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Related Data for Thesis/Dissertation: Differentiated instruction to support students with dyslexia in Singapore: The mediating role of self-efficacy on teachers' attitudes towards inclusion
No full textTo support an increasing number of students with Special Educational Needs (SEN) in mainstream schools, it is important for teachers to differentiate their instruction to meet the varied needs of students. This study examined the current levels of use of differentiated instruction and academic progress monitoring practices among 98 Primary School English Language (EL) teachers in Singapore (81% female, average of 16.1 years in service) to support students with dyslexia in their classroom. It also explores teachers’ existing attitudes towards inclusion, self-efficacy for inclusive practices, and perceptions of student diversity. The study also examined if teachers’ attitudes, self-efficacy, and perceptions of student diversity can predict their use of differentiated instruction and academic progress monitoring practices, and the mediating role of teachers’ self-efficacy for inclusive practices. Results indicated that teachers’ self-efficacy significantly predicted their differentiated instruction and academic progress monitoring practices. Teachers’ perceptions of student diversity significantly predicted their differentiated instruction practices and marginally predicted academic progress monitoring practices. However, teachers’ attitudes towards inclusion did not predict both differentiated instruction and academic progress monitoring practices. Teachers’ self-efficacy for inclusive practices fully mediated the relationship between teachers’ attitudes towards inclusion and their differentiated instruction practices. Findings from this study add to our understanding on the influence of various teacher factors on teachers’ inclusive practices in the classroom and highlights the importance of building teachers’ self-efficacy for inclusive practices. Limitations, possible future research, and implications of the results were discussed
2018 NIE Annual Staff Lunch (3 Feb 2018)
No full textTop Lucky Draw Prize Winner Tan Chee Soon from Psychological Studies (PS) who walked away with a return ticket to Seoul
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Perceptions of gifted adolescents in Singapore towards the "gifted" label and its effects on their social relationships
No full textThis study examines gifted students' perceptions and attitudes towards the "gifted" label and its effects on their social relationships. A questionnaire was administered to 97 gifted 14-year-old students in three secondary schools. Findings suggest that more male gifted students accept the label "gifted" compared to female gifted students. The culture of school where the gifted students are housed appears to be a factor in influencing the perceptions of the gifted adolescents. The students reported personal and academic advantages but pronounced social disadvantages of the "gifted" label. Some of the disadvantages include high expectations from parents and teachers and being discriminated by peers in the mainstream. Results of case studies parallel these findings.Master of Arts (Applied Psychology
A two-tiered approach to supporting pupils with reading difficulties in primary 3 mainstream classrooms
No full textPublished versio
An exploratory study of the relationships between teachers' general attributions, specific attributions for reading difficulties and treatments.
No full textUniversity of Minnesota Ph.D. dissertation. July 2009. Major: Educational Psychology. Advisor: Prof James Ysseldyke. 1 computer file (PDF); ix, 178 pages, appendices 1-4.Unlike the ample research on general attributions for student failure, causes for poor reading performance among students have attracted little attention. The purpose of this descriptive, exploratory study was to investigate the extent to which specific attributions teachers held for reading difficulties were related to the interventions they used to address them. Teachers' attributions for the magnitude of student progress were also examined. The study also identified school and district supports and professional development activities which benefited teachers in their work with struggling readers. Seven first-grade teachers and 9 fifth-grade "Beat the Odds" teachers who were identified as being effective in raising student reading performance were interviewed. The data were analyzed to identify patterns that emerged from teacher responses and descriptive statistical methods were used to summarize teacher responses.
Results of the study indicated that study participants across both grades were more likely to make self-serving attributions, rather than counter-defensive attributions, for general student problems. When student reading difficulties were attributed to within-student factors, first-grade teachers tended to use instructional strategies while the use of affective strategies was more common among fifth-grade teachers. The school where the teachers taught appeared to be a more important factor in determining whether teachers used home-related interventions than home-related attributions held by teachers. No clear attribution-intervention link was evident when teachers made school-related attributions. Unlike first-grade teachers who were more likely to attribute reading progress to instructional interventions, fifth-grade teachers were more likely to attribute both progress and lack of student progress to within-student factors.
A strong belief in the importance of their work, a systematic approach in analyzing student difficulties, compassion for and acknowledgement of the uniqueness of individual students, holding all students to high expectations and willingness to tailor instruction to student needs were the hallmarks of the "Beat the Odds" teachers. They were supported by systems within the school and the district which identified students with difficulties. Opportunities to exchange ideas with colleagues and in-service training were most commonly cited as being the most beneficial and relevant to these teachers' work with struggling readers.Tan, Chee Soon. (2009). An exploratory study of the relationships between teachers' general attributions, specific attributions for reading difficulties and treatments.. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/53813
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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