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Advancing classroom pedagogies for 21st century competencies: Insights from artist educators’ teaching and artistic sensibilities
No full textThis study responds to the global educational concern of preparing future-ready learners through twenty-first-century competencies (21CC). Specifically, this study explores the relationship between artistic sensibilities and effective teaching practices among Artist Educators (AEs) using Singapore as context. Its primary objective is to understand how the unique sensibilities of artists may enrich learner experiences through the development of key 21CC in various learning contexts. The current literature on arts education by teaching artists provides information on approaches and their results but fails to explore why artists choose certain methods and how they connect to their artistic practices. To bridge this gap, this study empirically examined teaching practices to establish a link between theory and practice in an intense data collection period of 9 months, adopting a qualitative case study methodology. Data collection consisted of lesson observations (n = 60) and artist educator interviews (n = 30). Deductive qualitative data analysis was used to derive explanatory codes and surface thematic categories. The study highlighted the methods through which AEs may foster 21CC among their students, a rarely examined area in the scholarship of arts education and teaching artists. The findings contribute empirically to establish the importance of artists in schools in preparing a future-ready society, which can be used to influence policies on the sustainable engagement of AEs in schools
Growing readers: How do children select the books they want to read?
No full textThis systematic literature review (SLR) aims to explore how do children select books. Adhering to Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, this review analyses relevant articles published within the last 30 years, taking into consideration definitions of self-selection
Preparing pre-service language teachers to teach multiliteracies in Singapore
No full textMultiliteracies have become an integral part of literacy curricula worldwide, including in Singapore’s education system, where they are explicitly emphasized in the latest English language syllabus for primary and secondary school students. While the inclusion of multiliteracies in the curriculum is evident in policy documents, teachers have expressed uncertainties regarding how to effectively incorporate multiliteracies instruction into their classrooms. They have also highlighted the need for guidance and support through professional development to enhance their confidence and competence in teaching multiliteracies. This chapter presents a case study that addresses this need by outlining the design and implementation of a pre-service course specifically tailored for primary school English language teachers at the National Institute of Education, Nanyang Technological University in Singapore. The chapter explores the theoretical and conceptual underpinnings of the course, guided by the principles and practices of multiliteracies pedagogies. The chapter concludes with reflections from the course instructor and selected feedback from the student teachers
Effects of dark chocolate on physiological and anaerobic performance among healthy female and male adults
No full textThe open access publication is available at https://doi.org/10.3390/nu17213317Background/Objectives: To investigate the effects of dark chocolate milk on physiological variables such as heart rate (HR), rate of perceived exertion (RPE), fatigue index and power output during an anaerobic sprint test. Methods: Twenty healthy participants underwent a randomised single-blinded experimental design and completed two trials—DC and iso-caloric white chocolate (WC) (used as a flavonoid-free control). Participants completed a running anaerobic sprint test (RAST, 35 m × 6 sprints × 2 sets, 4 min rest) with RPE and HR recorded after 2nd, 4th and 6th sprints. Results: Descriptive statistics of participants were for males: age: 23.8 ± 1.21 yrs; height: 174.51 ± 5.78 cm; weight: 73.91 ± 9.18 kg; body mass index (BMI): 24.18 ± 2.21 kg·m−2; body fat percent (BF%): 19.18 ± 6.17%; lean muscle mass percentage: 77.95 ± 6.16%; females: age: 26.33 ± 4.95 yrs; height: 160.69 ± 5.52 cm; weight: 55.72 ± 7.03 kg; BMI: 21.51 ± 2.02 kg·m−2; BF%: 27.24 ± 3.74%; lean muscle mass percentage: 69.20 ± 3.70%. A paired t-test revealed significant differences between trials for 2nd RAST average timings (DC 2nd RAST: 6.43 ± 0.97 s vs. WC 2nd RAST: 6.62 ± 1.05 s, p = 0.012); 2nd RAST total effort time (DC 2nd RAST: 38.58 ± 5.82 s vs. WC 2nd RAST: 39.72 ± 6.28 s, p = 0.012). Conclusions: Results indicated that DC supplementation significantly improved anaerobic sprint timings. Athletes, sports practitioners and coaches may consider implementing DC prior to training workouts and competitions to enhance sporting performance
Unravelling the tapestry of Chinese language performance among adult Singaporeans: A comparative analysis of success and challenge
No full textSingapore’s bilingual education policy mandates that students learn both English and a designated mother tongue. The Census of Population 2020 reported that English emerged as the most frequently spoken language at home among Singapore’s resident population, increasing to 48.3% (Singapore Department of Statistics, 2020). This transition has affected Chinese language acquisition, as English-speaking homes offer diminished exposure to Chinese, frequently leading to reduced competence (Dixon, 2005). Simultaneously, some students from multilingual backgrounds, despite having exposure to Chinese, still struggle with the language.This study examines the specific factors influencing both successful and struggling Chinese learners from English-speaking and multilingual households. By
analyzing home literacy environments, motivation, cognitive processing, and educational support, this research identifies key determinants of high performance and challenges in Chinese language acquisition. Findings will inform recommendations for parents and educators to enhance Chinese language learning outcomes in Singapore
Narrating feminism in Southeast Asia: Migrational labor women’s lives and feminine desires through the class perspective (a study of Y Ban and Wena Poon’s narratives)
No full textThe tropes of Western feminist thought have become widespread across many Southeast Asian societies. Localized and situated responses seek to moderate and resist Western-centric feminist ideologies that focus on sexuality and the individual. Additionally, feminism has become increasingly complex, as its issues are not only related to sex/gender but also to race and class with factors associated with economic, political, and cultural conditions, which greatly influence feminism and feminist practices. Such a feminist approach is becoming more widespread and is demonstrated in specific contexts. This essay focuses on analyzing the short fiction of Y Ban’s “I am đàn bà” [I am a Woman] and Wena Poon’s “Development,” from Vietnam and Singapore, respectively. These stories reimagine Southeast Asian feminist responses from the perspectives of immigrant female workers and highlight the derivative nature and transformation of feminism as well as its potential in relation to factors beyond sex/gender, such as class. From this analysis, the varying emphases of feminism in Southeast Asian reimagining emerge and are illustrated in different situations. To achieve this, the essay focuses on discussing three prominent comparative features of transnational female labor’s situational feminism in these two narratives: (1) Women in the migrant working class and issues of sexuality and the abused body; (2) Domestic labor environment and the doubly invisible exploitation of migrant female workers and the unintentional reinforcement of patriarchal dominance; and (3) The phenomenon of voicelessness and weak resistance among migrant women workers in the lower social class
Assessment principles in practice
No full textAssessment plays a pivotal role in enhancing the quality of teaching and learning within the classroom. Regardless of modality, effective assessment practices should be anchored in key principles that serve as a guide for educators. This chapter thus aims to present a set of key assessment principles and its relevance to classroom assessment. First, we discuss the importance of developing a set of principles and share how the National Institute of Education derived its assessment principles. Next, we offer a set of principles that teachers can adopt in their assessment practices. These key principles are (i) central to effective teaching and learning; (ii) valid and reliable; (iii) explicit, transparent, and accessible; (iv) promote and improve learners’ capacity for self-directedness; and (v) take into consideration the impact on learner’s well-being. Finally, we discuss how these principles can be applied in a school’s context
Designing quality rubrics for classroom assessment
No full textRubrics are frequently used by teachers for scoring purposes. Additionally, rubrics can be used to guide teaching and learning. Regardless of the purposes, meaningful use of rubrics is contingent on sound and quality rubric design. This chapter introduces key principles to rubric design and emphasizes the power of rubrics in classroom assessment. First, it introduces the role of rubrics in teaching, learning, and assessment. Second, it describes the anatomy of a rubric and introduces the different types of rubrics. Third, it explains the approaches for sound rubric design to ensure construct validity. Issues related to designing rubrics for authentic, multidisciplinary and interdisciplinary assessments will also be discussed. Lastly, it examines the design of rubrics at the system level for greater coherence in teaching, learning and assessment. Overall, this chapter discusses rubric design considerations and highlights the importance of going beyond using rubrics for scoring to leveraging them for student learning
