Rachel Takriti
Biographic Data
| ID | 7830871 |
|---|---|
| NAME | Rachel Takriti |
| GIVEN NAMES | Rachel |
| FAMILY NAME | Takriti |
| SIGNATURE | TAKRITI R |
| AFFILIATIONS | United Arab Emirates University |
| ORCID | 0000-0002-7920-3198 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Self-reflection or supervisor feedback? misconceptions and practices among student teachers in early childhood education
This study investigates student teachers' understanding and application of self-reflection, as well as the influence of supervisor feedback, during their practicum in early childhood education. Utilizing a qualitative-driven mixed-methods exploratory case study, including surveys, open-ended questionnaires, and analyses of evaluation reports and student portfolios from 14 student teachers and 5 supervisors, the findings reveal a significant gap b…
Lingering time, shifting ground
Transitions into Early Childhood Care and Education (ECCE) have historically been narrated through developmental milestones of school readiness, positioning children as subjects to be prepared for institutional life. Such framings stabilise the child as an individual learner and the setting as a neutral space for adaptation. Yet these moments are far from neutral. They are affective, relational, and deeply political events shaped by cultural scri…
Navigating inclusive education in the United Arab Emirates
Inclusive education in the United Arab Emirates (UAE) has been promoted through ambitious policies. These have included a mandated change in nomenclature alongside strengthening the infrastructure and professional development to support inclusive education in mainstream schools. Perspectives from school leaders and teachers across the country about these changes and their implementation have not been captured. This research used a qualitative met…
Examining teachers' perceived competence in implementing inclusive education practices in the United Arab Emirates
Inclusive education in the United Arab Emirates (UAE) is evolving with ambitious policies and strategic plans. The extent to which these policies and plans are being embedded into practice in mainstream schools across the country has not been fully captured. This research used an online survey to investigate teachers' perceived competence in implementing inclusive education practices with students with disabilities in mainstream schools and explo…
Early years education teachers’ perceptions of nature of science
Research indicates that teachers lack a sophisticated understanding of Nature of Science (NOS), which in turn, can impact their instructional decisions and students’ understanding of NOS. The aim of the study was to investigate United Arab Emirates (UAE) early years’ science teacher’s (N = 433) perceptions about the NOS. Results obtained from a 70-item questionnaire revealed that teachers have an adequate understanding on many aspects related to …
Toward Understanding Science as a Whole
Nature of science (NOS) is a global conception of the infrastructure of science and, therefore, forms the foundation for teaching and learning science, especially for preservice teachers who are expected to have the proper understanding of NOS to thoughtfully emphasize NOS within their instruction to students. However, studies investigating UAE science preservice teachers’ views of NOS through the macro-lens of the Reconceptualized Family Resembl…
Magnifying the Scope of Nature of Science (NOS) Toward the Whole
The Influence of School Factors on Students’ Mathematics Achievements in Trends in International Mathematics and Science Study (TIMSS) in Abu Dhabi Emirate Schools
This study aimed to explore school factors that influence students’ achievements in Trends in International Mathematics and Science Study (TIMSS) in schools in the Emirate of Abu Dhabi, in the United Arab Emirates. The study sample for TIMSS 2015 consisted of 4838 students in eighth grade; 2172 girls, 2666 boys, and 156 schools from Abu Dhabi attended and participated in TIMSS 2015. Principal component analysis (PCA) was run on 77 items of school…
Children's understanding of religion
Research into children's awareness of group differences has been an active area of research for some time, with work focusing on areas such as nationality, ethnicity, gender and religion. The majority of the work in these areas has taken the cognitive-constructivist framework as a background, offering a domain-general approach to all social cognition. This paper reports a qualitative study investigating children's understanding of religion and th…
No prominent works on this page.
Children's understanding of religion
Research into children's awareness of group differences has been an active area of research for some time, with work focusing on areas such as nationality, ethnicity, gender and religion. The majority of the work in these areas has taken the cognitive-constructivist framework as a background, offering a domain-general approach to all social cognition. This paper reports a qualitative study investigating children's understanding of religion and th…
The Influence of School Factors on Students’ Mathematics Achievements in Trends in International Mathematics and Science Study (TIMSS) in Abu Dhabi Emirate Schools
This study aimed to explore school factors that influence students’ achievements in Trends in International Mathematics and Science Study (TIMSS) in schools in the Emirate of Abu Dhabi, in the United Arab Emirates. The study sample for TIMSS 2015 consisted of 4838 students in eighth grade; 2172 girls, 2666 boys, and 156 schools from Abu Dhabi attended and participated in TIMSS 2015. Principal component analysis (PCA) was run on 77 items of school…
Early years education teachers’ perceptions of nature of science
Research indicates that teachers lack a sophisticated understanding of Nature of Science (NOS), which in turn, can impact their instructional decisions and students’ understanding of NOS. The aim of the study was to investigate United Arab Emirates (UAE) early years’ science teacher’s (N = 433) perceptions about the NOS. Results obtained from a 70-item questionnaire revealed that teachers have an adequate understanding on many aspects related to …
Toward Understanding Science as a Whole
Nature of science (NOS) is a global conception of the infrastructure of science and, therefore, forms the foundation for teaching and learning science, especially for preservice teachers who are expected to have the proper understanding of NOS to thoughtfully emphasize NOS within their instruction to students. However, studies investigating UAE science preservice teachers’ views of NOS through the macro-lens of the Reconceptualized Family Resembl…
Magnifying the Scope of Nature of Science (NOS) Toward the Whole
Examining teachers' perceived competence in implementing inclusive education practices in the United Arab Emirates
Inclusive education in the United Arab Emirates (UAE) is evolving with ambitious policies and strategic plans. The extent to which these policies and plans are being embedded into practice in mainstream schools across the country has not been fully captured. This research used an online survey to investigate teachers' perceived competence in implementing inclusive education practices with students with disabilities in mainstream schools and explo…
Self-reflection or supervisor feedback? misconceptions and practices among student teachers in early childhood education
This study investigates student teachers' understanding and application of self-reflection, as well as the influence of supervisor feedback, during their practicum in early childhood education. Utilizing a qualitative-driven mixed-methods exploratory case study, including surveys, open-ended questionnaires, and analyses of evaluation reports and student portfolios from 14 student teachers and 5 supervisors, the findings reveal a significant gap b…
Lingering time, shifting ground
Transitions into Early Childhood Care and Education (ECCE) have historically been narrated through developmental milestones of school readiness, positioning children as subjects to be prepared for institutional life. Such framings stabilise the child as an individual learner and the setting as a neutral space for adaptation. Yet these moments are far from neutral. They are affective, relational, and deeply political events shaped by cultural scri…
Navigating inclusive education in the United Arab Emirates
Inclusive education in the United Arab Emirates (UAE) has been promoted through ambitious policies. These have included a mandated change in nomenclature alongside strengthening the infrastructure and professional development to support inclusive education in mainstream schools. Perspectives from school leaders and teachers across the country about these changes and their implementation have not been captured. This research used a qualitative met…
Psychology (6 works) · Mathematics education (4 works) · Pedagogy (4 works) · Sociology (4 works) · Early Childhood Education and Development (3 works) · Education and Critical Thinking Development (3 works) · Educational Strategies and Epistemologies (3 works) · Nature of Science (3 works) · Science education (3 works) · Science Education and Pedagogy (3 works)