Reappraising the pedagogic device’s evaluative rules: state-reformed examinations of Chinese middle schools in Singapore

Bernstein’s theory of the pedagogic device has two under-developed elements as far as its treatments of evaluative rules are concerned. It has never explained the processes through which an assessment’s hegemony is erected, and it overlooks the fact that evaluations can also be crucial apparatuses in social selection and exclusion. Using the historical example of state exam reforms on Chinese middle schools from the late-1950s to the mid-1960s, I seek to rectify these deficiencies in this article. I contend that assessments could actualize official pedagogic discourse more effectively when they also exert profound impacts on allocation of valued social positions and educational opportunities. My contention is illustrated by the case of postwar Singapore, where the ruling regime had more success in replacing the Sino-centric pedagogic discourse of Chinese institutions with a more Singaporean-centered one after state-run exams targeted to students’ futures in education and employment were imposed.     

‘Voodoo maths’, asymmetric dependency and maths blame: why collaboration between school science and mathematics teachers is so rare

Mathematical reasoning and tools are intrinsic to science, yet the close and dependent relationship science has to mathematics is not reflected in either school education or science education research. This paper asks what the barriers are to a mutually beneficial relationship between the two disciplines. A two-phase qualitative interview study was used to explore the relationship between school science and mathematics education through the perspectives of science and mathematics education policy-makers and of teachers in departments which are unusual in collaborating. In total there were 36 participants. Interview data were analysed using thematic analysis. Findings show that there is an asymmetry in the dependency between school science and mathematics: science is dependent on mathematics but the reverse is not true. We discuss three consequences of this asymmetric dependency: there is greater benefit for science from any collaboration; ‘maths blame’ can arise from science teacher frustration; and science educators may believe they should have some ownership of the mathematics curriculum. Asymmetry of dependency, and therefore of benefit, will make it very difficult for mathematics and science to work together in a way which is genuinely mutually beneficial.     

Contract cheating and assessment design: exploring the relationship

This paper reports on findings from a large Australian research project that explored the relationship between contract cheating and assessment design. Using survey responses from 14,086 students and 1147 educators at eight universities, a multivariate analysis examined the influence of a range of factors on the likelihood that different assessment types would prompt considerations of contract cheating in students. Perceptions of likelihood were highest among students who speak a language other than English at home. Perceptions of likelihood were also higher among students who reported there to be lots of opportunities to cheat, and amongst students who were dissatisfied with the teaching and learning environment. Perceptions of likelihood for certain assessment types were also higher in commerce and engineering than in any other discipline. Overall, four assessment types were perceived by students to be the least likely to be outsourced, however these are also the least likely to be set by educators. The analysis indicates that educators are more likely to use these assessment tasks when they report positively on organisational support for teaching and learning.     

The use of paradigms in information research

Studies of human behaviour usually require the adoption of a research paradigm with the objective of improving the credibility and generalisability of the study. Applying research paradigms in information research is noted to vary from one researcher to another based on the investigator's choice as well as the character of the issue under investigation. The differences in the application of research paradigms in information research do not rely on philosophical assumptions alone, but also on the practical consequences of the inquiry and the interpretation of the findings. The four most broadly applied paradigms in research - pragmatism, interpretivism, positivism, and post-positivism and how the adoption of these paradigms fit into information research was examined. Findings indicate that application of research paradigms in information research is beneficial. However, information researchers are advised to be cautious of the weaknesses of the paradigm they would adopt for a study.     

Principled practical knowledge in bridging practical and reflective experiential learning: case studies of teachers’ professional development

Asia Pacific Education Review - “Heuristic approach” is a teachers’ professional development (TPD) method supported by principled practical knowledge (PPK) which focuses on...     

The Impact of Religion/Spirituality on Acculturative Stress Among International Students

The authors conducted a qualitative study using phenomenological inquiry to explore the nature and essence of international students' experience of utilizing religion/spirituality to cope with acculturative stress. Twelve students from 2 public universities and diverse religious/spiritual traditions participated. Results suggest that religion/spirituality plays a central role in the heightening of psychological, cognitive, and social functioning and affects students' performance in the academic environment. Implications for student affairs personnel, counselors, counselor educators, and supervisors are provided.     

‘It just makes you feel invincible’: a Foucauldian analysis of children's experiences of organised team sports

The childhood years are highlighted as a crucial time when ongoing participation in physical activity can be nurtured and maintained. The nurturing of a child's proclivity to participate in organised sport normally falls into the domain of adults. While both parents and coaches have been identified as key influences on children's enjoyment of sport, some negative perceptions exist about their roles. Although children's perspectives are increasingly being acknowledged as valuable, it would appear that young children are still marginalised as active participants in areas of health-related research. The primary objective of this study was to give space to children's views of organised sport and to examine how adult behaviours affected these children's enjoyment of sport. This qualitative study utilised eight focus group interviews with a total of 30 children (aged 6–11 years) in the Greater Auckland area of New Zealand. This paper presents a Foucauldian discourse analysis of children's views relating to their sporting experiences. Children articulated three discursive constructions of sport: sport as competition, sport as fun and sport as fair play. The dominance of sport as competition would appear to serve the needs of coaches and parents more than those of children. Coaches who appear to be firmly positioned within a competitive discourse of sport use their power to support coaching practices that clash with the guidelines provided for them by their sporting bodies. Our analysis shows that many children may be exposed to discursive practices that are not conducive to a child-centred sporting environment. Through the exercise of disciplinary measures, there is pressure on children to conform to the normative behaviours associated with a dominant competitive sport discourse.     

The Professional Development Needs Analysis Questionnaire for Deputy Principals

This article reports on the design of the Professional Development Needs Analysis Questionnaire for Deputy Principals (PDNAQ) to measure the problems they experienced and the skills they needed. In the literature, no validated questionnaire to measure the problems experienced and skills needed by deputy principals in South African schools was found. One hundred and fifty-seven deputy principals in secondary schools in the North-West Province of South Africa participated in the study. Both confirmatory and exploratory factor analyses were used to determine the construct validity of the PDNAQ. Fifteen problems and four skills constructs emerged. Cronbach’s alpha coefficients were calculated to determine the reliability of the questionnaire. The article concludes that the PDNAQ may be used in similar contexts to determine the problems experienced and skills needed for the professional development of newly-appointed deputy principals.     

From a Disciplinary to an Interdisciplinary Design Research: Developing an Integrative Approach for Design

As the new generation of designers face more complex design issues, the forms of design research start to shift towards a user‐centred approach to problem‐solving. The cooperation and communication among various fields and specialisations are becoming more complex; in many practical design cases, in particular, technology developers face challenges in deciphering the creative ideas of designers and the needs and restraints of users, society, law and science. The emergence of integrative design based on a wide range of disciplines has prompted discussion and exploration among various participants. The direction of contemporary design research has already transformed from one based on production of artefact to one focused on the integration of varied knowledge and fields at different stages. We examine such design research based on a problem‐driven approach in two case studies characterised by interdisciplinary collaboration for solving complex problems. We focus on the transformation and implementation of integrative design research methods and suggest a ‘reflection‐in‐action’ problem‐solving process for strengthening the capabilities of multidisciplinary design research.