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The 4Cs in youth sport: Investigating psychometric multidimensionality, measurement invariance and criterion-related validity
No full textThe 4Cs of positive youth development have been proposed as an appropriate framework for assessing athlete outcomes across various sport domains. However, the psychometric multidimensionality of the full 4C model has not been rigorously investigated. This study examined the psychometric multidimensionality of the 4C model, comprising 10 subfactors, among youth team sport athletes (N = 510). We systematically compared confirmatory factor analyses and exploratory structural equation modelling (ESEM), along with their bifactor and hierarchical extensions, and discussed the empirical and practical appropriateness of these models. We further examined construct validity by testing measurement invariance over gender and sport type (contact, non-contact), and criterion-related validity on different aspects of peer motivational climate. ESEM was the optimal model, exhibiting construct and practical utility. Measurement invariance was broadly observed with four variant items; implications are discussed. Peer mastery climate was associated with positive outcome factors (e.g., competence, connection), while peer ego climate was associated with less desirable sport character (i.e., antisocial behaviours).Accepted versio
Effects of the use of an AI-driven adaptive practice platform in the teaching and learning of statistics
No full textStatistics education is a vital component of pre-university curricula, equipping students with foundational skills to interpret data and make informed decisions. However, traditional instruction, defined as a standardised, teacher-centred approach to education that is largely static and non-adaptive, often fails to cater to the diverse needs of students, resulting in varied levels of academic achievements and motivation. To address these challenges, Intelligent Tutoring Systems (ITS) offers personalised learning experiences by adapting to individual student needs. Cerebry, an AI-driven adaptive practice platform, is one such ITS designed to enhance statistics education by providing real-time feedback, adaptive learning paths, and performance monitoring.This dissertation investigates the integration of Cerebry into statistics instruction and its impacts on academic achievement, engagement, motivation, attitudes towards statistics, and perceptions of its usability. Specifically, it explores three main hypotheses:1. Cerebry will help students significantly improve academic achievement in statistics compared to those who are not given access to Cerebry.2. There will be significant changes in students' attitudes towards statistics over time.3. Students will perceive Cerebry as a usable and effective learning tool in learning statistics.In line with these hypotheses, the following research questions were formulated:1. How does the use of Cerebry impact academic achievement?2. Does the use of Cerebry lead to a statistically significant increase in positive attitudes towards statistics?3. How do students in the experimental group perceive Cerebry as a tool for learning statistics?To address these research questions, a group of pre-university students at James Cook University (JCU) was granted access to Cerebry. Quantitative data were collected through assessment results, the Survey of Attitudes Towards Statistics (SATS), and the Technology Acceptance Model (TAM) survey. Additionally, qualitative interviews were conducted with selected participants to gain deeper insights into their experiences using Cerebry.The findings reveal that Cerebry did not lead to statistically significant improvements in academic achievement. While students expressed a slight preference for using Cerebry to prepare for online quizzes, they favoured pen-and-paper methods for individual written tests and final exams. Nevertheless, participants in the experimental group demonstrated increase in Cognitive Competence, facilitated by Cerebry’s adaptive questioning, step-by-step explanations, and progress-tracking features. Results from the TAM survey indicate that students viewed Cerebry positively in terms of its perceived usefulness and usability, but this did not translate into greater engagement. Insights from the qualitative interviews suggest that the lack of alignment between Cerebry’s contents and assessment items contributed to the mixed results.To maximise Cerebry's impact on learning outcomes, several recommendations are proposed. Aligning Cerebry’s content with course assessments and learning objectives is critical to ensuring greater relevance to students' needs. Enhancing its usability and accessibility will make the platform more inclusive and user-friendly. Incorporating additional adaptive learning features can further personalise the learning experience, while providing detailed feedback and progress tracking can support students in monitoring their development. Greater integration with classroom instruction should also be encouraged to create a seamless learning experience. Finally, continuous feedback and iterative improvements based on user input and performance data are essential to refining Cerebry’s design and functionality
A responsive teacher leader programme: Galvanising the theory–practice Nexus in the design of professional development for teacher leaders
No full textIn an uncertain and complex educational environment, teacher leaders play an increasingly important role and are essential to the advancement and success of educational reform and improvement efforts. In this chapter, we examine the concept of teacher leadership and the professional development of teacher leaders within Singapore’s education system. The Teacher Leaders Programme (TLP) was conceptualised and implemented to support the professional growth of appointed Teacher Leaders, as well as to equip them with the knowledge and skills needed to excel in their specific roles. To galvanise the nexus between theory and practice, the Teacher Leader Knowledge Base (TLKB) Matrix and the 5C principles were developed and used to guide the design of the TLP learning experience. Assessment modes focusing on building strong theory–practice links are discussed.</p
Autism and bilingualism: A systematic review of stakeholders’ perspectives and experiences
No full textThe open access publication is available at https://doi.org/10.1007/s40489-025-00519-9While research on bilingualism in autism is growing, a comprehensive synthesis of perspectives from autistic individuals, their families, and service providers is lacking. This systematic review explored experiences and perceptions of bilingualism across these stakeholders. A comprehensive search following PRISMA guidelines identified 28 qualitative studies, which were analyzed using thematic synthesis. Findings highlight the perceived benefits of bilingualism for autistic individuals, spanning cognitive, social, and cultural domains, across all stakeholders. However, while most service providers expressed support for bilingualism, many parents reported being advised to adopt monolingualism. Language decision-making was a complex and emotional process for parents, influenced by societal pressures, cultural values, and their child’s developmental abilities. Recommendations are provided to inform future research and practice.NIE-SUG 6–23 NLW
Exploring faculty members' implementation of applied learning at a local university in Singapore
No full textThe objective of this study is to attain a thorough understanding of how and why faculty members at a local university engaged in applied learning (AL) and applied learning strategies (ALS) within higher education. Analysing structured in-depth interviews with 17 faculty members from ICT, Science, Engineering, Social Sciences, and Business faculties using grounded theory revealed central themes. The study revealed that teachers perceived AL as a means of connecting theoretical knowledge with practical application, placing emphasis on experiential learning and integration with industry. The essential components of ALS that have been identified include active participation, cooperative learning, practical application, technology utilisation, creative approaches, and advanced cognitive abilities. The kinds of ALS deployed include problem-based learning, industry collaboration and technology integration. The ALS implementation focused on three main themes of: Active Planning and Confident Engagement, Active Classroom Management and Reflective Teaching Practice. The motivations of faculty members for adopting ALS were classified into four categories: Personal Experiences and Beliefs, Student-Centred Motivations, Institutional and External Influences, and Pedagogical Beliefs and Approaches. Five primary challenges were identified in the implementation of ALS. These include Establishing Industry Relevance and Collaboration, Balancing Academic Rigor with Practical Skills, Pedagogical Barriers to AL, Manpower and Workload Balance Constraints, and Student Engagement and Response. In addition, the faculty members reported personal needs in the implementation of ALS. These were classified into five categories: Resource Needs for AL, Institutional Support and Professional Development, Student Engagement and Readiness, Assessment and Feedback and Need for Continued Collaborative Learning Among Faculty Members. Interestingly, some faculty members had emphasised on the significance of shared faculty ideals, and the necessity of AI training in AL. To ensure the reliability of the qualitative data, an iterative coding process was employed, with inter-rater reliability achieved through multiple rounds of coding and discussion. The final intercoder agreement was a Cohen's Kappa of 0.8, indicating a high level of consistency between coders. The findings of this study appear to provide a nuanced understanding of AL and ALS, highlighting their preparation and execution, with an evolving and diverse nature across disciplines. The insights feature the dynamic interplay between theory and practice in education, emphasising continuous innovation and adaptation in teaching practices to meet the demands of a rapidly changing world
Future directions for writing teacher cognition (writing teacher preparation and research)
No full text“Teacher cognition” refers to the complex networks of knowledge, thoughts, and beliefs that language teachers bring to the classroom, which impact decision making and classroom teaching within their situated contexts. In L2 writing, there has been a growth of research interest in teacher cognition, which is increasingly recognized as a pivotal element in writing teacher preparation program design. This chapter provides a brief literature review of recent research on L2 writing teacher cognition, highlighting three major focuses, namely (1) factors influencing writing teacher cognition; (2) relationship between writing teacher cognition and classroom practice; (3) and role of teacher education in impacting writing teacher cognition. Based on salient research findings, the entry examines five pedagogical implications for writing teacher preparation, providing future directions for L2 writing teacher cognition in terms of both research and practice
Predicting student burnout in blended environments: A complementary PLS-SEM and machine learning approach
No full textDespite student burnout has attracted the attention of researchers and practitioners in education and psychology, little is known about the factors that contribute to it in blended contexts. This research aims to formulate and verify a predictive model elucidating how social support and self-regulated learning predict student burnout within blended learning contexts. Utilizing data collected from a sample of 303 students, a complementary method that combines partial least squares structural equation modeling (PLS-SEM) with machine learning (ML) algorithms was implemented. The favorable impact of perceived social support and self-regulated learning in mitigating burnout was demonstrated by the PLS results. Additionally, it was discovered that self-regulated learning fully mediates the correlation between offline social support students received and learning burnout. Furthermore, the employed ML algorithms achieved a prediction accuracy rate exceeding 70% in the majority of cases. Employing a complementary analytical method is believed to offer a substantial contribution to the current body of research on learning burnout generally and blended learning in particular.Accepted versio
Multiliteracies and multimodality: A classroom inquiry study in Singapore
No full textOur chapter reports on a collaboration among a principal master teacher, an education researcher and a primary school English teacher in a classroom inquiry in Singapore. By drawing on our collective expertise in education research and pedagogical knowledge, we describe the process of working with the primary school English teacher, Gwen (pseudonym), to guide her in understanding and reflecting on how the tenets of multiliteracies and multimodality can be applied to her design and implementation of a series of lessons on writing. Gwen was teaching a class of primary four students whom she had identified as having difficulties in writing. Through the discussions from the classroom inquiry study, which we conducted over a period of two months, Gwen was able to grow in her confidence in building multiliteracies through a series of writing lessons for her students. We examine the ways in which she applied the tenets of multiliteracies and multimodality in these lessons by drawing from her classroom inquiry. We also discuss the implications of our study on the partnership between researchers and teachers, and the building of multiliteracies in Singapore
Design principles-based activities and assignments to enhance undergraduates’ interdisciplinary learning
No full textEngaging undergraduate students in interdisciplinary learning (i.e., integrating disciplines to solve problems or create novel insights) is crucial for equipping them to tackle complex, real-world problems. Despite the importance, limited empirical research has studied how to design activities and assignments to foster undergraduates’ interdisciplinary learning. To address the gap, we synthesized four design principles (i.e., authentic scenarios, boundary-crossing between disciplines, interdisciplinary collaboration, and cognitive advancement) by drawing on critical characteristics of interdisciplinary learning to guide the design of interdisciplinary learning activities and assignments. Through a quasi-experiment, we evaluated the effectiveness of the design by examining the interdisciplinary learning quality demonstrated in the weekly posts (i.e., notes posted on a digital collaborative platform Miro) and final essays of students in the experimental (principle-based design) and comparison conditions (routine design). We found that the online posts and essays of the experimental condition showed greater levels of diversity and integration; online posts of the experimental condition showed significantly greater disciplinary grounding than those in the comparison condition; essays of the experimental condition showed greater cognitive advancement, suggesting the effects of the design. Weekly feedback suggested that participants in the experimental condition provided more positive responses and offered more suggestions to increase engagement, interaction and conceptual understanding. This study contributes to the field by synthesizing actionable design principles and providing empirical evidence for the effectiveness while underscoring the need to improve the integration dimension further.Accepted versio