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Stuart Ian Boon 《Education 3-13》2016,44(2):212-225
This article reports on how an action research strategy was used to increase children's uptake of feedback during peer assessment in primary school writing. Several different strategies were used in the study that had been successful in increasing students’ uptake of peer feedback in contexts such as higher education. In order to evaluate how successful these actions were, several different data collection methods were drawn upon to triangulate findings including children's work, observations, informal interviews and mind mapping. Thematic analysis was used to analyse the data generated. Findings are consistent with those from research in other settings which suggest that pupils make better use of feedback if: it is task-involving and useful; there is sufficient time given for them to act on it and discuss it with their peers; and they are asked to reflect on how it has been used to improve the quality of the assessed work. 相似文献
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Michael Koon Boon Tan 《The International Journal of Art & Design Education》2019,38(4):878-886
In the light of challenges arising from contemporary issues such as inclusivity, sustainability and justice, the connections between art, design and caring appears to be pertinent. What role can artists and designers play in the ecology of care? How can we lead art and design students to connect and lend their creative skills to care needs? Drawing on the ethics of care and a relational view on health this article highlights the various teaching approaches and initiatives introduced at Nanyang Technological University, Singapore, to support and guide students to realise various art and design for health and wellbeing projects that provide opportunities for students to part take in ecology of care using their creative skills. Although creative explorations at the intersection of art, design and caring is still at an early stage, outcomes from this ongoing effort have been encouraging in response to the shifting social needs to create a more inclusive and flourishing society in Singapore. 相似文献
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In this study, productivity growth in 35 Australian universities is investigated using non-parametric frontier techniques over the period 1998–2003. The five inputs included in the analysis are full-time equivalent academic and non-academic staff, non-labour expenditure and undergraduate and postgraduate student load while the six outputs are undergraduate, postgraduate and Ph.D. completions, national competitive and industry grants and publications. Using Malmquist indices, productivity growth is decomposed into technical efficiency and technological change. The results indicate that annual productivity growth averaged 3.3% across all universities, with a range from −1.8% to 13.0%, and was largely attributable to technological progress. However, separate analyses of research-only and teaching-only productivity indicate that most of this gain was attributable to improvements in research-only productivity associated with pure technical and some scale efficiency improvements. While teaching-only productivity also contributed, the largest source of gain in that instance was technological progress offset by a slight fall in technical efficiency. 相似文献
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Science Teachers’ Perceptions: Similarities and Differences in the U.S., England,Singapore and Japan
The prospect of using internationally generated comparative data, augmented with practice patterns, to provide useful information from which countries can learn from each other, is gaining acceptance from the increasing popularity of such an approach (Stigler and Hiebert, 1999). Using the survey data from TIMSS we examine the beliefs of teachers in the U.S., England, Singapore and Japan, and find little national variation in many teachers’ perceptions of core practices in science teaching, indicating that science teachers the world over share the same common core practices. However, there is one key difference among their practices, which signals a departure in the way teachers in Japan and Singapore operate vis‐à‐vis those in the U.S. and England. This key difference is attributed to cultural differences in the U.S. and England, when compared to Japan and Singapore. 相似文献
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Helen Boon 《The Australian Educational Researcher》2009,36(3):43-64
Regional Australian students were surveyed to explore their understanding and knowledge of the greenhouse effect, ozone depletion
and climate change. Results were compared with a parallel study undertaken in 1991 in a regional UK city. 相似文献
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Effects of student versus staff tutoring on student learning in a problem-based, health sciences curriculum were studied. Academic achievement of 334 tutorial groups guided by staff tutors was compared with achievement of 400 groups guided by student tutors. In addition, students rated their tutor's performance on four behaviors considered critical to facilitating student learning. Overall, students guided by a staff tutor achieved somewhat better. In terms of practical significance, the difference was, however, fairly small. Staff tutors were rated as more knowledgeable and their contributions as more relevant. In addition, they asked stimulating questions to a larger extent. However, an interaction effect was found between the ratings and the year of study: Peer tutors displayed the supportive behaviors more extensively in the first year, whereas staff tutors' ratings were higher as the curriculum advanced. These results were interpreted in terms of the cognitive congruence framework.Parts of this article have been presented to the Annual Meeting of the American Educational Research Association, Atlanta, GA, April, 1993. 相似文献
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This is an exploratory study of public library services in Singapore for young people (defined as those people between thirteen to nineteen years of age) who are wheelchair bound. The research was carried out originally in 2000, but the study still informs policy makers in the Singapore system. Three main research questions are explored:
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What are the information needs of wheelchair-bound young people?
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What are their perceptions of libraries and library services?
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What are the problems they face in using library facilities and services?