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1.
Racialised Education in Singapore 总被引：2，自引：0，他引：2
Michael D. Barr 《Educational Research for Policy and Practice》2006,5(1):15-31
The Singapore education system plays a central role in the mythology of the young country’s nation building project. The education
system is portrayed as the cradle of Singapore’s multiracialism, fostering racial harmony and understanding. Yet this historical
study of primary school English textbooks from the 1970s to the present reveals that since the beginning of the 1980s they
have been systemically designed in such a way that they evoke high levels of racial consciousness, and at their worst have
displayed a pro-Chinese bias that has deprived non-Chinese children of inspiring role models. This study helps to explain
the results of recent sociological research that has cast doubt on the effectiveness of the Singapore education system as
an instrument for promoting racial harmony. 相似文献
2.
Meng Ee Wong Kenneth K. Poon Sarinajit Kaur Zi Jia Ng 《Asia Pacific Journal of Education》2015,35(1):85-97
Relatively little work has focused on inclusive education in Singapore. This study examines the experiences and perceptions of parents whose children with disabilities are attending mainstream secondary schools in Singapore. Data was drawn from interviews with 13 parents of children with mild disabilities. Our findings reveal that parental perspective on inclusive education in Singapore is not only about classroom support but also reflects a deeper concern about whether their children with disabilities will emerge from school as contributing individuals in society. While parents strive to effectively include their children with disabilities in mainstream classrooms, there were dichotomies in their (1) understanding of disabilities, (2) expectations of school support, and (3) expectations for their child with disabilities. Given that academic and social prowess is a critical prerequisite to have a shot at entering the meritocratic Singapore society, the tension parents experience is to gauge a reasonable amount of pressure to exert on their children, the school and themselves as they assert their children's educational entitlements within an imperfect but evolving state of inclusion. 相似文献
3.
Although children as young as age three have already begun to manifest negative stereotypes toward older adults, attitudes toward older adults likely crystallize during late childhood and adolescence and become entrenched by the time an individual reaches young adulthood. Studies have shown that young people view older people in general as ineffective, dependent, lonely, poor, angry, overly wrinkled, ugly, dirty, disabled, and less physically active and healthy than younger adults. Because today's children and adolescents have less contact with older people than in past decades, it is likely that some young people get most of their information about older people and aging from the media. This is all the more likely during the teen years, when vulnerable adolescents purposely seek out certain media to form their identity. This content analysis examined the 60 most popular teen movies from the 1980s, 1990s, and 2000s to determine how older people are portrayed. Older people were greatly underrepresented, according to their numbers in the actual U.S. population, making up only 7% of the total number of characters in teen movies. Older people were marginalized in terms of plot and were likely to be featured only as background characters. Of older characters, 60% were portrayed stereotypically, and only 45% of the older characters were portrayed in a positive manner. Also, 32% of older characters were portrayed in a negative manner, and one-fifth of older characters were portrayed only with negative characteristics. The stereotypes that adolescents today hold toward older people, including the belief that they are bad drivers, are angry most of the time, and are senile, were reflected in older character portrayals in these popular teen films. Given the negative representations of older people that adolescents are exposed to in their childhood and during the teen years, it is no wonder that they express negative attitudes toward older people. After years of exposure to media that negatively depict older adults, adolescents have been cultivated to stereotype older people. This has the potential to influence the quality of their interactions with older people, and also influence the way they come to view the prospect of getting old. 相似文献
4.
Elena Lui Hah Wah 《Asia Pacific Journal of Education》1992,12(2):59-63
In May 1991, a quasi-experimental research study was launched to investigate Singapore K2 children's learning of national identity and the effect of parental involvement in the learning process. A specially designed and pilot-tested 43-item questionnaire was used to interview a sample of 329 K2 children randomly selected from the participating education centres and kindergartens. A 4-week intervention (five 20-min lessons plus one home-based exercise each week) was implemented after the pre-test had taken place in early July 91. The same sample of children was interviewed again in mid August, after the celebration of National Day on 9 Aug 91. The post-test scores showed there was an increase of the awareness as well as fondness of Singapore as their nation among the children in the study. The research design and findings of data analyses are presented and discussed in this paper. 相似文献
5.
The news media plays a vital role in providing child protection information and resources, shaping the public’s understanding and perceptions of child maltreatment, and exposing system failures and setting policy agendas. To date, little is known about how child maltreatment is portrayed in the media in societies where these issues remain largely hidden and under-recognized. The purpose of the present study was to systematically examine newspaper coverage on child abuse and neglect in Hong Kong in order to assess how child maltreatment is currently presented and framed within public discourse.A total of 579 newspaper reports relevant to child maltreatment from four local newspapers in 2016 were reviewed. Similar to prior findings, cases involving sexual abuse received disproportionately more attention compared with other maltreatment types. The vast majority of news reports focused on specific cases or events, and seldom discussed child maltreatment as a broader social issue. Differences in reporting style and media framing were also compared by newspaper credibility, and for free versus paid newspapers.As a mass communication tool, more guidelines are needed to formulate public messages about child maltreatment that can improve individual, community, and structural capacities to prevent, identify, and respond to children who are victimized by abuse and neglect. This is especially important in jurisdictions where no mandatory reporting framework exists to help identify vulnerable children, and where the majority of child maltreatment is brought to the attention of authorities by families and those living within the child’s community. 相似文献
6.
Charlene Tan 《Interchange》2017,48(4):315-329
Drawing on Brown (in Br J Sociol Educ 11(1):65–86, 1990) and Barrett DeWiele and Edgerton (in Interchange 47:189–210, 2016), this article explores the relationship between private supplementary tutoring and parentocracy using Singapore as an illustrative case study. It is argued that the ubiquity and affordability of private supplementary tutoring in Singapore indicate that parentocracy is embraced by the majority of parents who seek to give their children a competitive edge. Among the parents, better-educated parents with higher incomes adopt a more proactive interventionist parenting style by paying more for both academic and non-academic enrichment classes. The phenomenon of parentocracy has contributed to educational inequalities in Singapore as children from more privileged home backgrounds have access to more educational resources and opportunities. But the inequalities engendered by parentocracy are mitigated by high-stakes exams that ensure that admission to elite schools is still largely determined by exam results rather than the wealth and wishes of parents. This study offers a nuanced account of private supplementary tutoring through highlighting its diversity and appropriation by different parents in Singapore. The study also illustrates the co-existence of parentocracy and meritocracy where private supplementary tutoring is strategically utilised by parents in Singapore to give their children an equal opportunity to excel in terminal exams. 相似文献
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This paper emerges from a qualitative case study that takes place in a US preschool setting and explores teachers’ influences on the construction of children’s gender identities. According to postmodern theories of gender, identity is constructed and constituted through social interactions and performances. This study focuses on the gender identities constructed as preschool teachers and students interact and learn. In this portrayed case study, we combine the methodological elements of case study and portraiture. Portraiture methods enhance the traditional case study process, authorising a more considered presentation of participants and context. Four teachers at one preschool setting are portrayed. Some of the findings include the teachers’ awareness of the importance of their interactions with students and the impact they have on students’ gender performances. We also suggest that teachers need more resources and self-awareness regarding their own gender performances; teachers’ self-knowledge may be important in disrupting gender-stereotyped teaching and social constructions, and in creating more inclusive learning spaces for all students. 相似文献
9.
Alan Hodkinson 《Journal of Research in Special Educational Needs》2012,12(4):252-262
This paper examines the picture of disability portrayed within the electronic media presented to primary‐aged pupils in England. The study employed proto‐text analysis to examine 494 separate electronic resources which contained 4485 illustrations, 930 photographs and 59 video clips. The major finding of the research is that the media examined contained a limited picture of disability, one contextualised within medical deficit. The study highlights that the sample media examined promoted a social construction of disability based upon ‘inexact scholarship’ omission and imbalanced information. The research concludes that inclusive education must confront the resources and facilities that children encounter so as to overcome the current injustices which dominate the electronic media presented to primary‐aged pupils. 相似文献
10.
It is not uncommon to find media reports on the failures of science education, nor uncommon to hear prestigious scientists publicly lament the rise of antiscience attitudes. Given the position elementary teachers have in influencing children, antiscience sentiment among them would be a significant concern. Hence, this article reports on an investigation in which preservice elementary teachers responded to the Thinking about Science survey instrument. This newly developed instrument addresses the broadrelationship of science to nine important areas of society and culture and is intended to reveal the extent of views being consistent with or disagreeing with a commonly held worldview of science portrayed in the media and in popular science and science education literature. Results indicate that elementary teachers discriminate with respect to different aspects of culture and science but they are not antiscience. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 1016–1031, 2002 相似文献
11.
Under Singapore’s inclusive education policy, children with mild physical disabilities are integrated into mainstream schools. There is currently no known published research yet in Singapore on the outcomes of inclusion for children with physical disabilities. Internationally, recent research had compared the school experience of children with physical disabilities to that of their typically developing peers. This study examined the social and academic impact of educational inclusion for children with physical disabilities. It investigated how their participation in school activities, academic performance, self-esteem, peer relationships, and social/emotional development compared to that of typically developing schoolmates. A total of 60 clients (n = 30 with physical disability; n = 30 typically developing students; age range = 8 to 16 years) in a local primary and secondary regular school participated in the study. The children with physical disabilities met academic expectations in school and had comparable levels of self-esteem, but experienced peer problems and participated less in school activities. Understanding children’s overall school experience is critical to becoming an inclusive society that enables children with a range of disabilities to benefit academically and socially. Implications for practice and future research were discussed. 相似文献
12.
Pak Tee Ng 《Educational Research for Policy and Practice》2013,12(2):121-131
School accountability is such a familiar concept in many education systems that questions about what it actually means and entails are rather uncommon, especially to busy practitioners on the ground. This paper reports a research that examines each of the questions of what and to whom Singapore schools are accountable, from the point of practitioners holding leadership positions in Singapore schools. This research was a qualitative study with a sample of 36 vice-principals. This analysis was enriched and interpreted with a literature-based discussion, which pointed out the implications of the research findings. According to the findings, the participants felt that Singapore schools were accountable for students’ holistic development; site, funding and staff management; national survival and nation building; and humanity and the future. Singapore schools were accountable to students, parents, country and citizens, and themselves. Interestingly, for a system that was reputed for its academic achievement, none of the participants mentioned examination results directly but referred to the importance of holistic education. The findings also suggested an inseparability of the concepts ‘accountability’ and ‘responsibility’ in the participants’ minds. 相似文献
13.
This paper discusses the representation of information literacy and media literacy in the Singapore education discourse as part of its twenty-first century competencies framework. Through examining the conceptual definitions, purposes/aims, and means of these two significant twenty-first century competencies in the global context and the Singapore education policy, the authors argue that despite both information literacy and media literacy have been widely recognized as crucial skills in the knowledge-based economy, they are perceived as separate concepts, given differentiated emphasis, and implemented using similar approaches by various governmental and educational agencies in Singapore. To facilitate the acquisition of these critical competencies, this paper argues that an overarching framework featuring the seamless integration of information and media literacy in school curricula and public education needs to be in place to clarify conceptual concerns and guide its practical implementation. 相似文献
14.
Teachers are more likely to include children with developmental needs (DN) in their classroom when they perceive that important people around them, such as principals, colleagues, and parents of children with and without DN, endorse inclusive education. Adequacy of resources and availability of training opportunities may also affect how teachers perceived being supported. This study examines Singapore preschool teachers' perception of support received from their working environment to include children with DN and how this predicts their intention to practice inclusive education and self-reported implementation of inclusive practices in the classroom. The original Perceived School Support for Inclusive Education (PSSIE) scale, developed in Bangladesh, was reviewed for relevance and clarity by a panel of six experts familiar with Singapore preschool inclusion. 211 preschool teachers in Singapore completed the new 11-item revised PSSIE – Singapore Version online. Perceived school support was found to be a single construct that significantly and reliably predicts both intention and self-reported practices (alpha = 0.929). Stakeholders in Singapore can now use this newly validated instrument to reliably understand the support received by teachers and to re-examine the strategies provided to support preschool teachers in this journey towards quality inclusive education. 相似文献
15.
Katherine Yip 《Asia Pacific Journal of Education》1992,12(2):88-92
The effect of goal structure on motivation and achievement has been well documented in studies conducted amongst children in the west. The present study provides findings from older students aged (12 to 19) belonging to a multi-cultural Asian society. Students (N=1573) responded to a questionnaire designed to identify and evaluate psychological states; results showed that students in this sample expressed affect similar to that experienced by western counterparts given the same reward structure. In the context of this study it is largely competitive; hardly a classroom in Singapore is structured along the lines of a noncompetitive, individualistic model. 相似文献
16.
Blood and Bones: The Influence of the Mass Media on Australian Primary School Children’s Understandings of Genes and DNA 总被引：1，自引：0，他引：1
Previous research showed that primary school children held several misconceptions about genetics of concern for their future lives. Included were beliefs that genes and DNA are separate substances, with genes causing family resemblance and DNA identifying suspects at crime scenes. Responses to this work ‘blamed’ the mass media for these misunderstandings. This study aimed to determine whether that blame had any foundation by examining the media habits and conceptions about genes and DNA of Australian children. With little prior research considering the influence of entertainment mass media on children’s academically relevant knowledge, this was an exploratory study with a mixed modes design. Data were collected by detailed media questionnaires and face-to-face interviews with 62 children aged 10–12 years, and subjected to content and thematic analysis. Specific mass media examples children reported using were examined for genetics content. Results indicate 5 h/day of media use, mostly television including crime shows, and that children perceived television to be their main source of information about genetics. Most children (89 %) knew DNA, 60 % knew genes, and more was known about uses of DNA outside the body such as crime solving or resolving family relationships than about its biological nature and function. Half believed DNA is only in blood and body parts used for forensics. These concepts paralleled the themes emerging from the media examples. The results indicate that the mass media is a pervasive teacher of children, and that fundamental concepts could be introduced earlier in schools to establish scientific concepts before misconceptions arise. 相似文献
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It is widely recognised that teachers' pedagogical practices are influenced by many factors, including their personal experiences, their theoretical knowledge and the institutional context in which they work. Yet little is known about the beliefs held by Singaporean teachers about language and literacy development. Given the significance of early childhood for subsequent academic achievement, this study employed a survey method to explore the beliefs about literacy held by 79 teachers of 4‐ to 6‐year‐old children in prior‐to‐school settings. The findings indicate that almost all teachers viewed their primary goal as fostering children's ability to communicate and express themselves. They believed in using an eclectic approach rather than focusing on one or other ‘method’. The findings have implications for early childhood teacher education programs, professional development and implementation of Government policies in Singapore. 相似文献
19.
How do young children portray and describe their relationships with nature? In what ways do young children’s relationships with nature vary by grade level? These two research questions guided this phenomenographic study, which investigated developmental differences in children’s relationships with nature. A total of 176 children, aged 6–11, from ten classrooms in grades 1–5 participated and were asked to ‘draw pictures of themselves outside doing something and write about their picture and their relationship with nature’. The draw and write methodology was employed within a constructivist framework. Drawings were analyzed using binary quantitative visual content analysis procedures and were further statistically investigated using SAS/STAT. Written narratives were analyzed with NVIVO 8 to further triangulate findings. Results indicated that at all grade levels, children demonstrated a positive relationship with nature. Variations were found between grade level groups with increasing or decreasing trends in the types of activities, settings, and people portrayed. Younger children included more family, friends, insects, and animals, while older children included more natural areas, chores, and hiking. The implications of considering the range of children’s relationships with nature for environmental education are explored. 相似文献
20.
Nicola A. Conners-Burrow Lorraine M. McKelvey Jill J. Fussell 《Early education and development》2013,24(2):256-273
Research Findings: The purpose of this study was to examine the relationship between preschool children's social outcomes in the classroom (including hyperactivity, aggression, and social skills) and their media viewing habits (including the amount of television they watch and whether they watch videos/movies that are rated as inappropriate for young children). The participants were 92 low-income pre-kindergarten-age children for whom we obtained parent reports of media viewing habits and teacher reports of classroom behavior. The results suggested that viewing of inappropriate content was associated with higher hyperactivity and aggression scores and a lower social skills rating, whereas the amount of viewing was not related to these classroom outcomes. Policy: There has been a great deal of focus on how both the amount and content of television viewed affects social development in middle and later childhood. These studies have helped influence the development of guidelines for parents of young children to limit media viewing. The findings from the present study suggest that school personnel and others should monitor the content of what preschoolers are watching and should educate parents about the potential impact of media viewing on children's classroom behavior. 相似文献