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Related Data for: The associations between 24-Hour movement behaviours and quality of life in preschoolers: A compositional analysis of cross-sectional data from 2018 - 2021
No full textStudies show that the quality of life (QoL) of preschoolers is closely related to physical activity (PA), sedentary behaviour (SB), and sleep (SL). Yet many researchers looked at these 24-h movement behaviours as behaviours that are independent of one another when examining the association of QoL with these behaviours. The main purpose of the present study was to describe the temporal trends in PA, SB, and SL in preschoolers and the concomitant association with QoL of children. Annual cross-sectional data on QoL and 24-h movement behaviours of 8045 Singaporean preschoolers were collected from 2018 to 2021. Compositional analysis, linear regression, and isotemporal replacement approaches were used to examine changes in PA, SB, and SL from 2018–2021 and how these changes were associated with QoL. Temporal trends in movement behaviours showed that PA and SL decreased after 2020. During 2018–2021, the association of PA and QoL in preschoolers was characterised by a ‘U’ curve (βPA-2018 = 3.06, p 0.05; βPA-2021 = 2.82, p 0.05; βSL-2020 = 2.00, p 0.05). SB was significantly and negatively associated with QoL after 2020, with 2020 identified as the inflection point for the change in SB (βSB-2018 = 0.67, p > 0.05; βSB-2019 = −1.16, p > 0.05; βSB-2020 = −1.56, p < 0.01; βSB-2021 = −2.61, p < 0.01). Using a time re-allocation technique to treat the 2021 data, reallocating time from SB to PA or to SL predicted improvements in QoL of preschoolers (Pall < 0.05). The study provided useful information on the temporal trends in PA, SB, SL, and QoL of preschoolers over four years. Additionally, these data provided insights into how changes in QoL are predicted by changes in duration in the 24-h movement behaviours
Related Data for: Where literacy meets geography: Using talk moves to engage students in geographical data
No full textFrom a perspective of social constructivism, literacy is shaped by social practices (Moje, 1996) and serves the purpose of knowledge construction in a discipline (Moje, 2008). To help students become “geographically literate” (Dolan, 2019) entails equipping them with skills to make sense of and critique geographical data presented in multimodal formats (Roberts, 2014) by creating more space for geographical dialogue in the classroom. This paper first discusses the relationship between talk and students’ ability to analyse and account for geographical data. Using the evidence of a questionnaire
survey, it examines the impact of Talk Moves in supporting dialogic teaching in 3 Singapore’s secondary geography classrooms. Statistics show that Talk Moves helped students improve their analytical skills for geographical data and their ability to articulate answers in a geographical manner. However, more support could be provided to enhance students’ classroom participation and their writing based on geographical data
Related Data for: Building a successful reading culture through the school library: A case study of a Singapore secondary school
No full textMuch research has documented the strong correlation between independent reading and academic achievement, and the school library can serve a crucial role in encouraging reading. Drawing from one case study out of a larger dataset of six schools, this paper details how one school transformed its school library, making it a central place for reading within the school. Data collected provided evidence of the kinds of strategies, programmes and design that works to encourage reading. Data collection to help us understand the reading and school library culture included: A school-wide reading survey, interviews with the principal, teachers and students, library observations, timed counts, narratives and time-lapse photographs of library space contributed. Factors for building a reading culture include: (1) Curating the book selection for readers, (2) Making books visible (3) Creating programmes to excite readers, (4) Designing spaces for reading, and (5) Building an ecology for reading
Related Data for: Investigating the experiences and perceptions of teachers and students about blended learning during COVID-19: A case study in a Singapore school
No full textIn this research, a survey was conducted with a group of students and teachers from a neighbourhood primary school in Singapore to investigate about their experiences and perceptions about blended learning. The results show that both teachers and students agreed that blended learning aided learning. However, they did not prefer blended learning to traditional face-to-face learning. Teachers felt that they were not able to get the attention of all students during blended learning. As such, they felt that students should be more self-directed and well educated about the various IT tools. Students felt that they were unable to clarify their doubts with their teachers and peers during blended learning. As such, there should be better communication facilities for them to communicate with their teachers and peers
Related Data for: What determines teachers’ use of motivational strategies in the classrooms? A self-determination theory perspective
No full textThis study examined the antecedents of teachers’ use of motivational strategies in the classroom using self-determination theory. It was found that teachers’ autonomous causality orientation, perceived job pressure, and perception of student self-determined motivation influenced their need satisfaction. In turn, their need satisfaction had a positive direct impact on autonomous motivation. In addition, teachers’ perception of their students’ self-determined motivation directly predicted teachers’ use of three motivational strategies in the classroom. Finally, their autonomous motivation positively predicted providing instrumental help and support and meaningful rationale, whereas controlled motivation negatively predicted providing instrumental help and support
Related Data for: Jamming in the intercultural space: Collaborative creative processes of an experimental music group in Singapore
No full textThis research narrative focuses on the collaborative creative processes of a Singapore experimental music group made up of five musicians (instrumentation: dizi, didgeridoo, guzheng, table, cello, vocals, drum kit, percussion) in preparation for an album recording. One of the key issues explored in this collaborative gathering and musical improvisations is in making sense of the intercultural within their personal and geographical contexts
Related Data for: Climate change education: Knowing, doing and being
No full textClimate change is complex and there is a need to educate our future generations so that they are able to deal with the plethora of information and views that they come into contact with in their lives. This book inquires into what it means to teach and learn about climate change.
Now in its second edition, Chang further explores what education for climate change entails, discussing the concept of climate change education (CCE) itself, how it is taught in schools and how public education is being carried out. Featuring updated literature in a quickly advancing field, the book defines CCE for the global citizen and looks at pedagogies supporting CCE. It also identifies teachers as key stakeholders in
climate change discourse, how to improve teacher readiness on the topic and how teacher professional development can support successful implementation of CCE.
This dataset contains the sources and analysis of literature data that has been analysed to provide the current state of climate change education.</p
Related Data for: Curriculum and assessment mismatch: Examining the role of images in literacy assessments
No full textIn light of the shift towards incorporating multimodality in the curriculum, it is of interest and value to examine the extent to which multimodal literacy is assessed in national and international literacy tests. This is so as to surface any misalignment between the two and highlight gaps which curriculum planners and assessment designers can address. Given the significant influence that the nature of assessment has in shaping classroom practices and teaching priorities, it is imperative that assessment is aligned with curriculum goals. Our paper examines the assessment items in the visual text comprehension in Singapore’s national examinations, the Graduate Certificate of Education Ordinary Level (GCE O’ Level) and the Primary School Leaving Examination (PSLE), for the English Language exam, as well as the literacy components of Programme for International Student Assessment (PISA) and Progress in International Reading Literacy Study (PIRLS) reading items. We adopt the approach of an earlier study by Unsworth et al. (2019) and position our work as a replication study, extended to a new context. In adopting a common approach, we hope to offer an independent verification of the framework, analyses and findings from the earlier study and contribute towards consolidating and building up proven practices in the analysis of text-image relations within the field of multimodal studies. Our results similarly show an overall low proportion of test items that deal with images and image-language relations in the Singapore and international assessments. While the proportion of questions where the image is essential or supports answering the question is higher for the Singapore GCE O’ Level exams, the role of images in the PSLE and international assessments is limited, which suggests a greater focus on assessing multimodal literacy is required. As curriculum reforms to incorporate multimodality in education become more commonplace around the world, we argue that attention on assessment must be the next frontier of change
Related Data for: "In the shoes of another": Immersive technology for social and emotional learning
No full textThere has been increasing use of interactive technologies in the classroom today and a rising popularity of employing virtual environments as a means to engage students in sensorially rich contexts for more embodied forms of experiential learning. In particular, virtual reality (VR) or immersive virtual environments (IVEs) facilitated by head-mounted displays (HMDs) have been used in the teaching of subject content such as history, geography and science. This article presents the findings of an exploratory study of immersive technology, specifically immersive virtual environments (IVES), for the purpose of social and emotional learning (SEL), in the context of Character and Citizenship lessons in the Singapore classroom. The social and emotional competencies (SECs) examined in this project were specifically empathy and perspective-taking, and responsible decision-making. The study involved a sample of n = 75 students from a cohort of students in a Singapore school, averaged at 15 years of age. Students were randomly divided into three treatment conditions: IVEs, pen-and-paper mental simulation and video-viewing. Each treatment contained a problem scenario, told from a first-person perspective, involving a social and ethical dilemma young people today face. A quasi-experimental, pre-test post-test, non-equivalent group design was employed, and the study adopted a mixed-method approach to data collection. The findings reveal that IVEs are not necessarily more effective than the “pen-and-paper” and video viewing approaches to teaching SECs but they can better facilitate perspective-taking and empathy for a higher percentage of students
Related Data for: The role of journals and journal editors in fostering a culture of open science
No full textThis chapter addresses open science in Applied Linguistics publishing from the perspective of one journal editor. The chapter begins with a short discussion of the role of journals in fostering a culture of open science and presents an examination of what journals in Applied Linguistics are doing to support open science by reviewing information on the websites of the 30 top-ranked (JCR and SJR) journals and affiliated publishers. This analysis provides an overview of where we are as a field in relation to academic publishing. The chapter then moves to a brief, personal reflection on what one journal has/ has not done in relation to this larger movement and issues from one journal editor’s perspective. The chapter ends by considering questions about the role and responsibilities of journal editors to educate authors, negotiate with publishers, and a build culture of open science