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Mastery motivation predicts achievement, but intricacies amongst preschoolers are unclear. In keeping with the Specificity Principle, school-age, and adolescent research demonstrates the importance of considering the "setting conditions" in which mastery motivation is observed. Here, Singaporean 4-year-olds' (N = 63) mastery-motivation-related behaviour (MMRB) (e.g. signs of persistence, focus, and pleasure) in mathematical and non-mathematical activities were observed. Relations between numeracy and MMRB during a mathematical game (outcome relevant setting) were determined, controlling for MMRB in other activities (outcome irrelevant settings). Association between MMRB during the mathematical game and receptive language (outcome irrelevant setting) was also examined. Consistent with the Specificity Principle, MMRB during the mathematical game was (i) associated with numeracy, after controlling for MMRB in other activities and (ii) did not predict language. Enhancing preschoolers' experiences, especially when implemented in contexts related to areas targeted for improvement, may benefit outcomes. These skills acquired in early life can become important predictors of future ability.

Many empirical studies about STEM (science, technology, engineering, and mathematics) curriculum present problems for students to solve. This paper draws upon the data collected from the enactment of an integrated STEM curriculum to discuss problems as constitutive of problem spaces where four Grade 5 Singapore students engage with the materialities and relationships to generate solutions from these spaces. The study seeks to address the nature of the problem spaces in STEM inquiry. Derived from the emergent coding of 12 hours of lesson videos, the findings illuminated that problem spaces emerged from familiar and dissimilar contexts in the curriculum. These problem spaces embodied epistemic infrastructures and epistemic emotions within which students exercised agency to collaborate productively and learn. Implications for STEM curriculum making that foregrounded epistemic considerations, rather than outcome-based learning, were discussed. This paper helps to further the field of curriculum studies in STEM education by contributing to the theorization of STEM curriculum by applying a process lens to deepen understanding of problems as problem spaces.

Asking good questions is vital for scientific learning and discovery, but improving this complex skill is a formidable challenge. Here, we show in two experiments (N = 152) that teaching others--"learning-by-teaching"--enhances one's ability to generate higher-order research questions that create new knowledge, relative to two other well-established generative learning techniques: retrieval practice and concept-mapping. Learners who taught scientific expository texts across natural and social sciences topics by delivering video-recorded lectures outperformed their peers who practiced retrieval or constructed concept maps when tested on their ability to generate "create"-level research questions based on the texts (Experiment 1). This advantage held reliably even on a delayed test 48 hr later, and when all learners similarly received and responded to post-study questions on the material (Experiment 2). Moreover, across both immediate and delayed tests, learning-by-teaching produced a recall benefit that rivaled that of the potent technique of retrieval practice. In contrast, despite recalling more than twice the study content that the concept-mapping group did, learners who practiced retrieval were unable to generate more "create"-level research questions based on that content. Three supplemental experiments (N = 168) further showed that retrieval practice consistently did not improve higher-order question generation over restudying, despite yielding superior long-term retention. Altogether, these findings reveal that simply possessing a wealth of factual knowledge is insufficient for generating higher-order research questions that create new knowledge. Rather, teaching others is a powerful strategy for producing deep and durable learning that enables research question generation. To ask better questions, teach.

While many studies about special education needs (SEN) have discussed inclusive efforts in educational settings, more proximal research examining ways to support students with SEN in-process to achieve is needed. This study discussed proximal data, collected from eye trackers and lesson videos, showing how students with SEN transit between the state of presence, belonging, and engaged participation in an inclusive classroom. Using an eye tracking case study of an inclusive science classroom, with a focus on how science teachers support students with dyslexia to learn science, we unpacked how the teacher supported students through such a transformative experience. We characterised the transitions and examined how these transitions happen and found that the transitions were non-unidirectional and could be prematurely truncated due to a change in the teacher's eye gaze. Some students might not move to the state of engaged participation during a lesson. These transitions were facilitated by the teaching practices. Implications for teachers of inclusive classrooms and research in inclusive classrooms were discussed.

The current research investigated the influence of the "Fear of Losing Out" (FoLO) mindset on learning strategy via performance goal orientation and its interaction with social comparison amongst Singaporean college students. In Study 1, a positive relationship between FoLO and performance goal orientations (i.e., avoidance and approach) was found. Study 2 replicated this finding and further revealed a downstream effect of FoLO on surface learning via performance goal orientations. In addition, social comparison moderated the link between performance goal orientation and surface learning in the mediation model. Specifically, in downward social comparison conditions, FoLO facilitated high performance-avoidance goal orientation, which in turn led to higher surface learning. Comparatively, in upward social comparison conditions, FoLO incited high performance-approach goal orientation, which in turn led to lower surface learning. Taken together, the findings yield significant theoretical and practical implications of FoLO on college students' goal orientations and learning outcomes.

Whilst adaptive experts have well-researched beliefs and attitudes towards learning, what is unclear are the interactions that occur within the learning environment that constitute their learning experiences. The practice of geriatric medicine emphasises the interdisciplinary care of complex frail older adults. Our study sets out to understand the learning experiences of adaptive experts in geriatric medicine by examining how interactions at the intra-personal, inter-personal and organisational levels contributed to the development of adaptive expertise. We conducted an exploratory qualitative study through semi-structured interviews of 16 geriatricians experts from a tertiary hospital in Singapore. Data were analyzed via reflexive thematic analysis. The core essence of the learning experiences was described as a journey of 'knowing when we do not know', which was characterised by three themes: (i) Anchoring ethos of person-centric care where the experts drew upon their values to develop a holistic view of the patient beyond the medical domain, (ii) Enabling stance of being curious where their curiosity and openness to learning was nurtured through the practice of reflection, and with the benefit of time as a commodity and for development of expertise, and (iii) Scaffolding organisational culture of inquiry where an environment that is supportive of learning is built on the culture of psychological safety and the culture of mentoring. Taken together, our study highlighted the importance of interactions at the intra-personal, inter-personal and organisational levels in the learning experiences of adaptive experts.

Our civilization recognizes that errors can be valuable learning opportunities, but for decades, they have widely been avoided or, at best, allowed to occur as serendipitous accidents. The present research tested whether greater learning success could paradoxically be achieved through making errors by intentional design, relative to traditional errorless learning methods. We show that deliberately committing and correcting errors even when one knows the correct answers enhances learning--a counterintuitive phenomenon that we termed the derring effect. Across two experiments (N = 160), learners engaged in open-book study of scientific expository texts and were then tested on their retention and higher-order application of the material to analyze a novel news event. Deliberate error commission and correction during study produced not only better recall performance, but also superior knowledge application compared to two errorless study techniques that are popular among students and educational researchers: copying with underlining, and elaborative studying with concept mapping (Experiment 1). These learning benefits persisted even over generating alternative conceptually correct answers, revealing that the derring effect is not merely attributable to generation or elaboration alone, but is unique to producing incorrect responses (Experiment 2). Yet, learners were largely unaware of these advantages even after experiencing them. Our results suggest that avoiding errors in learning may not always be most optimal. Rather, deliberate erring is a powerful strategy to enhance meaningful learning. We discuss implications for educational practice in redesigning conventional approaches to errors: To err is human; to deliberately err is divine.

The controversial bell curve has received considerable attention in recent years as a grade distribution tool where "norm-referenced grading involves comparing students' performances with each other" rather than where they fall on a "predefined continuum of quality" (Brookhart, 2013, p. 258). Despite educators' deep concern on the fairness of bell curve grading, there is little research done on students' conceptions of that grading system in higher education. This correlational study uses open-ended questions and three instruments to measure students' conceptions of the fairness of bell curve grading, their goal orientations, and motivation. Undergraduates from three universities participated in the survey (N= 211). Results suggest that students have a formalized conception of bell curve grading, perceive it to be generally fair, but tend to hold negative views about its impact on learning. The correlations with their goal orientation and levels of motivation, while yielding constructive inferences, were not overly significant.

This paper reports on the evaluation results of the implementation of the Parallel Curriculum Model (PCM) in a Singapore secondary school for Grades 7-10. PCM was adopted by the school in 2016 to provide a comprehensive framework for designing the school's curriculum around the core, connections, practice, and identity. Two years into the implementation, a systematic review was conducted to evaluate the efficacy of this model on students' learning. A 39-item 5-point scale survey instrument was conceptualized to measure students' self-perception around four constructs: (a) critical and conceptual thinking; (b) problem solving and communication; (c) creative thinking; and (d) learning strategies adopted in the context of PCM curriculum. Rasch analysis of 862 students' level of agreeability to these four constructs reported positive self-views. They also reported engaging effective learning strategies in the PCM curriculum. This study contributes to the paucity of research in evaluating the efficacy of the PCM on students' learning.

We examine the challenges and emergent nature of learning during undergraduate internships. Much scholarly inquiry on the latter focuses on internship experiences within traditional professional domains such as medicine, teacher education, and other fields. There is less knowledge about undergraduate interns entering more fluid and recent work sectors such as Public Relations and Communication. In this study, a sociomaterial perspective guided the interest in the situated and emergent nature of learning as an intern in such tool-saturated environments. Specifically, we examined how interns learn to participate in such activities, and how they encounter and appropriate sociomaterial resources used for coordinating and performing work practices. Using a case study method, we examined internship experiences of penultimate undergraduates in communication studies (N = 38). From semi-structured interviews, strategies such as scaffolding, networking and negotiating with colleagues, and technological tools as contingent means for coping with workplace challenges were reported during the initial stage of their internship. By making visible knowledge strategies undergraduates interns employ for learning at the workplace, we call to attention the role of and access to technologies, significant others, and workplace culture in the development of professional learning in such dynamic professional settings.

This paper examines the pedagogical practices in three case studies of elementary science lessons that took place in classrooms or laboratories to make connections to the discourse about inclusivity in science teaching. Using the Singapore Teaching Practice as a reference, we analyzed the pedagogical practices enacted during three lessons where specific intervention strategies were undertaken during the lessons to address the needs of students with dyslexia. Using event-oriented inquiry, nine (including one emergent) pedagogical practices were adapted by the science teachers. The findings also suggested differences in the outcomes from enacting the same pedagogical practices in different teaching situations. This study contributes to the literature by offering a situated definition of 'pedagogical practices', a dynamic construct in the existing literature, in the context of inclusive education. Suggestions on ways to adapt the nine pedagogical practices to enhance the reflexivity of teachers in inclusive science teaching are offered.

This study aims to describe Facebook users' beliefs toward physical distancing measures implemented during the Coronavirus disease (COVID-19) pandemic using the key constructs of the health belief model. A combination of rule-based filtering and manual classification methods was used to classify user comments on COVID-19 Facebook posts of three public health authorities: Centers for Disease Control and Prevention of the United States, Public Health England, and Ministry of Health, Singapore. A total of 104,304 comments were analyzed for posts published between 1 January, 2020, and 31 March, 2020, along with COVID-19 cases and deaths count data from the three countries. Findings indicate that the perceived benefits of physical distancing measures (n = 3,463; 3.3%) was three times higher than perceived barriers (n = 1,062; 1.0%). Perceived susceptibility to COVID-19 (n = 2,934; 2.8%) was higher compared with perceived severity (n = 2,081; 2.0%). Although susceptibility aspects of physical distancing were discussed more often at the start of the year, mentions on the benefits of intervention emerged stronger toward the end of the analysis period, highlighting the shift in beliefs. The health belief model is useful for understanding Facebook users' beliefs at a basic level, and it provides a scope for further improvement.

Background: Little is known about the prevalence of dermatoses in "skin-well" geriatric Singaporeans. We aim to identify the prevalence of dermatoses and their associations within the geriatric population in Singapore, and to understand the distribution of dermatological encounters presenting to primary care physicians, and the resultant referral behaviour. Methods: A joint quantitative-qualitative study was performed across 8 months. Patients aged 65 years and above who visited a local polyclinic for management of non-dermatological chronic diseases were recruited. They were administered questionnaires, and underwent full skin examinations. Online surveys were disseminated to polyclinic physicians under the same healthcare cluster. Results: 201 patients and 53 physicians were recruited. The most common dermatoses identified in patients were benign tumours and cysts (97.5%), and asteatosis (81.6%). For every 1-year increase in age, the odds of having asteatosis increased by 13.5% (95% CI 3.4–24.7%, p = 0.008), and urticarial disorders by 14.6% (95% CI 0.3–30.9%, p = 0.045). Patients who used any form of topical preparations on a daily basis had higher odds of having eczema and inflammatory dermatoses (OR 2.51, 95% CI 1.38 to 4.56, p = 0.003). Physicians reported dermatological conditions involving 20% of all clinical encounters. Eczema represented the most commonly reported dermatosis within the first visit. 50% of dermatology referrals were done solely at the patient's own request. Conclusion: The prevalence of dermatoses in the elderly in Singapore is high, especially asteatosis. Prompt recognition by the primary healthcare provider potentially prevents future morbidity. Outreach education for both primary care physicians and the general public will be key. Ethics approval: National Healthcare group (NHG) Domain Specific Review Board (DSRB), Singapore, under Trial Registration Number 2020/00239, dated 11 August 2020. [ABSTRACT FROM AUTHOR]

This introduction builds on De Costa et al.'s (2016], [2019) notion of linguistic entrepreneurship, which is defined as "the act of aligning with the moral imperative to strategically exploit language-related resources for enhancing one's worth in the world" (2016: 696). The four empirical studies and two critical commentaries that constitute this special issue explain the relevance of this construct and explore how it is instantiated in a range of formal and informal educational contexts across the world. Specifically, we explain how linguistic entrepreneurship serves as a unique and innovative contribution to the existing body of sociolinguistics, applied linguistics, and language policy research on neoliberalism.

Introduction: Family members caring for a person living with dementia (PWD) can experience caregiver burden, leading to psychological distress if unmanaged. It's essential for healthcare professionals, especially nurses to identify caregivers at risk of stress and depression, triggering prompt management during their contact with caregivers of PWD. The study team developed an evidence-based caregiver burden-mastery hybrid assessment and intervention decision matrix (CHAT-MI) for caregivers of PWD and examined its feasibility of use. Objective: To determine the feasibility and usability of implementing the CHAT-MI assessment-decision matrix tool in an outpatient setting in Singapore. Methods: CHAT-MI was developed through earlier research, research evidence, clinical guidelines, and expert opinion. A multimethod study was conducted in a Singapore outpatient memory clinic from November 2020 to January 2021. Caregivers of PWD who attended the clinic self-administered the assessment tool to determine their burden and personal mastery levels. Clinicians used a decision matrix to guide interventions based on the assessments. Feedback was gathered from both caregivers and clinicians through surveys and semistructured interviews. Results: Thirty-four caregivers and six clinicians participated in the study. Caregivers found the burden-mastery assessment tool relatively easy to use and understand and helpful. Clinicians found the assessment-decision matrix tool acceptable, feasible, and useful, enhancing standard care by providing insights into caregivers' current coping capabilities. Clinicians shared that junior clinicians could benefit from CHAT-MI to better detect caregiving stress and deliver interventions. Nevertheless, more can be done to train clinicians in the understanding of the concept of mastery (i.e., perceived control over life events) to help clinicians better engage and support caregivers. Conclusion: CHAT-MI was found to be relatively brief and can aid the outpatient clinic setting. This suggests that such an evidence-based assessment cum intervention can be considered for use in a real-world clinical setting to aid both caregivers and clinicians. [ABSTRACT FROM AUTHOR]

Introduction: Timely detection of dementia enables early access to dementia-specific care services and interventions. Various stakeholders brought together to refine Singapore's dementia care strategy identified a lack of a standardised cognitive screening tool and the absence of a comparative review of existing tools. We hence conducted a rapid review to evaluate the diagnostic performance of brief cognitive screening tools in identifying possible dementia among community-dwelling older adults in Singapore. Method: Brief cognitive screening tools were defined as interviews or tests administered in =5 minutes. Studies performed in Singapore on older adults =60 years, which used locally-validated comparators and reported outcomes of clinician-diagnosed dementia were included. Rapid review methodology was used in study screening and selection. Quality Assessment of Diagnostic Accuracy Studies version 2 tool was used for risk-of-bias assessment. A negative likelihood ratio (LR-) of =0.2 was defined a priori as having a moderate effect in shifting post-test probability. Results: Fourteen studies were included in qualitative synthesis: 3 studies evaluated self-/informant-based tools only, 4 evaluated performance-based measures only and 7 evaluated combination approaches. Eight-item Informant Interview to Differentiate Aging and Dementia (AD8) was the most studied self-/informant-based tool. One study found informant AD8 (iAD8) superior to self-rated AD8. Another study found iAD8 superior to Mini-Mental State Examination. Among performance-based measures, Abbreviated Mental Test, Visual Cognitive Assessment Test-Short form version 1 (VCAT-S1), VCAT-S2 and Mini-Cog had LR-<0.2. Minimal improvement of combination approaches compared to iAD8 alone was demonstrated. Conclusion: Our review suggests the limited utility of dementia screening in communities with low dementia prevalence and supports a case-finding approach instead. With a reliable informant, iAD8 alone has sufficient discriminant ability. Further research is needed to specifically assess the diagnostic ability of performance-based tools in community settings. [ABSTRACT FROM AUTHOR]

Background Data on protection afforded by updated coronavirus disease 2019 (COVID-19) vaccines (bivalent/XBB 1.5 monovalent) against the emergent JN.1 variant remain limited. Methods We conducted a retrospective population-based cohort study among all boosted Singaporeans aged ≥18 years during a COVID-19 wave predominantly driven by JN.1, from 26 November 2023 to 13 January 2024. Multivariable Cox regression was used to assess risk of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) infection and COVID-19–associated emergency department (ED) visits/hospitalizations, stratified by vaccination status/prior infection; with individuals last boosted ≥1 year used as the reference category. Vaccination and infection status were classified using national registries. Results A total of 3 086 562 boosted adult Singaporeans were included in the study population, accounting for 146 863 476 person-days of observation. During the JN.1 outbreak, 28 160 SARS-CoV-2 infections were recorded, with 2926 hospitalizations and 3747 ED visits. Compared with individuals last boosted ≥1 year earlier with ancestral monovalent vaccines, receipt of an updated XBB.1.5 booster 8–120 days earlier was associated with lower risk of JN.1 infection (adjusted hazard ratio [aHR], 0.59 [95% confidence interval (CI),.52–.66]), COVID-19–associated ED visits (0.50 [.34–.73]), and hospitalizations (0.58 [.37–.91]), while receipt of a bivalent booster 121–365 days earlier was associated with lower risk of JN.1 infection (0.92 [.88–.95]) and ED visits (0.80 [.70–.90]). Lower risk of COVID-19 hospitalization during the JN.1 outbreak (aHR, 0.57 [95% CI,.33–.97]) was still observed following receipt of an updated XBB.1.5 booster 8–120 days earlier, even when analysis was restricted to previously infected individuals. Conclusions Recent receipt of updated boosters conferred protection against SARS-CoV-2 infection and ED visits/hospitalizations during a JN.1 variant wave, in both previously infected and uninfected individuals. Annual booster doses confer protection during COVID-19 endemicity. [ABSTRACT FROM AUTHOR]

This paper reports on a first study about Singapore primary science teachers' views and practices in inclusive science classrooms. Rasch analysis was performed on an online teacher survey administered to 108 teachers, which was conducted to investigate teachers' views about students with special education needs (SEN; Construct A), self-efficacy views in teaching students with SEN (Construct B), and their science teaching practices in inclusive classrooms (Construct C). The findings show that it was generally easy for the science teachers to agree with items in Constructs B and C, but not in Construct A. A closer examination of the individual constructs revealed positive teachers' views, their feelings of inadequacy and wish for greater school support, and selected types of accommodations and modifications practiced in their classrooms. This study contributes new insights drawn from an Asian study, offers a validated instrument, and provides science teacher educators ideas for supporting science teachers in inclusive science teaching.

Background: Nonlinear Pedagogy, underpinned by concepts in ecological dynamics, is a pedagogical framework that advocates an exploratory approach to acquisition of movement skills with an emphasis on individualised movement solutions. Its key principles have been successfully implemented in sports teaching and coaching and are currently being applied to learning designs in PE programmes. Purposes: The purposes of the paper are to provide an overview of the theoretical underpinnings and practical implications of Nonlinear Pedagogy (NLP) for Physical Education (PE). To exemplify applications of key concepts, we discuss how NLP is being implemented as a methodological framework for learning design in PE programmes of Singapore schools. For simplicity, our analysis focuses on the 'What', 'Why' and 'How' of NLP to illustrate its application in Singapore PE programmes. Discussion: Understanding the 'What' and 'Why' of NLP can provide a sound foundation to understand how this pedagogical framework can be applied in formalised school PE settings. While it is important for teachers to know what NLP is, the 'Why' of NLP, referencing its effectiveness as a pedagogical approach, can provide a rationale for its adoption to enhance teaching and learning. The 'How' of NLP's practical implementation in Singapore schools is of primary interest for teachers, managers, administrators and policy makers in education. Conclusion: The article discusses key pedagogical principles from NLP, which can provide a platform for teachers to design effective lessons and practices to enhance learning in PE programmes. An important practical implication of the current paper is to provide educators with guidance and training for incorporating pedagogical principles of NLP in lessons and learning programmes to enhance 'nonlinearization' of some current practices.

The science laboratory is a politically entrenched space where complex power relations interplay while social agents learn about the rules and routines to ensure safety, precision and reproducibility in research work. This paper presents a case study of two Singaporean students undergoing apprenticeship in a 3-year school-based School Scientist Programme. They engaged in an open and authentic science inquiry involving chemical synthesis in the school's science laboratory under the apprenticeship of an in-house School Scientist who started the programme. The goals of this paper are to offer an alternative--critical and nuanced--lens to the dominant positivist and social constructivist discourse about science research apprenticeship. Using visual ethnography approach, we collected videos and photographs of the students' and School Scientist's interactions during the science research over the first 18 months of the programme. The study documented critical events that showed shifts in control over knowledge construction and mastery of the chemical synthesis craft as the science research progressed. This paper contributes to the Foucauldian theory of power in offering an alternative view to the dialectical explanation of power and knowledge. First, it shows that while there is an overall gain in knowledge of chemical synthesis increased during the apprenticeship, the power relationship fluctuates when a different genre of chemical synthesis work was introduced. The fluctuation is related to the overtaking and relinquishing of control (power) with the latter leading to the construction of knowledge. Second, we show how the power relationship, involving the interplay of power and knowledge between the expert and apprentice, is more interconnected and complex. The findings of this study have implications for teachers who want to plan and enact authentic science inquiry with their students.

The ability to recognize and distinguish among varying musical styles is essential to developing aural skills and musicianship. Yet, this task can be difficult for music learners, particularly nonexperts. To address this challenge and guide music education practice, this study drew on cognitive psychological principles to investigate the effect of interleaved presentation of music pieces by various classical music composers on learning to identify these composers' styles. Participants with 4 or fewer years of musical experience were presented with music pieces from six composers in an interleaved manner (alternating between listening to different composers' works) and music pieces from another six composers in a blocked fashion (listening to works by one composer at a time before moving on to the next). A later test in which participants had to classify novel pieces by the same 12 composers revealed the superiority of interleaved over blocked presentation, although most participants misjudged blocking to be more effective than interleaving. This finding provides evidence for the utility of interleaving in teaching music composers' styles and extends the literature on the interleaving effect in category induction to the auditory domain. Practical implications and future directions for the use of interleaving in music education are discussed.

Background: Despite the relative importance, the prevalence of workplace safety and health issues in hospital food service workers is not well studied. This study describes the epidemiology of work-related injuries and occupational diseases among hospital food service workers (FSWs) in a tertiary hospital in Singapore. Methods: Using a total population sampling approach, a cross-sectional self-administered questionnaire was distributed to all FSWs employed at a major tertiary hospital in Singapore. Results: The response rate was 98.4% (n = 125). The overall prevalence of workplace injuries and musculoskeletal symptoms was 35% (n = 43) and 53% (n = 65) respectively. The most common workplace injuries were cuts/lacerations (35.8%), muscle strain (25.4%) and burns (19.4%). The prevalence of workplace injuries among staff performing food preparation duties was higher at 56.3% as compared to 21.6% among staff with no food preparation duties (p < 0.01). The prevalence of workplace injuries among staff performing cooking duties was also higher at 47.5%, compared to 29.3% among staff with no cooking duties (p = 0.05). Staff performing food preparation duties had a higher prevalence of musculoskeletal symptoms at 66.7% as compared to 44.6% among staff with no food preparation duties (p = 0.02). Obese staff had a higher prevalence of musculoskeletal symptoms at 78.9%, compared to overweight staff at 53.8% and staff with normal weight at 43.1% (p = 0.03). Conclusion: FSWs with jobs involving cooking and preparation of food, and those with obesity, are at higher risk of sustaining workplace injuries or musculoskeletal symptoms. Targeted interventions should be implemented for injury prevention and to mitigate these risks. [ABSTRACT FROM AUTHOR]

It is a generally held view amongst educators today that the development of students' inference skills is an important aspect in their education as 21st Century learners as it requires higher order cognitive competences. Oftentimes, students in the lower tracks are considered slower learners and may have difficulties with the development of such skills. There is, however, limited empirical evidence to support such claims. As a result, there is a lack of understanding how such skills are taught, and how lower track students acquire them. The purpose of this study is to investigate lower track students' science inference skills over one academic year, to better understand their learning and development. To determine this, three multiple-choice science inference skills tests were developed based on science syllabus and administered over a 9-month period. In total, 1397 Grade 7 lower track (i.e., Normal Academic) students from 38 Singapore secondary schools participated in the study. The students' performances were determined through three equated tests using Rasch common-item procedures. The results showed that students experienced greater difficulty with tests over time. They particularly had difficulties with questions pertinent to graphs, tables, diagrams, or charts, or required them to extend their thinking beyond the given information. They also had difficulty in deducing answers using the elimination technique, and items that involved experiments and variables. Items that involved pattern recognition, concluding using range, application of a given concept, and limited information were easier for them. The findings also have implications for science teacher education in terms of assessment literacy, and the science teaching of lower track students.

Introduction: With the goal of patient engagement, an initiative was formulated to equip each patient in the general wards with a tablet whereby they can access their health information and patient education materials and communicate with their healthcare team. This paper presented the methodology of the implementation efforts as well as an evaluation of the preliminary outcomes. Methods: The process of hospital-wide implementation was shared using the implementation research logic model. The bedside tablets were rolled out hospital-wide in a step-wedge manner over 12 months. Barriers and facilitators to this implementation were discussed together with strategies to optimize the situation. Preliminary outcomes of the implementation were evaluated using the RE-AIM framework. Results: The initial adoption rate for the bedside tablet was low. Additional strategies, such as survey audits and provision of feedback, development of education materials for patients, facilitation, and purposefully re-examining the implementation strategies, were used to improve adoption. The trend of adoption increased over the course of 2 years from the start of implementation. Discussion: The initial lower adoption rates may reflect Singapore's paternalistic healthcare culture. While this implementation was driven by the need to move away from paternalism and toward patient engagement, more time is required for significant cultural change. [ABSTRACT FROM AUTHOR]

This study documents the experience of implementing an adaptation of the Hospital-at-Home (HaH) model to alleviate the constraints in available hospital beds and manpower amid a surge in infection rates in Singapore during the Omicron and XBB COVID waves, addressing challenges and proposing insights for scalable implementation. HaH substitutes inpatient hospitalizations by leveraging existing community healthcare services and remote healthcare technologies. This HaH adaptation was designed to be activated in during surges and deactivated when bed and manpower demands stabilize, making it less intensive on hospital resources. HaH demonstrated success in facilitating safe early discharge and admission avoidance for high-risk patients, reducing hospital bed utilization without reducing care quality. However, challenges including lack of technological literacy, language barriers, and miscommunications resulting from clerical errors were experienced. Our findings suggest that hospitals with internal resource constraints can make adaptations to leverage existing providers and assets within the community where necessary. We also observed that HaH shifts many aspects of healthcare responsibility to patients and their caregivers, which may be beyond their expected capabilities. Clear communication of expectations and limitations from all parties involved is paramount to upholding the quality of care in HaH. [ABSTRACT FROM AUTHOR]

In Singapore, an ageing population with increasing chronic disease burden and complex social circumstances have strained the healthcare system. For the health system to run more efficiently, patients should be appropriately sited according to their medical needs. In Singapore, community hospitals serve as an intermediate inpatient facility managing patients with sub-acute and rehabilitation care needs. Our policy brief uncovers the gaps in transforming community hospital care models and offers actionable steps to unlock the community hospital chokepoints in Singapore's health system. The future community hospitals can accommodate higher acuity but medically stable patients, while patients who do not require inpatient rehabilitation care can be appropriately sited to community partners, if policy, resourcing and technology factors are addressed. An evidence-based, stepwise approach involving all stakeholders will be required to pilot and evaluate new models before large-scale change. [ABSTRACT FROM AUTHOR]

Socio-economic status (SES) disparities exist in the uptake of COVID-19 vaccination; however, most studies were conducted during the initial pandemic wave when vaccination was less discretionary, limiting generalizability. We aimed to determine whether differences in vaccination uptake across SES strata widened after the removal of vaccination-differentiated measures prior to the rollout of the second boosters, in a nationwide cohort of older Singaporeans at higher risk of severe-COVID-19. Retrospective population-based cohort study. Retrospective population-based cohort study of all Singaporeans aged ≥60 years from 22nd February 2021–14th February 2023. Cox regression models controlling for demographics and comorbidities were used to estimate hazard-ratios (HRs) for the uptake of primary vaccination as well as first/second boosters, as recorded in the national vaccination registry, according to SES (housing type). 836,170 individuals were included for completion of a primary vaccine series; 784,938 individuals for completion of the first booster and 734,206 individuals for the completion of the second booster. Differences in vaccination uptake by SES strata were observed (e.g. vaccination uptake in lowest-SES [1–2 room public-housing] versus highest-SES [private housing]: second booster, 47.6% vs. 58.1%; first booster, 93.9% vs. 98.0%). However, relative differences did not markedly widen during second booster rollout when vaccination was more discretionary (e.g. amongst those aged 60–69 years: 0.75 [95% CI = 0.73–0.76] for the first booster; 0.81 [95% CI = 0.79–0.84] for the second booster). While differences in vaccination uptake across SES strata by housing type persisted during the rollout of primary vaccination and subsequent boosters in a nationwide cohort of older Singaporeans, differences did not widen substantially when vaccination was made more discretionary. [ABSTRACT FROM AUTHOR]

Summary: Differences in demographic and environmental niches facilitate plant species coexistence in tropical forests. However, the adaptations that enable species to achieve higher demographic rates (e.g. growth or survival) or occupy unique environmental niches (e.g. waterlogged conditions) remain poorly understood. Anatomical traits may better predict plant environmental and demographic strategies because they are direct measurements of structures involved in these adaptations.We collected 18 leaf and twig traits from 29 tree species in a tropical freshwater swamp forest in Singapore. We estimated demographic parameters of the 29 species from growth and survival models, and degree of association toward swamp habitats. We examined pairwise trait–trait, trait–demography and trait–environment links while controlling for phylogeny.Leaf and twig anatomical traits were better predictors of all demographic parameters than other commonly measured leaf and wood traits. Plants with wider vessels had faster growth rates but lower survival rates. Leaf and spongy mesophyll thickness predicted swamp association.These findings demonstrate the utility of anatomical traits as indicators of plant hydraulic strategies and their links to growth–mortality trade‐offs and waterlogging stress tolerance that underlie species coexistence mechanisms in tropical forest trees. [ABSTRACT FROM AUTHOR]

Competency in making inferences is an important aspect of student learning in the twenty-first century, for making better-informed decisions. The purpose of our study is to investigate the type of science capital that can predict the science inference competencies of lower track students. Science capital comprises diverse social capital, cultural capital, and mental schema. A total of 1,397 Normal Academic (NA) and 637 Normal Technical (NT) Grade 7 students from 37 public secondary schools in Singapore participated in the study. Three separate science inference tests were administered to the students over one academic year, and test scores were calibrated and equated using Rasch analysis. The relationship between students' perceptions of science capital and their development in science inference competencies was investigated using Ordinary Least Squares regression analysis. The results indicated that NA students' self-views in science learning and their views about the nature of science were significant predictors of their scientific inference competencies. For NT students, their views about science teachers was the only significant predictors of their performance on making scientific inferences. Based on the research design and findings, we draw implications for local and international science curriculum policy. Additionally, we demonstrate the usefulness of Rasch analysis.

This study examines four Singapore teachers' reflections on issues and problems in their teaching practices. As an insider-outsider or educator-researcher seeking to understand the complexities of teaching, we interrogated the teachers' beliefs, dilemmas, biasness and prejudices embedded in their reflective narratives on experiences in curriculum work within an education system which is dominantly centralized and highly routinized. The teachers reexamined taken-for-granted practice and beliefs, and revised their written reflections. The recursive process of reflection and meta-reflection reveals more critical insights into the curriculum work and teaching. This shows that superficial forms of reflections are easily constructed, but critical reflections, especially on race and gender issues in teaching, tend to be ignored. Analysis of the reflective narratives written by the teachers showed divergence in their experiences as science teachers despite of teaching in a seemingly centralized and homogenous system. The findings suggested that interrogation of teachers' reflections could provoke more critical and in-depth reflections on normative teaching practice and offer teachers a platform for their voices to be heard. (Contains 1 table.)

Background: In response to the changing demands of new times, media literacy has been incorporated into the current English Language Syllabus 2010 in Singapore. Although media literacy is mentioned in the syllabus, what this term means needs more clarification. What is clear from the current English Language Syllabus 2010 in Singapore is the notion of media literacy as skills only. When teachers rely on such a narrow perspective of media literacy without understanding how young people participate in the reading, viewing and production of media texts in their literacy practices, they may fall into the danger of putting the cart before the horse. Aims: This paper argues that in order to effectively incorporate media literacy education in school literacy lessons, the learners must first be understood with all their ideological practices. Such a perspective argues for a social view of literacy to illuminate the situated nature of engagement with media texts. This means that how learners participate in media text production, what values they place in such text production and how they negotiate their participation in their media practices inside and outside school are necessary considerations for teachers to better understand their learners' engagement with media texts. Method: The findings presented here are drawn from an ethnographic study of 10 adolescents' literacy practices in Singapore. In this paper, I focus only on a group of 5 students working together on a group school project that required them to recast Shakespeare's Macbeth in contemporary times using a 3D animated learning environment called "MediaStage." Results: When engaging in the production of a media text, young peoples' production practices problematicize the purpose of incorporating media literacy education into the school English lessons. Conclusion: This paper argues that a social view of literacy gives teachers more insights on the pedagogical implications of incorporating media literacy education into school English lessons than a narrow view of literacy as skills only. (Contains 3 notes.)

Increasing societal and linguistic diversity poses significant challenges to formative categories of language policies. We make this point via an examination of Singapore's management of its most linguistically diverse ethnic group, the Indians. While heterogeneity has always been Singapore's defining feature, the nature and scale of recent immigration have resulted in an unprecedented societal complexity. The government's appreciation of this complexity among the Indians has led to a relaxation of the education policy by which five other Indian languages (Bengali, Gujarati, Hindi, Punjabi, Urdu) serve as possible alternatives to Tamil (the officially assigned ethnic mother tongue). However, speakers from these other Indian language communities often prefer Hindi over alternatives. The growing prominence of Hindi illustrates that progressive policies can nonetheless be subverted by the very groups they seek to empower. We analyze this policy predicament, tracing the roots of Singapore's language policy to categories inherited from British colonialism. Consequently, contemporary tweaks to the policy leave unchallenged the presumptive universality of these categories. Calling for consistent attention to the situatedness and provenance of all categories (northern as well as southern), we close our paper with a description of what Singapore's language policy vis-à-vis the Indian communities would look like from a decolonial perspective.

The impact of retrieval practice on analogical-problem-solving performance was investigated using a complex, educationally relevant task. Participants studied a statistical hypothesis testing scenario and practiced recalling the material or repeatedly studied it. Participants then completed a final test either 5 minutes or 1 week later involving a novel hypothesis-testing scenario that shared an intermediate procedural strategy and superficial and structural similarity with the study scenario but that differed at a specific procedure level. When the final test was given after 5 minutes, no differences in performance were observed across conditions (d = 0.01). Crucially, on the delayed test, retrieval practice produced superior performance than did repeated studying (d = 0.81), whereby participants were better at applying learned knowledge to solve a novel problem.

In this paper, we present Singapore's language policy as a case of flexible responsiveness to demographic and societal shifts as a result of high migration. The particular need to accommodate the enhanced linguistic diversity among the linguistically heterogeneous Indians, previously served by Tamil, has led to the "semiofficial" representation of Hindi, Punjabi, Bengali, Gujarati, and Urdu in the language policy in recent years. Notwithstanding the choices, a majority of the target Indians prefer Hindi over the familial languages as the national status of Hindi in India better meets the multilingual aspirations of transmigrants with uncertain itineraries. The language choices of Indian parents indicate that language values derive from the range of mobility (e.g., translocal or transnational) that languages have promoted or are perceived to help chart in the future. Adopting the metaphor of cartographies of language used by Park (2014), we suggest that these cartographic perceptions pose a challenge to language policies. We attribute the cartographic mismatches between policy and individual goals to distinctions between language valuations. Through an analysis of school enrolment data and ethnographic interviews, we suggest that language in education decisions of transmigrant populations are mediated through valuations of languages that allow the widest radius of mobility across multiple sites rather than attachments to linguistic, ethnic, or national communities.