NIE Data Repository (National Institute of Education)
Not a member yet
317 research outputs found
Sort by
Related Data for: Making visible a teacher's pedagogical reasoning: An aspect of pedagogical documentation
No full textMuch of a teacher’s practice and professional learning remains unseen despite recent
calls to incorporate practice-based and inquiry-based approaches to improve
mathematics instruction. Although the idea of pedagogical reasoning and action can
provide a way to unpack these unseen aspects of practice, it remains to be seen how a
teacher’s actions and thinking can be made visible. In this paper, we present a case of
how a teacher’s pedagogical reasoning is made visible through pedagogical
documentation, which suggests the possibility of using documentation to unpack these
unseen aspects of a teacher’s practices
Related Data for: Effects of ankle orthoses, taping, and insoles on postural stability of individuals with chronic ankle instability: A systematic review
No full textChronic ankle instability (CAI) is a prevalent condition characterized by recurring instances of the ankle giving way and persistent symptoms, including pain and diminished function. Foot and ankle external supports are commonly used in clinical practice and research for treating CAI. This systematic review aimed to assess the effects of foot and ankle external supports on the postural stability of individuals with CAI to guide clinical practice and inform future research. A comprehensive search was conducted in PubMed, Web of Science, Scopus, and Google Scholar databases from 1 January 2012 to 1 November 2022. Eighteen studies involving individuals with CAI were chosen in this systematic review. The quality of the included studies and risk of bias were assessed using Cochrane Collaboration’s tool for randomized controlled trials, the Newcastle–Ottawa Scale for case–control studies, and the DELPHl-list for crossover trial studies. The external supports included in this review were ankle orthoses (elastic, semi-rigid, and active orthoses), taping (kinesiotaping and fibular reposition taping), and insoles (textured and supportive insoles). The outcome measures included static and dynamic postural stability tests, such as the single-leg stance test, star excursion balance test, Y-balance test, single-leg landing test, lateral jump test, walking test, and running test. The results showed that elastic orthoses, Kinesiotaping, and textured insoles demonstrated potential benefits in improving postural stability in individuals with CAI. Elastic orthoses decreased ankle joint motion variability, kinesiotaping facilitated cutaneous receptors and proprioceptive feedback, while textured insoles increased tactile stimulation and foot position awareness. However, the effects of semi-rigid orthoses, fibular reposition taping, and arch support insoles were inconsistent across studies. Future research should explore the long-term effects of these external supports, analyze the effects of different characteristics and combinations of supports, and employ standardized outcome measures and testing protocols for assessing postural stability
Related Data for: How more-improvement and less-improvement groups differ in peer feedback giving and receiving practice-an exploratory study
No full textPeer feedback is widely applied to support peer learning and accumulating studies pointed out that feedback features directly impact its learning benefits. However, existing peer feedback studies provide limited insights into group-level peer feedback activities in authentic classrooms. This study conducted group-level peer feedback activity in social studies classrooms of a Singapore secondary school. Fourteen groups of students (N = 61, Female = 61) participated in group-level peer feedback during the computer-supported collaborative argumentation activities. Students’ collaborative argumentation and peer feedback were collected. Paired sample t-test was conducted to compare each group’s argumentation performance before and after peer feedback activity. Qualitative content analysis was implemented to identify the cognitive and affective features of peer feedback given and received by more-improvement groups and less-improvement groups. A comparison of the feature networks between two student groups revealed the effective practices of peer feedback. The results demonstrated the key role of the specific solution when student groups gave and received peer feedback apart from problem identification and general suggestions. Besides, providing peer feedback at the overall argumentation level was found to be more beneficial than a word or evidence level. When receiving feedback, the use of hedge was found to bring more group improvement than mitigation language. These findings highlight the important features of peer feedback in group-level peer feedback activities, providing insights for the design and instruction of group-level peer feedback activities in authentic classrooms
Related Data for: Five-day supplementation with an isotonic beetroot juice drink improves sprint interval exercise and muscle oxygenation in physically active individuals: A randomized crossover trial
No full textThis study investigated whether the addition of nitrate (from beetroot) to an isotonic drink provided over 5 days would affect sprint interval exercise (SIE) performance and muscle oxygenation. Twenty (seven female) physically active participants (mean ± SD; age 28 ± 6 years, BMI 22.6 ± 2.0 kg/m2) completed a double-blind, randomized, crossover study where they consumed 570 mL of either isotonic drink (ISO-C) or isotonic beetroot juice drink (ISO-BR) for 5 days before performing SIE (six 10 s maximal effort, interspersed with 50 s active recovery) on a cycle ergometer. Both drinks contained equal osmolality (290 mOsm/kg) but differed in the nutrients from beetroot extract, particularly the nitrate content (ISO-C: 0 mmol, ISO-BR: 12.9 mmol). ISO-BR significantly reduced the average time to peak power (ISO-C: 2.0 ± 0.18 s vs. ISO-BR: 1.6 ± 0.37 s; main effect of drink, p = 0.003, partial η2 = 0.04) and increased muscle deoxygenation (ΔHHb) (main effect of drink, p = 0.002, partial η2 = 0.021) compared to ISO-C. Five-day supplementation with ISO-BR improved the time to peak power but not the peak or mean power output for SIE compared with ISO-C
Related Data for Thesis/Dissertation: Investigating metadiscursive and visual features in three minute thesis presentations
No full textThe communication of academic research to diverse audiences is becoming increasingly necessary, thanks to the intensifying marketisation of higher education and democratisation of science over the last few decades. These global trends have given rise to newly-emergent and hybridised academic genres. A unique academic genre is the Three Minute Thesis (3MT), which challenges doctoral students to present their thesis in just 3 minutes, with the help of a single static slide, to a non-specialist audience comprising a judging panel, faculty, and graduate students from diverse disciplines. While 3MT presentations have recently begun to garner some scholarly attention, there has been no study to date that offers an examination of the functionality of the full range of linguistic metadiscourse in this genre. Nor have there been systematic investigations into the visual features of the single slide used in each presentation and the interplay between the slide and the language in this genre.
The present study set out to bridge these gaps from a genre analysis perspective by investigating (i) how interactive and interactional metadiscourse works in successful 3MT speeches to guide and engage the audience, using Hyland’s (2005a) metadiscourse model, and (ii) how the accompanying slide works to enhance the speech, using the lens of multimodality. A mixed-methods research design was employed that involved not only quantifying the metadiscursive and visual features but also examining these features in context. A corpus-based text analysis was conducted on a dataset of 50 transcribed 3MT speeches and their accompanying slides by PhD students of Electrical and Computer Engineering. The quantitative frequencies of different metadiscursive features provide an overall picture of their use in the genre, while the qualitative examination of the metadiscursive and visual features in context enabled the identification of salient patterns, distinctive realisations, and interesting ways the visual resources work with the language in the genre.
The results revealed the distinctiveness of 3MT presentations as an academic genre, which is manifested both in the use of linguistic metadiscourse and in the use of visual resources. To facilitate the audience’s comprehension, 3MT presenters prioritised interactive features that serve to clarify meanings, indicate logical connections, and signal discourse structure. To involve and persuade the audience, the presenters depended much on interactional features that function to connect with the audience, present a discoursal self, and convey affective attitudes. This study argues that the distinctive patterns and realisations of different interactive and interactional resources identified in the corpus are attributable to genre-specific factors such as the stringent time limit, competition judging criteria, audience makeup, and competitive nature of the 3MT. Further distinctive features of the genre have also been identified in the single slide, involving the orchestration of various compositional and interpersonal choices, such as foregrounding contrastive relations, and the use of popular imagery and photographs.
These findings suggest that the 3MT presentation is a new hybrid academic genre distinct from other academic genres in many aspects while sharing some similarities with other spoken academic or popularisation genres. The study contributes new insights on the 3MT genre, has methodological implications for metadiscourse research, and offers pedagogical advice for presentation training.</p
Related Data for: Understanding motivational profiles of high-ability female students from a Singapore secondary school: A self-determination approach
No full textUsing the self-determination theory (SDT), this study sought to understand motivational profiles and their links to psychological learning attributes. Participants were 90 secondary three (grade 9) students, aged 15 to 16 years old, from an elite all-girls school in Singapore. Hierarchical cluster analysis revealed three clusters of students with distinct motivational profiles. MANOVA, ANOVA and post hoc tests showed that the three clusters differed significantly in self-efficacy, intrinsic task value, effort and enjoyment in learning. A “highly motivated” cluster characterised by high introjected, identified and intrinsic regulations was found to be most adaptive, with the “highly motivated” cluster being associated with the most optimal psychological learning attributes. An “unmotivated” cluster characterised by high amotivation was found among this sample of high-ability students, with the “unmotivated” cluster being the least adaptive. The importance of understanding how the different motivational regulations were combined to influence psychological learning attributes was discussed
Related Data for: Learning “new” instructional strategies: Pedagogical innovation, teacher professional development, understanding and concerns
No full textTeacher professional development (TPD) through supported pedagogical innovations relies on teacher understanding (TU) of what is proposed, how the innovation can be enacted, and ways in which an innovation might be effectively adapted to local conditions. This article describes evolving TU during a 1-year reading comprehension innovation. Analysis, based on a two-dimensional neo-Bloomian framework, revealed that types of TU aligned with specific strategies used at specific times in the innovation program to some extent. Initial concerns about cultural appropriateness tended to fade as participating teachers came to their own understandings of how to employ the new instructional strategies. Other teacher concerns shifted from hypothetical to more concrete concerns about how to further enhance classroom interactions, evidencing evolving TU. Importantly, while examining in-class practices shows only the outcome of an innovation, tracking teachers’ developing understanding was important for gaining insights into the ongoing TPD process
Related Data for Thesis/Dissertation: Children as consultants: A constructivist-negotiated approach to art activity planning
No full textIn Singapore preschools, most children’s art-making experiences are teacher-directed and product-focused resulting in a lack of individuality and creativity in children’s artworks. One of the determinants affecting the quality of learning and teaching is the lesson plan.
Given that children are expert informants about their own lives, this study aims to investigate whether children’s voices and participation in art lesson planning produce lessons of higher quality (i.e., whether it meets the criteria of child-centricity and the Singapore Nurturing Early Learners framework art education goals).
A total of 20 children (5–6 years old) from two childcare centres in Singapore served as consultants in focus groups to modify an existing art lesson plan together with the researcher, culminating in two children-modified plans, CMP-A and CMP-B. The children and three observers evaluated the art experience when the original plan (OP) and two CMPs were subsequently enacted. These plans were also evaluated by 35 National Institute of Education (NIE) Master of Education (Early Childhood) students (MEd students), who had an average 11.5 years of early childhood teaching experience.
Results revealed that the children found slight improvements in the art experiences of both the CMPs over the OP, while the observers’ rated the enacted CMP-B as better and CMP-A as inferior compared to the OP. Results also showed that MEd students rated the plans in the following order from highest to lowest quality: CMP-A; OP; and CMP-B. Qualitative data suggests that the lower rating for CMP-B was primarily due to MEd students’ erroneous belief that it was too complex for children to follow. Children’s success at comprehending the concepts and following the procedures of CMP-B evidently refuted such child-limiting belief.
The study highlights the value of consulting children in art lesson planning, and encourages teachers to adopt the practice of listening to children’s voices as part of their pedagogical repertoire
Related data for: Mindfulness and motivation in social-emotional learning: Through the lens of self-determination theory
No full textGrounded on Self-Determination Theory, this study examined the relationships between mindfulness and the social-emotional learning outcomes of basic psychological needs satisfaction, motivational regulations (autonomous and controlled), positive affect, negative affect and self-control. Employing a cross-sectional research design, the study surveyed 958 adolescent students, ages ranged from 11 to 15 years old, Mage = 13.28 years old, SD = 1.06, of whom 58.04% were female.
Path analyses on the responses collected showed that mindfulness positively and significantly predicted basic psychological needs satisfaction and autonomous regulation, but not controlled regulation. Mindfulness positively and significantly
predicted the social-emotional learning outcomes of positive affect and self-control, and negatively and significantly predicted negative affect. Sequential multiple-mediational analyses showed that basic psychological needs satisfaction and autonomous regulation significantly mediated the relationships between mindfulness and the social-emotional learning outcomes of positive affect, negative affect and self-control. When taken together, the findings suggest that mindfulness can foster social-emotional learning through the mechanism of nurturing basic psychological needs and promoting more autonomous regulation. The findings provide useful information for the teaching of social-emotional learning in Singapore schools
Related Data for: "From the beginning, I think it was a stretch": Teachers' perceptions and practices in teaching multiliteracies
No full textPurpose – The purpose of this study is to examine five Secondary English Language teachers’ perceptions and practices of multiliteracies teaching in the context of a decade after multiliteracies was introduced into the English Language syllabus in Singapore.
Design/methodology/approach – Adopting a case study approach, the authors observed 12 multiliteracies lessons taught by the five teacher participants across three secondary schools. The classroom data included field notes and video-recordings of the lessons. The authors also conducted pre-lesson and post-lesson interviews with the teachers to understand their beliefs and the rationale behind their classroom practices. The video-recordings of the lessons and audio-recordings of the interviews were transcribed verbatim and analysed using thematic coding.
Findings – The authors identify an essentialising of multiliteracies to the skills of viewing and representing with multimodal texts, as well as a sense of uncertainty amongst the teachers towards the teaching of multiliteracies. In terms of practices, the authors observed an attempt to connect with the students’ life-worlds through the use of authentic materials, but often only in service of language learning. The authors also highlight the constraining influence of assessment on shaping multiliteracies learning. The findings of this study resonate with the conclusions that some of the earlier studies reported on teachers’ perceptions and practices of multiliteracies teaching. This resonation suggests perennial issues and challenges which remain unresolved. Research limitations/implications – This study is limited by the number of participants as well as the selected lessons the authors observed. The schools, while selected because they were considered as mid-range public schools in Singapore, were also not representative of all Singapore schools. As such, the authors acknowledge that the generalisability of the findings from this study is limited.
Practical implications – The issues raised in this study resonate with the findings from previous studies both from Singapore and around the world. The persistence of these concerns over time and space that remain unresolved demands attention and concerted action from policymakers, curriculum developers and education researchers, to address the challenges in multiliteracies teaching and learning.
Originality/value – This study was conducted a decade after the launch of the English Language Syllabus 2010, which first incorporated multiliteracies into the curriculum. This study examines the teachers’ perceptions and practices in relation to the policy intent. The implications from this study are relevant to educators interested in integrating multiliteracies in the literacy curriculum internationally.</p