Curriculum integration in arts education: connecting multiple art forms through the idea of ‘space’     

Alfredo Bautista  Liang See Tan  Letchmi Devi Ponnusamy  Xenia Yau 《课程研究杂志》2016,48(5):610-629

Arts integration research has focused on documenting how the teaching of specific art forms can be integrated with ‘core’ academic subject matters (e.g. science, mathematics and literacy). However, the question of how the teaching of multiple art forms themselves can be integrated in schools remains to be explored by educational researchers. This paper draws on data collected at a secondary school in Singapore. The case study analyses how three art teachers, using the idea of ‘space’ as organizing theme, implemented a module of instruction that connected concepts and processes from a variety of art forms (including dance, music, drama and visual arts). We present evidence from curriculum materials, lesson plans, student–teacher classroom interactions and students’ productions. Students were able to reflect upon the importance of space within the arts, analyse the points of convergence and divergence among several art forms, experiment with space and create their own interdisciplinary performances. Our ultimate aim is to provide insights that might inspire art teachers in designing instructional units focused on ‘big ideas’. We suggest that allowing more curricular freedom and providing teachers with adequate structures for interdisciplinary collaboration are key to achieving meaningful levels of integration.  相似文献   

Theorizing variation theory—a case of collaborative action research involving science teacher candidates     

Yuen Sze Michelle Tan  Joshua Johnstone Amiel  Corey Cheng 《Educational Action Research》2020,28(3):443-461

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National identity,patriotism and studying politics in schools: a case study in Hong Kong     

Timothy Yuen  Michael Byram 《Compare》2007,37(1):23-36

After reunification with the People's Republic of China in 1997, Hong Kong was turned into a special administrative region. The new government has repeatedly emphasised the development of national identity and patriotism. One of the locations where these issues might be expected to appear is in the teaching of Government and Public Affairs (GPA), an optional subject offered to secondary students aged 15–18. The aim of this paper is to study the perceptions of GPA teachers in order to address two issues. First, how do GPA teachers who teach politics in schools construe ‘national identity’ and ‘patriotism’? Second, do the teachers believe studying politics through the subject GPA can enhance national identity and patriotism among the students? The findings show that the teachers understand national identity and patriotism critically. They insist politics should be taught in a rational way. At the same time, they think teaching politics in a rational way, with no appeal to the emotions as is the current practice, will enhance neither the students' sense of national identity nor their patriotism.  相似文献   

The place and approach of outdoor learning within a holistic curricular agenda: development of Singaporean outdoor education practice     

Matthew Atencio  Yuen Sze Michelle Tan  Susanna Ho  Chew Ting Ching 《Journal of Adventure Education & Outdoor Learning》2013,13(3):181-192

This paper details the potential contribution of outdoor education (OE) in Singaporean education given the recent raft of national curricular reforms aimed at fostering holistic and exploratory learning opportunities. In this context, we contend that increasing recognition of the value of OE, both internationally and locally, heralds specific challenges within unique Singaporean educational conditions that must be taken into account for this subject area to flourish. In particular, we seek to distil the ways in which local community, cultural and school conditions signal the need for a more place-based and contextualised version of OE. Our analysis further addresses the need for adequate professional development frameworks to be installed in order to enhance existing local teachers’ capacities to substantially educate pupils through the outdoors, within a Southeast Asian urban context.  相似文献   

Dimensions of educational transactions in a videoconferencing learning environment     

Yau‐Jane Chen  Fern K. Willits 《The American journal of distance education》2013,27(1):45-59

Abstract

Moore's Theory of Transactional Distance suggests that dialogue, structure, and learner autonomy are the key elements delineating the educational transaction in distance learning environments. However, the conceptualizations of these concepts in a telecommunication era have not been systematically addressed. By investigating 121 learners’ experiences with videoconferencing, this study identified the dimensions (factors) constituting dialogue, structure, and learner autonomy in such a learning environment. Exploratory factor analysis using a principal axis factor method was carried out. It was concluded that each of these three concepts represented multi‐faceted ideas. Dialogue consisted of three dimensions: in‐class discussion, out‐of‐class electronic communication, and out‐of‐class face‐to‐face interaction. Structure contained the dimensions of course organization and course delivery. Learner autonomy was comprised of independence and interdependence. The results of this study can inform videoconferencing researchers and practitioners of the factors of the educational transaction that should be considered in videoconferencing courses.  相似文献   

Enriching a collaborative teacher inquiry discourse: exploring teachers’ experiences of a theory-framed discourse in a Singapore case of lesson study     

Yuen Sze Michelle Tan 《Educational Action Research》2013,21(3):411-427

This paper explores how a learning theory enriched a collaborative teacher inquiry discourse where lesson study was adopted as the educational action research model to promote teacher professional development. Four Grade 9–10 biology teachers in Singapore drew from variation theory to collaboratively plan and teach new genetics content as part of teacher research. As a researcher-facilitator, I have drawn from the teachers’ experiences of infusing variation theory into their teaching practice, of developing their own theories of teaching and learning, and of developing student-focused pedagogies to highlight the roles variation theory played. These included providing concrete examples of patterns of variations teachers could use, increasing the teachers’ attention and sensitivity to students, and developing the teachers’ theoretical lens in their approach to teaching. Reflecting on the teachers’ experiences, I made an appeal for teachers’ development of theoretical lenses in teacher inquiry, and bridging of theory and research to teaching practice.  相似文献   

A polystyrene-based microfluidic device with three-dimensional interconnected microporous walls for perfusion cell culture     

Chung Yu Chan  Vasiliy N. Goral  Michael E. DeRosa  Tony Jun Huang  Po Ki Yuen 《Biomicrofluidics》2014,8(4)

In this article, we present a simple, rapid prototyped polystyrene-based microfluidic device with three-dimensional (3D) interconnected microporous walls for long term perfusion cell culture. Patterned 3D interconnected microporous structures were created by a chemical treatment together with a protective mask and the native hydrophobic nature of the microporous structures were selectively made hydrophilic using oxygen plasma treatment together with a protective mask. Using this polystyrene-based cell culture microfluidic device, we successfully demonstrated the support of four days perfusion cell culture of hepatocytes (C3A cells).  相似文献   

American and Chinese Children's Evaluations of Personal Domain Events and Resistance to Parental Authority     

Judith G. Smetana  Mun Wong  Courtney Ball  Jenny Yau 《Child development》2014,85(2):626-642

A total of 267 five‐, seven‐, and ten‐year‐olds (M = 7.62), 147 in Hong Kong and 120 in the United States, evaluated hypothetical personal (and moral) events described as either essential or peripheral to actors' identity. Except for young Chinese in the peripheral condition, straightforward personal events were overwhelmingly evaluated as acceptable based on personal justifications. Children primarily endorsed compliance, but attributed negative emotions to actors when mothers forbade personal choices, especially when described as essential to identity. Conventional justifications declined among Chinese children and pragmatic justifications for these judgments increased with age for all children, as did judgments that personal events were up to the child. Rules were seen as more legitimate and events were seen as more up to mothers to decide for moral than personal events.  相似文献   

School engagement and parental involvement: the case of cross-border students in Singapore     

Celeste Y. M. Yuen  Alan C. K. Cheung 《The Australian Educational Researcher》2014,41(1):89-107

The primary purpose of this paper is to examine the mutual relationship between school engagement of cross-border students (CBS) from Malaysia in Singapore and parental involvement in education. Focus-group interviews were conducted with school personnel, CBS and their non-local counterparts to provide a comprehensive understanding of the situation. The cross-border student group comprises diverse ethnicity and most of them are highly competitive and successful in engaging in the whole educational selection process from the beginning to their exit point. This paper argues that education for the CBS represents both a unique socio-cultural phenomenon in the two Asian societies and a manifestation of a widely shared pragmatic value of educational returns. The findings reveal that the nature of CBS engagement with schools is characterized by voluntary assimilation and is rewarded by the meritocratic system of Singapore.  相似文献   

An individual learning journey: learning as becoming a vocational teacher     

Adeline Yuen Sze Goh 《International Journal of Lifelong Education》2013,32(6):680-695

In this paper, I address a perceived gap in the lifelong learning literature. There is very little research which addresses how learning should be construed, when individuals transition across a longitudinal span of their working life. This transition which could be viewed as a process of ‘becoming somebody’, often oversimplifies the full complexity of individuals’ learning experiences. Using a sociocultural perspective, the paper explores the lived experiences of individuals in the process of becoming a vocational teacher, in order to help conceptualise the individuals’ learning through their working life. The study draws upon data from a completed research on a group of vocational education trainee teachers learning to teach. This paper argues that learning varies significantly from individual to individual, time to time, context to context and also in different stages of individuals’ lives. This transition could be viewed as an individual learning journey, through understanding the interrelationship between individuals and the contexts, across the individuals’ lives. Drawing from this understanding, the individual’s agency is presented as a way that individuals construct their own lifecourse through the actions and choices they made within the opportunities and constraints of the context. The findings of the study also contribute to the understanding of changes, from the individual learner’s perspective, which could be useful for policy and practice relating to lifelong learning.  相似文献