National Institute of Education
National Institute of Education, Singapore: NIE Digital RepositoryNot a member yet
19917 research outputs found
Sort by
A comparative critical analysis of official and personal social media videos on being and becoming old in China
No full textThis study delves into ageing as it is depicted through social media videos in China. Through a critical analysis of 40 short-form videos, it compares how older people are discursively constructed by official agents and individual content creators to uncover their underlying ideological interests. Findings show that official videos tend to portray older people as socially disconnected and lonely whereas personal videos tend to showcase the jovial and inspirational aspects of growing old. They also reveal that official videos are exclusively situated in urban settings while personal videos also depict older people in rural and relatively modest settings. These findings reflect and reinforce the pathologisation and othering of older people and reveal ideologies linked to communitarianism and governmentality and the commodification of old age in the Chinese socio-political and socio-cultural ecosystem.Accepted versio
Peer power: How do peer relationships and peer network attributes influence adolescents’ academic, motivational and well-being outcomes?
No full textThis brief was based on the project OER 27/19 ISC: Peer Power: How Do Peer Relationships and Peer Network Attributes Influence Adolescents’ Academic, Motivational and Well-Being Outcomes
Dynamic engineering of lithiation reactions in silicon oxide with interface regulation for enhanced safety in lithium-ion batteries
No full textThe Silicon monoxide (SiO) is emerging as a candidate material for lithium-ion batteries in regard to its cost-effectiveness, high capacity and nontoxicity. However, significant challenges remain, including substantial volume expansion and unstable solid electrolyte interphase (SEI), which lead to rapid capacity degradation and potential safety risks. This study addresses these issues by developing a carbon-coated SiO anode with enhanced dynamical stability. The SiO/carbon (SiO/C) composites are synthesized using an anti-solvent method, improving in enveloping SiO particles in carbon. By optimizing the SiO-to-carbon ratio and interface dynamics, the SiO/C composites demonstrate superior electrochemical performance, delivering 609mAh g−1 after 600 cycles, achieved a balance in cycling stability and high capacity. The coated carbon contributes to limiting the SiO expansion and forming a stable and consecutive SEI. At elevated temperatures (45 °C), the SiO/C composites retain commendable electrochemical properties (358mAh g−1 after 1000 cycles), as supported by theoretical calculations. Furthermore, compared to conventional graphite anodes, the SiO/C composites exhibit significantly reduced heat release rate (HRR) and total heat release (THR) in pyrolysis process, to enhance the battery safety. This study offers valuable insights into SiO/C anode materials with high capacity and thermal stability.Accepted versionRI 1/21 EAHRI 3/23 EA
Centralised decentralisation and its influences on teacher professional learning
No full textSingapore’s education system is paradoxically both centralised and decentralised. Called ‘centralised decentralisation’, this governance approach influences the way teacher professional learning takes place in the education system. There are top-down initiatives that require teachers’ participation. There are also bottom-up initiatives that reflect teacher agency and ownership of their learning. As a result of centralised decentralisation, agency for teacher professional learning is exercised both by the system and by the teacher. Both the teacher and the system benefit from teacher professional learning. The nature of teacher professional learning is both personalised and collaborative. At every level of the system, centralised decentralisation is a crucial governance approach to provide direction, coherence, support and empowerment in teacher professional learning
Artificial intelligence in dyslexia research and education: A scoping review
No full textAdvancements in artificial intelligence have enabled its integration into research and educational settings, particularly in supporting students with dyslexia. This scoping review explores the transformative role of artificial intelligence in dyslexia research and education, outlining its applications, opportunities, and challenges. A search across Google Scholar, Scopus, Web of Science, PsycINFO, and ERIC yielded 683 unique articles, of which 84 met the inclusion criteria. The findings reveal four primary applications of AI in dyslexia education and research: early detection and diagnosis, personalised learning and interventions, speech and language processing as well as brain imaging and neuroimaging analysis. Additionally, five significant challenges were identified: data quality and quantity, accessibility of artificial intelligence-powered support, bias and validity in assessments, balancing artificial intelligence assistance with human expertise, and transparency in artificial intelligence decision-making. Actionable steps are recommended to enhance dyslexia research and education to address these challenges. Key approaches include improving artificial intelligence tools for early detection, ensuring inclusivity in affordable systems, addressing ethical concerns, fostering interdisciplinary collaboration, training educators and developing culturally relevant tools. Future research should focus on the creation of tools for non-English-speaking and multicultural contexts, advancing research in neuroimaging and personalised learning, longitudinal studies on artificial intelligence interventions, and the establishment of ethical frameworks for the responsible deployment of artificial intelligence in dyslexia education. By navigating these complexities of artificial intelligence integration, we can unlock its full potential to revolutionise dyslexia education and create more inclusive, effective, and ethical learning environments for all.Published versio
Noticing to learn from lesson study: The role of critical events
No full textCritical events are incidents encountered by teachers in their practice that can potentially provoke questions about the instructional decisions made, gaining an entry to changing and improving teaching practices. Current research often conceptualises critical events as those that occur during instruction, but critical events can also occur before and after instruction, especially in the contexts of lesson study. In this paper, I will unpack the notion of a critical reflection event during the study, plan, and reflect phases of lesson study through three vignettes that happened during a lesson study cycle. This paper examines how lesson study positions teachers to notice critical reflection events that can provoke pedagogical reasoning and action for the purpose of gaining new comprehension
Perspectives of young Singaporeans on the impact of the English language proficiency on job opportunities
No full textEnglish is one of the most widely-spoken languages in the world. In Singapore, English is also the main language of business. Bourdieu (1986) introduced the concept of cultural capital and the three forms that it may take: the embodied state, the objectified state, and the institutionalised state. Specifically, according to Bourdieu, the institutionalised state refers to how the bearer of an academic qualification or professional certificate receives a value-add to his or her cultural capital. As such, does attaining a higher educational qualification in Singapore, which is conducted in the English language, necessarily equate to better cultural capital? Also, if English is the main language of business in Singapore, does a lower grade in the Singapore General Certificate of Education Ordinary Level (GCE O-Level) English examination limit job prospects? Using Bourdieu's theory of cultural capital as its conceptual framework, this research paper seeks to explore the views of three young Singaporeans on how English language proficiency affects their job prospects in Singapore.This study employs a case study method to examine the experiences of young adults, who were born and raised in Singapore, in learning English at home and through the local education system, as well as their perspectives of how their English proficiency impacts their jobs. Semi-structured, in-depth interviews were conducted with 3 young Singaporeans between the ages of 21 to 30, who have varying English grades at the Primary School Leaving Examination (PSLE) and / or GCE O-Level English examination level and education levels no higher than at pre-University level (i.e. a Singapore General Certificate of Education Advanced Level (GCE A-Level) certificate, polytechnic diploma or Institute of Technical Education (ITE) certificate).Findings showed that while the English language is perceived to be important for interpersonal communication, a good grasp of technical knowledge relevant to the industry is perhaps more important for job opportunities and for the workforce in Singapore. However, at the same time, the research conducted for this paper found that for some jobs, the attainment of specific educational qualifications or a certain benchmark grade is required, and this supports Bourdieu’s concept that institutionalised cultural capital is achieved through educational qualifications. Overall, this study will contribute to research perspectives on the role of English language on socioeconomic status and advancement, impact policymaking within the Singapore education system, as well as add to conversations on upskilling in a globalised, technological world
The contemporary novel’s containment of multitudes: Poetic citation and intertextual framing in Ian McEwan’s Saturday and Michael Cunningham’s Specimen Days
No full textThis essay explores the novelistic practice of poetic citation as a response to literary influence and the continuing relevance of poetic insight with respect to the contemporary novel’s concern with the value of literature in the political present. I argue for a new understanding of the exchange of textual energies between poetry and the novel as a dislodging and reframing of frames of reading, a critical perspective that best reflects the impact of the event of catastrophe on the novel’s registering of trauma and the marking of wounded bodies and psyches. Through an analysis of Ian McEwan’s Saturday and Michael Cunningham’s Specimen Days, I present two opposed novelistic investments in poetry and literary tradition, differences that hinge upon the need to enlist poetic truth in favor of a consolidation of ethical vision. I examine the ways and extent through which poetry resists this outside appropriation by articulating its urgent truths at the boundaries of textual situations, unfolding an otherness within novelistic prose which shifts interpretation and adjusts our image of contemporary conditions as represented through the novels analyzed.Accepted versio