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Teacher noticing in diverse educational contexts: Concepts, research, and future pathways
No full textThe open access publication is available at https://doi.org/10.1177/2096531125135016
Research in English language teaching and learning in Singapore: 2017–2023
No full textThe open access publication is available at https://doi.org/10.1017/S0261444825000114This review on English language teaching (ELT) in Singapore examines 159 empirical research studies published between 2017 and 2023 in both internationally recognised peer-reviewed journals and less well-known regional journals. With this comprehensive review, we aim to raise awareness of ELT research in Singapore for international, regional, and local readership. This will also serve as a starting point for educators, scholars, and researchers to investigate ELT in Singapore. The review yielded five themes: teaching the language skills; multiliteracies and technology; bi/multilingualism/bidialectalism and English; English as an academic language; and teacher education for ELT. While there is continuity from the last two reviews of research from Singapore in 2009 and 2021, reflected in the single theme of teaching language skills, the other themes represent new directions
Dual-loop upcycling of spent LiFePO4: Defect inheritance enables durable and fast-charging sodium-ion batteries
No full textThe open access publication is available at https://doi.org/10.1093/nsr/nwaf321The growing accumulation of spent lithium-ion batteries (LIBs) presents pressing environmental and societal challenges, highlighting the urgent need to reimagine them as sustainable energy resources. Traditionally, the formation of Fe vacancies (V"Fe) in LiFePO4 (LFP) cathodes during extended cycling has been regarded as chief culprit contributing to capacity degradation. However, this study uncovers their functional potential as beneficial structural defects for sodium-ion batteries, repurposing V"Fe from spent LFP batteries to engineer high-performance Na-Fe-P-O series cathode materials. These pre-existing vacancies trigger a self-adaptive lattice breathing mechanism that dynamically accommodates volume changes during rapid Na+ ions de-/intercalation, achieving 80% state-of-charge within 6 minutes and retaining 82.9% capacity after 4,000 cycles at a high rate of 10C. The proposal dual-loop upcycling model further enhances economic returns by 65% and reduces environmental footprint by 29%. This work pioneers a sustainable paradigm that transforms degradation mechanisms of LIBs into foundational design strategies for next-generation batteries.RP 5/23 EA
Testing individual and group markers of collaboration in a team-based learning classroom
No full textBackgroundIntra-group discussions during actual TBL sessions play a huge role in knowledge consolidation and learning but are often understudied.AimsUsing a pre-registered study framework, we examined if participation equity (H1), reciprocal interaction (H2), information density (H3), mutual understanding (H4), and emotional rapport (H5) affected how much students learn from their intra-group team-based learning discussions and how they rated their team's discussions.SampleParticipants were 165 undergraduate students assigned to 28 teams.MethodsUsing linguistic, conversational, and socio-affective features extracted from recordings of Year 1 and 2 medical students engaging in team-based learning, each construct was conceptualised at the level of the group and the individual. We used linear mixed-effects models and competing models approach to establish which of our metrics best account for the observed variance in individual learning gains and perceived collaboration quality. The analysis plan was preregistered, including correction for multiple comparisons.ResultsNone of our individual-level or group-level metrics significantly predicted individual learning gains. One of the group-level metrics significantly predicted perceived collaboration quality: reciprocal interaction. Our exploratory analysis found that individual baseline score of the best performer in the team positively predicted individual learning gains for others in their team, regardless of other interaction metrics.ConclusionWhile students perceived the highest collaboration quality when turn-taking in their team was evenly distributed, the strongest predicter of learning gains for a student was the knowledge level of their top-scoring team-mate. This finding has implications for classroom equity, group formation and activity planning
Not just time together, but quality too: Early childhood caregiving in Singapore and relations to development
No full textAnti-Vietnamese xenophobia as the vernacular expression of anticommunism in 1950s Laos: Rethinking (not removing) our Cold War lens
No full textLaos was synonymous with the Cold War through much of the 1950s. But this was because, just as the “Cold War” referred, unproblematically, to the confrontation between the US- and Soviet-led blocs, foreign observers tended to view the country’s politics through the prism of American intervention, the conflict in neighboring Vietnam, and superpower geopolitics.1 More recently, scholars using local sources and oral history have highlighted the local and regional roots of political ideas and ideology in post–Second World War Laos. While much of this work has focused on the communist Pathet Lao (lit. “Lao Country”) movement, including its relationship with the Vietnamese communist movement, and life in the Pathet Lao zone, scholars have also started to reexamine anticommunist nationalism in the noncommunist Kingdom of Laos.2 Building on this work and bringing royalist Laos into conversation with Cold War studies, this chapter considers how popular anti-Vietnamese attitudes contributed to on-the-ground perceptions of the Cold War in Laos
Cultural conceptualization of gender in Chinese senior high school EFL coursebooks: A cultural linguistics perspective
No full textCultural Linguistics, as a recently developed field of research, offers a novel and effective analytical tool for an in-depth investigation of cultural conceptualizations of gender constructed in coursebooks. This chapter employed Cultural Linguistics to investigate cultural conceptualizations of gender embedded across texts and visuals in an English as a foreign language (EFL) coursebook series published in China in 2019 for senior high students aged between 16 and 18. This study shows that the coursebooks capture the Chinese cultural conceptualizations of gender as male as norm, males as people in (paid) occupational roles and females as people in domestic roles, largely corresponding to what has been discussed by scholars of Chinese culture. The study contributes to research on cultural conceptualizations of gender in EFL coursebooks in the Chinese context with implications for the usefulness of Cultural Linguistics in English language teaching
AI for Education Certificate Programme 2025 (Apr 2025)
No full textAttendees participating in a group discussion at the AI for Education Certificate Programm