Popular Culture goes to school in Hong Kong: a Language Arts curriculum on revolutionary road?     

Aaron Koh 《牛津教育评论》2013,39(6):691-710

English teaching and learning has taken an interesting shift in Hong Kong schools with the implementation of the New Senior Secondary (NSS) curriculum under the ‘334’ education reform. Situating the paper within the broader considerations of the intersection of Cultural Studies and English teaching, this paper examines the challenges and prospects of teaching the new Language Arts elective called Learning English through Popular Culture module. It is argued that while the module endeavours to connect and motivate Hong Kong students to learn English through popular culture materials, the official curriculum and schemes of work, however, narrowly articulate the teaching of popular culture texts conceived as ‘text-types’. Such a formulaic approach to using popular culture in the classroom is limiting and locks students into a procedural way of ‘thinking’ and ‘doing’ popular cultural texts. The paper concludes by offering some ways forward that might deliver what is otherwise a revolutionary and innovative curriculum. Beyond the specific case of Hong Kong, the curriculum challenge discussed is instructive for other education systems and curriculum scholars looking to develop new pedagogies from the intersecting disciplines of Cultural Studies and English teaching.  相似文献   

Understanding the relationship between Singapore preservice teachers’ ICT course experiences and technological pedagogical content knowledge (TPACK) through ICT course evaluation   总被引：1，自引：0，他引：1  

Joyce Hwee Ling Koh  Huay-Lit Woo  Wei-Ying Lim 《Educational Assessment, Evaluation and Accountability》2013,25(4):321-339

Teacher education institutions conduct information and communications technology (ICT) courses to prepare preservice teachers (or initial teacher education candidates) to support their teaching practice with appropriate ICT tools. ICT course evaluations based on preservice teachers’ perception of course experiences are limited in indicating the kinds of ICT integration knowledge or technological pedagogical content knowledge (TPACK) preservice teachers have gained throughout the course. Preservice teachers’ ICT course experiences was found to influence their intentions to integrate ICT but its influence on their TPACK perceptions, if better understood, can inform teacher education institutions about the design of ICT courses. This study describes the design and validation of an ICT course evaluation instrument that examines preservice teachers’ perceptions of ICT course experiences and TPACK. Hierarchical regression analysis was performed on survey results collected from a graduating cohort of 869 Singapore preservice teachers who had undergone a compulsory ICT course during their teacher training program. These preservice teachers were being prepared to teach the different subject areas at primary, secondary, and junior colleges (or postsecondary institutions for 17–19 year olds) in Singapore. The regression model showed that preservice teachers’ perceived TPACK was first influenced by their perceptions of course experiences that supported the development of intermediary TPACK knowledge components such as technological knowledge and technological pedagogical knowledge. The methodological implications for the design of ICT course evaluation surveys and the practical applications of survey results to the refinement of ICT course curriculum are discussed.  相似文献   

Technique analysis of the kuda and sila serves in sepaktakraw     

Ian Harris Sujae  Michael Koh 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(1):72-87

The aims of this study were to gain insights on sepaktakraw serves, identify technique differences, and establish factors influencing ball speeds. The best successful kuda and sila serves of nine elite male national sepaktakraw players were captured using seven ProReflex 1000 optical cameras operating at 240 Hz. The kuda and sila serves are non-planar kicking techniques exhibiting a non proximal-to-distal sequence. Differences in kicking kinematics (P < 0.05) signify differences between techniques. Compared with the sila, the kuda kicking limb is a longer rigid segment that moves over a greater range of motion. Together with a greater increase in foot and shank angular accelerations approaching ball contact, this leads to marginally higher kuda foot impact speeds. Since foot speeds were not at their peak during impact, a longer rigid kuda kicking limb was the primary determinant of kuda ball release speeds. Greater range of motion enables the longer rigid kuda lever to generate greater kicking angular momentum, resulting in greater impact impulse. This immediately translated to the significantly higher ball release speeds based on the impulse–momentum relationship. Coaching implications include improving hip joint flexibility and working on a fluid movement of a longer rigid segment kicking technique.  相似文献   

Singapore's learning sciences lab: Seeking transformations in ICT-Enabled Pedagogy     

Abbas Johari  Chee-Kit Looi  David Hung  Jeanette Bopry  Thiam-Seng Koh 《Educational technology research and development : ETR & D》2004,52(4):91-99

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Shadow education in Singapore: A Deweyan perspective     

Peter Teo  Dorothy Koh 《Educational Philosophy and Theory》2020,52(8):869-879

Abstract

This study focuses on the phenomenon of private supplementary tutoring, otherwise known as ‘shadow education’, which has proliferated around the world. By casting the spotlight on one particular shadow education institution (SEI) in Singapore and viewing it through the lens of Dewey’s educational philosophy, the study aimed to illuminate the inner workings of a SEI to shed light on its ability to thrive in a competitive educational landscape. Data were drawn from lesson observations, interviews with various stakeholders and the SEI website. Viewed through Dewey’s philosophical thinking about the connections between the child and curriculum and school and society, the data shows an institution outwardly guided by a progressivist mission to develop learners as a whole, providing opportunities for broadening their minds and preparing them for their future workplace. However, evidence also suggests that there is a fundamental focus on high-stakes examination preparation in its pedagogic practices and curricular content. This tension reflects the wider socio-economic culture in Singapore that is entrenched within a utilitarian and pragmatic paradigm while aspiring towards more humanistic and holistic educational goals.  相似文献   

Formatively assessing teamwork in technology-enabled twenty-first century classrooms: exploratory findings of a teamwork awareness programme in Singapore     

Elizabeth Koh  Helen Hong  Jennifer Pei-Ling Tan 《Asia Pacific Journal of Education》2018,38(1):129-144

Teamwork, one of the core competencies for the twenty-first century learner, is a critical skill for work and learning. However, assessing teamwork is complex, in particular, developing a measure of teamwork that is domain-generic and applicable across a wide range of learners. This paper documents one such study that leverages technology to help provide a formative assessment of teamwork. It focuses on the self and peer ratings of a teamwork measure and a pedagogical method, which was trialled as a teamwork awareness programme in a mainstream Secondary School in Singapore. This teamwork awareness programme was incorporated into the school’s Interdisciplinary Project Work curriculum. Findings of students’ experiences of the programme are described. The teamwork competency dimension of “team emotional support” was rated highest amongst students. Also, students’ report gains in teamwork awareness, mixed engagement in reflective practices, and on the real-world relevancy of the programme. Discussions and implications of the findings follow.  相似文献   

The complexities in fostering critical thinking through school-based curriculum innovation: research evidence from Singapore     

Liang See Tan  Elizabeth Koh  Shu Shing Lee  Letchmi Devi Ponnusamy  Keith Chiu Kian Tan 《Asia Pacific Journal of Education》2017,37(4):517-534

Abstract

Singapore’s strong performance in international benchmarking studies – Trends in International Mathematics and Science Study (TIMSS) and Programme for International Student Assessment (PISA) – poses a conundrum to researchers who view Singapore’s pedagogy as characterized by the teaching of facts and procedures, and lacking in constructivist learning principles. In this paper, we examine the impact of different curriculum innovations on critical thinking as measured by the Watson-Glaser Critical Thinking Assessment – UK (WGCTA-UK). This includes two innovations that are subject-specific and short-term, one that strongly infuses the arts into the curriculum throughout the whole course of study, and the innovation of the Integrated Programme (IP) which allows academically stronger students to skip the GCE “O” Levels and enter directly into the next level of education, with the time previously allocated to exam preparation now spent on greater breadth in the academic and non-academic curriculum. This paper takes the sociocultural approach to investigate the contexts, process, and outcomes, reports the state of critical thinking, and sheds light on how critical thinking is being promoted. Through our analysis, we find support for the claim that only curriculum that is rigorously designed to foster critical thinking competencies will reap the intended student outcome.  相似文献   

Students’ conceptions of and approaches to knowledge building and its relationship to learning outcomes     

Pei-Shan Tsai  Ching Sing Chai  Huang-Yao Hong  Joyce Hwee Ling Koh 《Interactive Learning Environments》2017,25(6):749-761

The purpose of this study is to investigate the relationships among students’ conceptions of knowledge building, approaches to knowledge building, knowledge-building behaviors and learning outcomes. A total of 48 primary school students (from grades 3 and 4) who had experienced knowledge-building activities participated in the present study. After analyzing the students’ interview responses using the phenomenographic method, qualitatively different and hierarchically related conceptions and approaches were revealed. The results indicated that the students with fragmented conceptions tended to use surface approaches to knowledge building while those with cohesive conceptions tended to adopt deep approaches. The findings also indicate that the students with cohesive conceptions or deep approaches were more likely to have better learning outcomes than those with fragmented conceptions or surface approaches.  相似文献   

Motivating students of mixed efficacy profiles in technology skills classes: A case study     

Joyce Hwee Ling Koh 《Instructional Science》2006,34(5):423-449

Students usually enter technology skills courses with varying experience and self-efficacy with technology. Teaching classes with mixed-efficacy at the same pace and level of contents may not ensure that all students would be equally motivated. This qualitative study explored strategies for motivating mixed profile classes by comparing learning behaviors of high and low efficacy students in an undergraduate technology skills course. It was found that low-efficacy students could be motivated by providing them with opportunities to acclimatize to the use of technical vocabulary and a technical environment. On the other hand, high-efficacy students could be motivated with opportunities to learn new technical contents. The study identified three critical stages of motivation and the strategies that could be adopted by instructors.  相似文献   

Globalizing Korean queers? Project L(esbian), the first exhibition of lesbian arts in South Korea     

Dong-Yeon Koh 《Inter-Asia Cultural Studies》2013,14(3):378-400

This paper deals with the influence of queer and visual culture in South Korea by concentrating on the example of Project L, the first exhibition organized by self-proclaimed lesbian artists and curators in South Korea in 2005, followed by the group's second exhibition, Gender Spectrum, in 2008. Conflicts between the dominant curatorial approach toward feminist arts and the identity politics of the Project L team are investigated in order to illustrate major theoretical predicaments in which lesbian activists and artists find themselves in feminist organizations and art exhibitions in Korea. As the title “Globalizing Korean Queer” suggests, this paper also examines contradictory circumstances related to the influence of queer theory in non-western countries. A close analysis of Gender Spectrum sheds light upon how a non-western lesbian group utilizes queer theory to understand the distinctive cultural conditions underlying homophobia, beyond merely importing “advanced” theories from the west.  相似文献