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Dialogic teaching: Meaningful conversations in music classrooms
No full textHumans are naturally social beings, and dialogue and communication play a critical and irreplaceable role in our interactions. To leverage this trait, Dialogic Teaching is a pedagogical approach that enhances students’ learning by fostering meaningful dialogues in classrooms around the world. This method effectively garners students’ attention and piques their curiosity about various topics. It is especially prominent in language classes, where the demand for effective communication is high, and the benefits of dialogic teaching are evident. However, there has been a distinct lack of discussion about Dialogic Teaching in music classrooms. More specifically, this paper investigates how dialogic teaching can enhance student engagement and musical expressivity in Singapore’s secondary school music classrooms. It proposes strategies such as building a culture of dialogic education from Secondary 1, promoting professional development of teachers on dialogic teaching, leveraging on learning journeys to generate meaningful conversations and experiences for secondary school music students in Singapore
Development of an AI chatbot for inquiry-based learning in secondary school science classrooms
No full textLIS education: Past, present and future
No full textThe open access publication is available at https://doi.org/10.1080/24750158.2025.257350
Marine natural products research in South-East Asia: Current Status and Perspectives
No full textThis unprecedented volume offers a comprehensive review of marine natural products research across Southeast Asia, a region teeming with untapped marine biodiversity. It provides an extensive survey of the chemistry and biology of specialized metabolites derived from marine organisms, such as sponges, tunicates, soft corals and marine microbes. Highlighting both the scientific advances and critical gaps, the book identifies strategic areas for future research and drug discovery initiatives. With its regional focus and collaborative insights, this edited collection serves as a vital resource for researchers, policymakers, and industry stakeholders engaged in marine biotechnology and sustainable pharmaceutical development in one of the world’s most biodiverse marine ecosystems
Local evidence synthesis on digital and media literacy
No full textDeveloped for policymakers, educators, and practitioners, the Local Evidence Syntheses (LES) series consolidates key research findings from Singapore’s signature Education Research Funding Programme (ERFP). Each volume distils findings from studies conducted over the past five years, focusing on issues relevant to Singapore’s education landscape. The series translates research into actionable, practical knowledge that is aimed at supporting policy development, informing policy formulation, building on programme design, and recommending how pedagogical practice can strengthen education in Singapore through themes. Each volume presents concise and accessible summaries of local research, highlighting trends, implications, and recommendations for practice and policy. By drawing connections across multiple studies, each synthesis offers a clear, evidence-based understanding of what works in Singapore’s classrooms and schools. The LES series supports informed decision-making and continual improvement in education - bridging research, policy, and practice to strengthen learning outcomes for all
Understanding the complexities of differentiation in primary school classrooms in Singapore
No full textThis brief was based on the project OER 04/21 LDP: Differentiated Instruction to Address Diverse Needs in the Singapore Classroom
Harnessing AI for teacher education to promote inclusive education: Investigating the effects of ChatGPT-supported lesson plan critiques on the development of pre-service teachers' lesson planning skills
No full textThis study investigates the impact of ChatGPT-supported lesson plan critiques on pre-service teachers' lesson planning skills. A quasi-experimental study involved 48 pre-service teachers from a university in Eastern China, divided into experimental (EC, n = 24) and control (CC, n = 24) condition. Each group with three participants engaged in three tasks of reviewing and revising lesson plans, guided by cognitive, metacognitive and affective questions. The EC supported by ChatGPT, while the CC did not. Epistemic network analysis indicated ChatGPT's positive impact on lesson planning skills in cognitive and affective critiques but not in metacognitive critiques. Affective critiques supported by ChatGPT benefited both low and high prior-knowledge participants, while cognitive critiques primarily benefited high prior-knowledge participants. These findings highlight the potential of design AI-supported scaffolding to enhance pre-service teachers' lesson planning skills and promote equitable learning experiences for diverse learners
‘Intersectional othering’ and the minoritisation of ‘Malay/Muslim’ identities in Singapore’s multicultural education
No full textSingapore’s multiculturalism has been recognised as a successful model for the preservation of harmony across racial differences in its society. Despite this, outstanding complexities still exist between groups, but are often minimised in public discourse. While there is vast literature on multiculturalism and race relations in Singaporean society, there is also a lack of scholarship assessing how they have been enacted or learnt in schools. This paper questions how Malay/Muslim identities, in particular, have been viewed through Singapore’s multicultural education. Findings from a qualitative case study conducted showed how the curriculum has largely constructed Malay/Muslims as minorities and ‘Others’ in terms of: (i) race; (ii) religion; and (iii) socioeconomic status. The intersection of these identities compounds ‘Malay/Muslim’ minority status, giving rise to ‘intersectional othering’ which then sustains their continued and perceived minoritisation. It concludes by suggesting how multicultural education in Singapore can attend to issues surrounding intersectional identities today. This paper is part of a larger doctoral study looking into racial identity formation within multicultural education in Singapore.</p
Development and validation of pre-service teachers’ resilience (PTR) scale
No full textThe open access publication is available at https://doi.org/10.5861/ijrse.2025.25186This study aims to develop and validate the Pre-service Teachers’ Resilience (PTR) scale. While teacher resilience is a dynamic and multifaceted capacity, this study focuses on the emotional and social dimensions of resilience. The scale was developed rigorously, tested for internal consistency, and followed with Exploratory Factor Analysis with 241 pre-service teachers in Canada. It was further validated using Confirmatory Factor Analysis with 480 pre-service teachers in the U.S. Results showed high internal consistency and a two-factor model: i) managing emotional well-being and ii) seeking social support. We also discussed the implications of this finding concerning pre-service teacher training and support