of the National Council on Measurement in Education and the Annual Meeting of the Psychometric Society.

Books, Chapters in Books and Other

  • Al Hakmani, R., & Sheng, Y. (2019). NUTS for mixture IRT models. In M. Wiberg, S. Culpepper, R. Janssen, J. González, D. Molenaar (Eds.), Quantitative Psychology: The 83rd Annual Meeting of the Psychometric Society (pp.25-37). Cham, Switzerland: Springer

 

Bayesian Estimation of Mixture IRT Models using NUTS

R Al Hakmani, 2018

NUTS for Mixture IRT Models/ R Al Hakmani, Y Sheng

The Annual Meeting of the Psychometric Society, 25-37/ 2017

 

Click on the Google Scholar Profile for List of Publications.