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Faculty Research: Faculty names from S-Z

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

Dr. Sarah Mead Jasperse

 

Dr. Sarah C. Mead Jasperse, BCBA-D

Dr. Sarah C. Mead Jasperse  

 

Assistant Professor, Counseling, Special Education, and Neuroscience Division

Qualifications

  • PhD, University of Florida, Psychology — Behavior Analysis Specialization
  • EdM, Harvard University, Education — Risk and Prevention Specialization
  • AB, Dartmouth College, Psychological and Brain Sciences (major), Human Development and Education (minor)

Membership of Professional Bodies/Associations

  • Association for Behavior Analysis International
  • Mid-American Association for Behavior Analysis
  • Illinois Association for Behavior Analysis

Profile

Dr. Sarah C. Mead Jasperse is an Assistant Professor at the Counseling, Special Education, and Neuroscience Division with an extensive experience in Applied Behavior Analysis and a passion for evidence-based behavior management. She has held a variety of related professional across her career spanning across several positions with academic institutions in USA and UAE. .

Since joining ECAE in August 2020 she has been teaching introductory and advanced graduate-level courses in behavior analysis as well as conducting and supervising applied research.

Dr. Mead began her early career in applied behavior analysis with the New England Center for Children (NECC) in Massachusetts as a direct care teacher in their residential program. At NECC She also began her training in the assessment and intervention of severe and disruptive behavior.

During 2007, she assisted in the establishment of NECC-Abu Dhabi (now the Mohammed bin Rashid Center for Special Education operated by the New England Center for Children). While she was working full-time at NECC-AD, she also completed the necessary post-Master’s coursework and supervised experience to become a Board Certified Behavior Analyst (BCBA) in 2011.

Her work in the areas of prevention, assessment, and intervention continued at the University of Kansas where she was an Adjust Faculty member and the director of a therapeutic day school as she worked under the co-mentorship of Drs. Claudia Dozier and Pamela Neidert. During this time, she taught at the undergraduate-, Master’s, and doctoral-level, supervised the clinical work and research activities of students in the Department of Applied Behavioral Science.

After relocating to Aurora University in the Chicago area, she served as an Assistant Professor and the Program Director of the Department of Applied Behavior Analysis at the university. In this role, she oversaw the graduate and undergraduate training and directly supervised her graduate students working in a variety of community-based ABA programs in the region. While in this position, Dr. Mead Jasperse was elected to the Board of Directors of the Mid-American Association for Behavior Analysis, the Executive Committee of the Illinois Association for Behavior Analysis, and the Editorial Board of the Journal of Applied Behavior Analysis.

Dr. Mead completed her doctoral work at the University of Florida under the mentorship of Dr. Brian Iwata. Under his supervision, she continued to hone her skills in the assessment and intervention of severe and disruptive behavior and began a line of research regarding the prevention of the development of severe and disruptive behavior.

Her doctoral dissertation, “Evaluation of a Functional Analysis Screening Procedure for Aggression,” addressed effective, efficient, and safe procedures that can be utilized by clinicians to assess aggressive behavior. She graduated in 2017 and has held the Board Certified Behavior Analyst-Doctoral (BCBA-D) credential since that time.

Publications

INVITED CONFERENCE PRESENTATIONS

  • Mead, S. C. Evaluations of preventive effects of established treatments for problem behavior (Invited address). Heartland Association for Behavior Analysis, Omaha, NE (2017, March).
  • Mead, S. C. Preventive effects of established treatments for problem behavior. Beyond the Diagnosis: Autism Across the Life Span. Overland Park, KS. (2017, March).
  • Mead, S. C. Treatment “failures” in ABA: What they are and how to remedy them. (Pre-conference workshop). Heartland Association for Behavior Analysis, Omaha, NE (2017, March).

Also presented as an invited presentation at:

    • Kansas Association for Behavior Analysis, Overland Park, KS (2018, January)
    • Minnesota Northland Association for Behavior Analysis, Bloomington, MN (2019, September).

CONFERENCE PRESENTATIONS

  • Mead, S. C., Iwata, B. A, Roscoe, E. M., & Schlichenmeyer, K. J. Functional analysis screening procedure for aggression. Professional Association of Behavior Analysts, Seattle, WA (2015, March).

Also presented at:

    • Psychological Society of Ireland, Division of Behaviour Analysis, Galway, Ireland (2015, April)
    • Association for Behavior Analysis, San Antonio, TX (2015, May)
    • Berkshire Association for Behavior Analysis and Therapy, Amherst, MA (2015, October).
  • Mead, S. C., Iwata, B. A., & Koehler, L. J. Effects of appropriate request repertoire size on the development of problem behavior. Florida Association for Behavior Analysis, Daytona Beach, FL. (2015, September).

Also presented at:

    • Association for Behavior Analysis, Chicago, IL (2016, May).

 Within-subject analysis of a prevention strategy for problem behavior/ August 2016/Journal of Applied Behavior Analysis 49(4)10.1002/jaba.343Tara A Fahmie.,Brian Iwata.,Sarah Mead

Sumaya Saqr

   

Sumaya Saqr

Sumaya Saqr  

 

Lecturer, Trainer, Assessor, and Internal Verifier

Qualifications

  • Master of Education, Curtin University of Technology, Australia.
  • Graduate Certificate of Education - Deakin University, Australia.
  • Bachelor of Education and Arts in English Language and Teaching Methods, UAE University, UAE.

Profile

Ms. Sumaya Saqr is a lecturer and trainer who joined ECAE in July 2007. She has taught the B.Ed. and Postgraduate Diploma programs. In addition, she also supervises undergraduate students’ action research projects and also supports student teachers during their school-based Practicum and Internship.

Throughout her career, Mrs. Saqr has trained teachers and school leaders on various skills. She is also an NCFE assessor and internal verifier. She has been guiding and supporting assessors to ensure quality and consistency of assessment; conducting formative and summative internal verification; monitoring and assessing assessors’ development and practice, following the guidance issued by both the Awarding Body and the Continuing Education Center at ECAE with regard to assessment.

From 2002 to 2007, Sumaya served as an educational inspector and a curriculum specialist in the UAE Ministry of Education. From 1992 to 2002 Sumaya was a high school English language teacher in the UAE Ministry of Education.

Her research interests focus on teachers’ professional development, and teaching and learning in inclusive classrooms.

Ms. Saqr obtained her Master’s degree in Education in 2010 from Curtin University, Australia and a Graduate Certificate of Education in 2009 from Deakin University, Australia. She is currently completing her PhD in Education, Curriculum and Pedagogy at the School of Education, Curtin University.

Publications

Articles in Peer-Reviewed Research Journals

  • 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). Sense Publishers.
  • Rashad, F., Fidalgo, P., Menano, L. & Saqr, S. (2016). Preservice teachers’ concerns about the classroom-based Internship experience. Scholars Bulletin, 2(11), 597-604.
  • Saqr, S., & Tennant, L., (2016). Emirati General Education Pre-service Teachers’ Preparedness for Diversity in Inclusive Classrooms. International Journal of Education, 8(2), 105-121.
  • Stringer, P., Saqr, S., & Tennant, L. (August-2014). Challenges and Support Factors of Married Emirati Students in Teacher Education. Journal of Research in Humanities and Social Science, 2(8), 46-56.
  • Saqr, S., Tennant, L., & Stringer, P. (January-2014). Perspectives of Emirati married women in higher education. International Journal of Education and Research, 2(1), 1-12.
  • Tennant, L., Saqr, S., & Stringer, P. (2014). Married Emirati Students Pursuing Teaching Careers from the Perspective of their Spouses. International Journal of Social Science and Humanity. 4(6), 493-497.
  • Tennant, L., Stringer, P., & Saqr, S. (2013). Motivation and Challenges of Married Emirati Students in Teacher Education, International Review of Contemporary Learning Research: An International Journal, 2(2), 99-109

Click on the Google Scholar Profile for List of Publications.

Dr. Tasneem Amatullah

 

Dr. Tasneem Amatullah

Dr. Tasneem Amatullah  

Dr. Tasneem Amatullah

Assistant Professor, Educational Leadership, Assessment and School Evaluation Division

Profile

Dr. Tasneem Amatullah is an experienced education professional with over 10 years of teaching experience in K-12 and higher education in the GCC and the United States with students ranging from a diverse slate of cultural backgrounds.

In addition to her teaching responsibilities at ECAE, Dr. Amatullah is actively involved in the School Leadership Licensure Project and is partnering with schools for effective research-based teaching and learning practices.

Prior to joining ECAE, Dr. Amatullah took on a faculty position at State University of New York in Oneonta in August 2018. She taught foundational courses to pre-service teachers such as Issues and philosophy of education; Diversity and Teaching; and Child Growth and Development courses. Prior to this, she taught Socio-cultural Foundations of Education and co-taught a graduate course on multicultural education at Miami University. During the early  pandemic phase this summer, she taught a graduate course on leadership, crisis management, and public policy. Further, in 2018, she was a recipient of Excellence in Teaching Award (Honorable Mention) from the Midwestern Association of Graduate Schools (MAGS 2018).

Dr. Amatullah has held professional memberships with the Comparative International Education Society, the National Association for Multicultural Education, and American Educational Research Association (AERA). Specifically, she served as a member of early career award committee for narrative research special interest group with the AERA.

 Dr. Amatullah has published in peer reviewed journals and has served as a book editor for Curriculum Windows: What curriculum theorists of the 1990s can teach us about schools and society today. Presently, she is co-editing a book on Islamic-based educational leadership. She has authored a chapter on Classroom Management in an Open Educational Resource on Foundations of Education. Additionally, she reviews for several peer-reviewed journals including International Journal of Leadership in Education, Critical Studies in Education, and Multicultural Perspectives. Tasneem also has extensive experience in grant writing and has successfully attained internal and external grants during her tenure in various institutions.

Dr. Amatullah’s current research continues to focus on Muslim women leadership narratives across the globe (Canada, USA, GCC, and India) in order to conduct a global comparative study of women’s leadership experiences in different geographical contexts. Broadly, her research centers on women’s educational leadership, curriculum and instruction, issues of equity, social justice, and policy analysis around the globe. She has presented the findings of her research at both national and international conferences in the GCC and the USA.

Dr. Tasneem Amatullah completed her Ph. D. in Educational Leadership, with a concentration in Leadership, Culture and Curriculum from Miami University in Ohio, U. S. A. During her time at Miami University, she also earned two graduate certificates: Assessment and Evaluation and Women’s, Gender and Sexuality studies. Employing a narrative research method, her doctoral research analyzed women’s leadership stories in light of Western leadership theories and its intersection with Islamic Leadership theory and practice. The most recurring theme centered on Collaborative leadership theory that both Western and Islamic leadership theories emphasize further voiding the top-down leadership approach. This study acknowledges the intersectional identity of women in their leadership roles.

Articles in Peer-Reviewed Research Journals

  • Sellami. A., Sawalhi, R., Romanowski, M. Amatullah, T. (2019). Definitions of Educational Leadership – Arab Educators’ Perspectives. International Journal of leadership in Education. https://doi.org/10.1080/13603124.2019.1690701
  • Amatullah, T. (2018). My Leadership Currere. Currere Exchange Journal, 2(2), 69-74.
  • Aronson, B., Amatullah, T. & Laughter, J. (2016) Culturally Relevant Education: Extending the Conversation to Religious Diversity, Multicultural Perspectives, 18(3), 140-149, DOI: 10.1080/15210960.2016.1185609
  • Sawalhi, R., & Amatullah, T. (Under Review). The manifestation of teacher leadership in Islamic Schools: Teachers’ perspectives. Journal of Educational Administration and History.
  • Amatullah, T., Aronson, B. A., Rind, G. (Under Review). International Graduate Students’ Positionality in a U.S. Critical Multicultural Education Course. Journal of Comparative & International Higher Education.
  • Abu-Shawish, R., Romanowski, M. H., & Amatullah, T. (Under Review). Policy Borrowing and Developing Human Knowledge economies in GCC countries: A critique from Human Capital Theory Perspective. Journal of Citizenship, Social and Economics Education.
  • Aronson, B. A., Enright, E., & Amatullah, T. (Under Review). Developing an Angled Perspective as Teacher Educators: Using Narrative Reflection to Disrupt the Funding of Identity in Teacher Education. Journal of Teacher Education and Educators.

Books, Chapters in Books, and Published Reports

  • Poetter, T. S., Waldrop, K., Amatullah, T., Winn, V. G., Weiland, C., & Googins, J. (Eds) (2017) Curriculum Windows to Tomorrow:  What Curriculum Theorists of the 1990s Can Teach Us About Schools and Society Today? Charlotte, NC: Information Age Publishing, Inc.
  • Amatullah, T. (2017). Understanding by Design: From Opacity to Transparency. In T.S. Poetter, K. Waldrop, T. Amatullah, V. G. Winn, C. Weiland, J. Googins (Eds.) Curriculum Windows to tomorrow:  What Curriculum Theorists of the 1990s Can Teach Us About Schools and Society Today? Charlotte, NC: Information Age Publishing, Inc.
  • Amatullah, T. & Litz, D. (Forthcoming). Evidence-informed practice in the UAE’s education system: the case of Abu Dhabi. In C. Brown & J. R. Malin (Eds.) World-wide barriers and enablers to achieving evidence-informed practice: key learning from international contexts.
  • Arar, K., Sawalhi, R., Amatullah, T., & DeCuir, A. (Forthcoming). Uncovering Islamic-based educational leadership, administration, and management: Critical/ Insights from the globe.

Click on the Google Scholar Profile for List of Publications.

 

Dr. Shaljan Areepattamannil

Dr. Shaljan Areepattamannil

Dr. Shaljan Areepattamannil  

Dr. Shaljan Areepattamannil

Professor, Graduate Program Coordinator for Master’s and Doctoral Programs in Educational Assessment and Measurement

Qualifications

  • PhD in Education, Queen’s University, Canada

Membership of Professional Bodies/Associations

  • National Council on Measurement in Education (NCME)
  • International Association for Educational Assessment (IAEA)
  • American Educational Research Association (AERA)
  • American Psychological Association (APA)
  • European Association for Research on Learning and Instruction (EARLI)
  • Canadian Psychological Association (CPA)
  • Canadian Society for the Study of Education (CSSE)
  • International Union of Psychological Science (IUPsyS)
  • Association for Psychological Science (APS)
  • International Association for Cross-Cultural Psychology (IACP)

Profile

Dr. Shaljan Areepattamannil is professor in the Division of Assessment and School Evaluation at the Emirates College for Advanced Education (ECAE), specializing in motivation, engagement, achievement, well-being, and quantitative methods. He is also the graduate program coordinator for master’s and doctoral programs in educational assessment and measurement at ECAE.

Prior to joining ECAE, Shaljan was an assistant professor in the Department of Curriculum, Teaching, and Learning at the National Institute of Education, Nanyang Technological University, Singapore.

Dr. Shaljan has published over 60 peer-reviewed journal articles, book chapters, monographs, and papers in published conference proceedings. He has also co-edited four books, published by Springer, Sense, and IGI Global. Dr. Shaljan has presented more than 50 scholarly papers at national and international professional meetings and conferences. His most recent publications have appeared in high-impact journals, including Computers in Human Behavior, Journal of Adolescence, Journal of Science Teacher Education, Journal of Experimental Education, Personality and Individual Differences, and Journal of Psychoeducational Assessment.

Dr Shaljan has been lead investigator on more than $2million of externally supported research and has secured nationally and internationally competitive research grants. He is a four-time winner of the prestigious Abu Dhabi Award for Research Excellence (AARE).

Dr. Shaljan has been an active member in a number of professional associations at the national and international levels. He has been a reviewer for several journals including Computers & Education, Computers in Human Behavior, Journal of Adolescence, Cultural Diversity & Ethnic Minority Psychology, Learning and Individual Differences, Child Indicators Research, Educational Psychology, and the Journal of Psychoeducational Assessment. Shaljan has also served as associate editor for the Asia Pacific Journal of Education (Routledge) and as review editor for Frontiers in Psychology and Frontiers in Education.

Publications

Articles in Peer-Reviewed Research Journals

  • Areepattamannil, S., & Khine, M. S. (2018). Evaluating the psychometric properties of the Original Grit Scale using Rasch analysis in an Arab adolescent sample. Journal of Psychoeducational Assessment. Advance online publication. doi:10.1177/0734282917719976
  • Cairns, D., & Areepattamannil, S. (2018). Exploring the relations of inquiry-based teaching to science achievement and dispositions in 54 countries. Research in Science Education. Advance online publication. doi:10.1007/s11165-017-9639-x
  • 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. Advance online publication. doi:10.1080/03055698.2017.1382330
  • Areepattamannil, S., Freeman, J. G., & Klinger, D. A. (2018). A qualitative study of Indian and Indian immigrant adolescents’ perceptions of the factors affecting their engagement and performance in school. Social Psychology of Education, 21, 383–407. doi:10.1007/s11218-017-9420-z
  • Areepattamannil, S., & Khine, M. S. (2017). Early adolescents’ use of information and communication technologies (ICTs) for social communication in 20 countries: Examining the roles of ICT-related behavioral and motivational characteristics. Computers in Human Behavior, 73, 263–272. doi:10.1016/j.chb.2017.03.058
  • Areepattamannil, S., Khine, M. S., & Al Nuaimi, S. A. (2017). The big-fish-little-pond effect on mathematics self-concept: Evidence from the United Arab Emirates. Journal of Adolescence, 59, 148– 154. doi:10.1016/j.adolescence.2017.06.005
  • Areepattamannil, S., & Hashim, J. (2017). The Questionnaire for Eudaimonic Well-Being (QEWB): Psychometric properties in a non-Western adolescent sample. Personality and Individual Differences, 117, 236–241. doi:10.1016/j.paid.2017.06.018
  • Hashim, J., & Areepattamannil, S. (2017). The Brief Multidimensional Students’ Life Satisfaction Scale (BMSLSS): Reliability, validity, and gender invariance in an Indian adolescent sample. Journal of Adolescence, 57, 54–58. doi:10.1016/j.adolescence. 2017.03.007
  • Scherer, R., Jansen, M., Nilsen, T., Areepattamannil, S., & Marsh, H. W. (2016). The quest for comparability: Studying the invariance of the Teachers’ Sense of Self-Efficacy (TSES) measure across countries. Plos One, 11(3), e0150829. doi:10.1371/journal.pone.0150829
  • 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., 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, 11–13. doi:10.1016/j.adolescence.2014.12.010
  • Areepattamannil, S. (2014). What factors are associated with reading, mathematics, and science literacy of Indian adolescents? A multilevel examination. Journal of Adolescence, 37, 367–372. doi:10.1016/j.adolescence.2014.02.007
  • Areepattamannil, S., & Lee, D. H. L. (2014). Linking immigrant parents’ educational expectations and aspirations to their children’s school performance. The Journal of Genetic Psychology, 175, 51–57. doi:10.1080/00221325.2013.799061.
  • Areepattamannil, S. (2014). Are learning strategies linked to academic performance among adolescents in two states in India? A Tobit regression analysis. The Journal of General Psychology, 141, 1–16. doi:10.1080/00221309.2014.957637
  • Areepattamannil, S. (2014). Relationship between academic motivation and mathematics achievement among Indian adolescents in Canada and India. The Journal of General Psychology, 141, 247–262. doi:10.1080/00221309.2014.897929
  • King, R. B., & Areepattamannil, S. (2014). What students feel in school influences the strategies they use for learning: Academic emotions and cognitive/meta-cognitive strategies. Journal of Pacific Rim Psychology, 8, 18–27. doi:10.1017/prp.2014.3
  • Manzon, M., & Areepattamannil, S. (2014). Shadow educations: Mapping the global discourse. Asia Pacific Journal of Education, 34, 389–402. doi:10.1080/02188791.2014.969194
  • Areepattamannil, S., & Caleon, I. S. (2013). Relationships of cognitive and metacognitive learning strategies to mathematics achievement in four high-performing East Asian education systems. The Journal of Genetic Psychology, 174, 696–702. doi:10.1080/00221325.2013.799057
  • Areepattamannil, S. (2012). Effects of inquiry-based science instruction on science achievement and interest in science: Evidence from Qatar. The Journal of Educational Research, 105, 134–146. doi:10.1080/00220671.2010.533717
  • Areepattamannil, S., & Kaur, B. (2012). Factors predicting science achievement of immigrant and non-immigrant students: A multilevel analysis. International Journal of Science and Mathematics Education, 11, 1183–1207. doi:10.1007/s10763-012-9369-5
  • Areepattamannil, S. (2012). First- and second-generation immigrant adolescents' multidimensional mathematics and science self-concepts and their achievement in mathematics and science. International Journal of Science and Mathematics Education, 10, 695–716. doi:10.1007/s10763- 011-9319-7
  • Areepattamannil, S. (2012). Science self-beliefs and science achievement of adolescents in Gulf Cooperation Council countries. Educational Studies, 38, 13–17. doi:10.1080/03055698.2011.567058
  • Areepattamannil, S. (2012). Mediational role of academic motivation in the association between school self-concept and school achievement among Indian adolescents in Canada and India. Social Psychology of Education, 15, 367–386. doi:10.1007/s11218-012-9187-1
  • Ng, K. T., Lay, Y. F., Areepattamannil, S., Treagust, D. F., & Chandrasegaran, A. L. (2012). Relationship between affect and achievement in science and mathematics in Malaysia and Singapore. Research in Science & Technological Education, 30, 225–237. doi:10.1080/02635143.2012.708655
  • Harrison, A. G., Areepattamannil, S., & Freeman, J. G. (2012). Effects of the Learning Opportunities Task Force (LOTF) programs on postsecondary students with learning disabilities. Exceptionality Education International, 22, 55–69.
  • Areepattamannil, S., Freeman, J. G., & Klinger, D. A. (2011). Intrinsic motivation, extrinsic motivation, and academic achievement among Indian adolescents in Canada and India. Social Psychology of Education, 14, 427–439. doi:10.1007/s11218-011-9155-1
  • Areepattamannil, S., Freeman, J. G., & Klinger, D. A. (2011). Influence of motivation, self-beliefs, and instructional practices on science achievement of adolescents in Canada. Social Psychology of Education, 14, 233–259. doi:10.1007/s11218-010-9144-9
  • Areepattamannil, S. (2010). Parenting practices, parenting style, and children's school achievement. Psychological Studies, 55, 283–289. doi:10.1007/s12646-010-0043-0
  • Areepattamannil, S., & Freeman, J. G. (2008). Academic achievement, academic self-concept, and academic motivation of immigrant adolescents in the Greater Toronto Area secondary schools. Journal of Advanced Academics, 19, 700–743. doi:10.4219/jaa-2008-831

Books, Chapters in Books and Other

Books:

  • Khine, M. S., Areepattamannil, S. (Eds.). (2019). STEAM education: Theory and practice. Cham, Switzerland: Springer.
  • Santos, I. M., Ali, N., & Areepattamannil, S. (Eds.). (2019). Interdisciplinary and international perspectives on 3D printing in education. Hershey, PA: IGI Global.
  • Welch, A. G., & Areepattamannil, S. (Eds.). (2016). Dispositions in teacher education. A global perspective. Rotterdam, The Netherlands: Sense.
  • Khine, M. S., & Areepattamannil, S. (Eds.). (2016). Non-cognitive skills and factor in educational attainment. Rotterdam, The Netherlands: Sense.

Chapters in Books:

  • 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.
  • Welch, A. G., & Areepattamannil, S., & Dickson, M. (2016). The development and validation of the Abu Dhabi Professional Teaching Disposition Scale. In A. G. Welch & S. Areepattamannil (Eds.), Dispositions in teacher education: A global perspective (pp. 183-197). Rotterdam, The Netherlands: Sense.
  • Areepattamannil, S., Chiam, C. L., Lee, D. H. L., & Hong, H. (2015). Correlates of science achievement in Singapore: A multilevel exploration. In M. S. Khine (Ed.), Science education in East Asia: Pedagogical innovations and research-informed practices (pp. 607-629). Cham, Switzerland: Springer.
  • Lay, Y. F., Areepattamannil, S., Ng, K. T., & Hoon, K. C. (2015). Dispositions towards science and science achievement in TIMSS 2011: A comparison of eighth graders in Hong Kong, Chinese Taipei, Japan, Korea, and Singapore. In M. S. Khine (Ed.), Science education in East Asia: Pedagogical innovations and research-informed practices (pp. 591-605). Cham, Switzerland: Springer.
  • Boey, K. L., Areepattamannil, S., & Kaur, B. (2015). A multidimensional approach to understanding in mathematics among Grade 8 students in Singapore. In B. Sriraman, J. Cai, K. Lee, F. Lianghuo, Y. Shimuzu, L. C. Sam, & K. Subramanium (Eds.), The first sourcebook on Asian research in mathematics education: Korea, Singapore, China, Japan, India, and Malaysia (pp. 1045-1058). Charlotte, NC: Information Age.
  • Lay, Y. F., Areepattamannil, S., Ng, K. T., Karnasih, I., & Kaur, B. (2014). Teacher and classroom correlates of TIMSS 2011 Grade 8 mathematics achievement in Malaysia, Singapore, Indonesia, and Thailand. In S. L. Ong, E. J. Gonzalez, & S. S. Kanageswari (Eds.), TIMSS 2011: What can we learn together? (Vol. 1) (pp. 84-103). Penang, Malaysia: SEAMEO Regional Centre for Education in Science and Mathematics.
  • Areepattamannil, S. (2012). Filipino students' mathematics self-concept and their achievement in advanced mathematics. In S. L. Ong & E. J. Gonzalez (Eds.), TIMSS 2007: What can we learn? (pp. 77-94). Penang, Malaysia: SEAMEO Regional Centre for Education in Science and Mathematics.
  • Ng, K. T., Lay, Y. F., & Areepattamannil, S. (2012). Relationships of students’ self-confidence towards science and mathematics with their achievement in science and mathematics. In S. L. Ong & E. J. Gonzalez (Eds.), TIMSS 2007: What can we learn? (pp. 22-37). Penang, Malaysia: SEAMEO Regional Centre for Education in Science and Mathematics.

Research Reports and Other Publications

  • Areepattamannil, S., Forte, A., & Khine, M. S. (2016). White Paper - Continuous assessment: Embodying consistency and validity. Ministry of Education, United Arab Emirates.
  • Areepattamannil, S., Goh, J. W. P., Fulmer, G. W., & Su, R. H. C. (2014). From the bottom to the top: Investigating learning strategies and PISA mathematics and science outcomes of students of differing abilities in Singapore. National Institute of Education, Singapore.
  • Kaur, B., Areepattamannil, S., & Boey, K. L. (2013). Singapore's Perspective: Highlights of TIMSS 2011. Singapore: National Institute of Education, Nanyang Technological University.
  • Kaur, B., Boey, K. L., Areepattamannil, S., & Chen, Q. (2012). In-depth analysis of Singapore’s TIMSS 2007 data. Singapore: National Institute of Education, Nanyang Technological University.
  • Kaur, B., Boey, K. L., Areepattamannil, S., & Chen, Q. (2012). Singapore's Perspective: Highlights of TIMSS 2007. Singapore: National Institute of Education, Nanyang Technological University.
  • Areepattamannil, S., Freeman, J. G., & King, M. (2011). Examining the relationships among contextual factors, student risk behaviors, mental health, and student achievement A secondary analysis of Health Behavior in School-Aged Children (HBSC) 2009/2010 Yukon data. Kingston, Canada: Social Program Evaluation Group, Queen’s University, Canada.
  • Bond, S., Girgrah, A., Burrow, J., Ingersoll, M., Vandermuhlen, C., & Areepattamannil, S. (2009). The world of learning: Canadian postsecondary students and the study abroad experience. Ottawa, Ontario, Canada: Canadian Bureau of International Education.
  • Bond, S., Areepattamannil, S., Brathwaite-Sturgeon, G., Hayle, E., & Malekan, M. (2007). Northern lights: International graduates of Canadian institutions and the national workforce. Ottawa, Ontario, Canada: Canadian Bureau of International Education.

Books:

Khine, M. S., Areepattamannil, S. (Eds.). (2019). STEAM education: Theory and practice. Cham, Switzerland: Springer.

Santos, I. M., Ali, N., & Areepattamannil, S. (Eds.). (2019). Interdisciplinary and international perspectives on 3D printing in education. Hershey, PA: IGI Global.

Welch, A. G., & Areepattamannil, S. (Eds.). (2016). Dispositions in teacher education. A global perspective. Rotterdam, The Netherlands: Sense.

Khine, M. S., & Areepattamannil, S. (Eds.). (2016). Non-cognitive skills and factor in educational attainment. Rotterdam, The Netherlands: Sense.

Chapters in Books:

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.

Welch, A. G., & Areepattamannil, S., & Dickson, M. (2016). The development and validation of the Abu Dhabi Professional Teaching Disposition Scale. In A. G. Welch & S. Areepattamannil (Eds.), Dispositions in teacher education: A global perspective (pp. 183-197). Rotterdam, The Netherlands: Sense.

Areepattamannil, S., Chiam, C. L., Lee, D. H. L., & Hong, H. (2015). Correlates of science achievement in Singapore: A multilevel exploration. In M. S. Khine (Ed.), Science education in East Asia: Pedagogical innovations and research-informed practices (pp. 607-629). Cham, Switzerland: Springer.

Lay, Y. F., Areepattamannil, S., Ng, K. T., & Hoon, K. C. (2015). Dispositions towards science and science achievement in TIMSS 2011: A comparison of eighth graders in Hong Kong, Chinese Taipei, Japan, Korea, and Singapore. In M. S. Khine (Ed.), Science education in East Asia: Pedagogical innovations and research-informed practices (pp. 591-605). Cham, Switzerland: Springer.

Boey, K. L., Areepattamannil, S., & Kaur, B. (2015). A multidimensional approach to understanding in mathematics among Grade 8 students in Singapore. In B. Sriraman, J. Cai, K. Lee, F. Lianghuo, Y. Shimuzu, L. C. Sam, & K. Subramanium (Eds.), The first sourcebook on Asian research in mathematics education: Korea, Singapore, China, Japan, India, and Malaysia (pp. 1045-1058). Charlotte, NC: Information Age.

Lay, Y. F., Areepattamannil, S., Ng, K. T., Karnasih, I., & Kaur, B. (2014). Teacher and classroom correlates of TIMSS 2011 Grade 8 mathematics achievement in Malaysia, Singapore, Indonesia, and Thailand. In S. L. Ong, E. J. Gonzalez, & S. S. Kanageswari (Eds.), TIMSS 2011: What can we learn together? (Vol. 1) (pp. 84-103). Penang, Malaysia: SEAMEO Regional Centre for Education in Science and Mathematics.

Areepattamannil, S. (2012). Filipino students' mathematics self-concept and their achievement in advanced mathematics. In S. L. Ong & E. J. Gonzalez (Eds.), TIMSS 2007: What can we learn? (pp. 77-94). Penang, Malaysia: SEAMEO Regional Centre for Education in Science and Mathematics.

Ng, K. T., Lay, Y. F., & Areepattamannil, S. (2012). Relationships of students’ self-confidence towards science and mathematics with their achievement in science and mathematics. In S. L. Ong & E. J. Gonzalez (Eds.), TIMSS 2007: What can we learn? (pp. 22-37). Penang, Malaysia: SEAMEO Regional Centre for Education in Science and Mathematics.

Research Reports and Other Publications

Areepattamannil, S., Forte, A., & Khine, M. S. (2016). White Paper - Continuous assessment: Embodying consistency and validity. Ministry of Education, United Arab Emirates.

Areepattamannil, S., Goh, J. W. P., Fulmer, G. W., & Su, R. H. C. (2014). From the bottom to the top: Investigating learning strategies and PISA mathematics and science outcomes of students of differing abilities in Singapore. National Institute of Education, Singapore.

Kaur, B., Areepattamannil, S., & Boey, K. L. (2013). Singapore's Perspective: Highlights of TIMSS 2011. Singapore: National Institute of Education, Nanyang Technological University.

Kaur, B., Boey, K. L., Areepattamannil, S., & Chen, Q. (2012). In-depth analysis of Singapore’s TIMSS 2007 data. Singapore: National Institute of Education, Nanyang Technological University.

Kaur, B., Boey, K. L., Areepattamannil, S., & Chen, Q. (2012). Singapore's Perspective: Highlights of TIMSS 2007. Singapore: National Institute of Education, Nanyang Technological University.

Areepattamannil, S., Freeman, J. G., & King, M. (2011). Examining the relationships among contextual factors, student risk behaviors, mental health, and student achievement A secondary analysis of Health Behavior in School-Aged Children (HBSC) 2009/2010 Yukon data. Kingston, Canada: Social Program Evaluation Group, Queen’s University, Canada.

Bond, S., Girgrah, A., Burrow, J., Ingersoll, M., Vandermuhlen, C., & Areepattamannil, S. (2009). The world of learning: Canadian postsecondary students and the study abroad experience. Ottawa, Ontario, Canada: Canadian Bureau of International Education.

Bond, S., Areepattamannil, S., Brathwaite-Sturgeon, G., Hayle, E., & Malekan, M. (2007). Northern lights: International graduates of Canadian institutions and the national workforce. Ottawa, Ontario, Canada: Canadian Bureau of International Education.

 

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