Teachers' and At‐Risk Students' Stimulated Recall of Instruction

Abstract

Using the stimulated recall of instruction methodology, we interviewed teachers and students at risk for referral to special education about their perceptions, judgments, and decision making during the course of instruction. The results of the teacher interviews suggest that teachers respond to complex collections of student cues in their decision making about students. Teachers described themselves as more frequently monitoring the at‐risk students, although their attempts to modify instruction consisted primarily of attempts to motivate these students. The at‐risk students indicated awareness that they are experiencing difficulty in class, had somewhat less understanding of how teachers attempt to help them, and responded with anger and frustration to their learning problems.     

Increasing the uptake of peer feedback in primary school writing: findings from an action research enquiry

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.     

Art and Design Education in the Ecology of Care

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.     

Conceptualizing an East Asian popular culture

Since the 1980s, popular cultural products have criss‐crossed the national borders of East Asian countries, enabling a discursive construction of an ‘East Asian Popular Culture’ as an object of analysis. The present essay is a preliminary attempt to provide some conceptual and analytic shape to this object, delineated by its three constitutive elements of production, distribution and consumption. Each East Asian location participates in different and unequal levels in each of these component processes. Production can either be located entirely in a single geographic location or, alternatively, each of the necessary constituent sub‐processes can be executed from different locations; preference for either arrangement tends to reflect the relative dominance of the production location in exporting its finished products. Consumption and thus consumers are geographically located within cultural spaces in which they are embedded. Meanings and viewing pleasures are generated within the local cultures of specific audience. Conceptually, among the several possible consumption positions, the one in which an audience watches an imported programme is most intriguing. In this viewing position, differences between the cultures of the location of consumption and that of the production location become most apparent. The audience member has to bring his or her own cultural context to bear on the content of the imported product and read it accordingly. In this sense, the cultural product may be said to have crossed a ‘cultural’ boundary, beyond the simple fact of its having been exported/imported into a different location as an economic activity. Such an audience position requires the consumer to transcend his or her grounded nationality to forge abstract identification with the foreign characters on screen, a foreignness that is, in turn, potentially reabsorbed into an idea of (East) ‘Asia’; a potential ‘East Asian identity’, emerging from consumption of popular cultural products, is thus imaginable.