Staff Publications

Learners of all levels receive a plethora of feedback messages on a daily – or even hourly – basis. Teachers, coaches, parents, peers – all have suggestions and advice on how to improve or sustain a certain level of performance.

This volume offers insights into the complexity of students’ engagement with feedback, the diversity of teachers’ feedback practices, and the influence of personal assessment beliefs in tension with prevailing contexts. It focuses on two main sections: what is students’ engagement with feedback? And what is the variety of teachers’ feedback practices? Under these themes, the content covers a broad range of key topics pertaining to instructional feedback, how it operates in a classroom and how students engage with feedback. Unarguably, feedback is a key element of successful instructional practices – however we also know that (a) learners often dread it and dismiss it and (b) the effectiveness of feedback varies depending on teacher’s and student’s characteristics, specific characteristic of feedback messages that learners receive, as well as a number of contextual variables. What this volume articulates are new ways for learners to engage with feedback beyond recipience and uptake.

With nuanced insights for research and practice, this book will be most useful to teachers, university teacher educators, and researchers working to design and enact new ways of engaging with feedback in schools and beyond

This book explores students’ and teachers’ well-being from positive psychology and education perspectives and showcases interventions that optimize well-being in the school context. The book also covers crucial positive psychology and education topics/themes including character strengths, gratitude, growth mindset, grit, resilience, positive emotions, and well-being among others. The chapters include reviews and empirical research based on diverse methodologies, such as correlational, experimental, quasi-experimental, intervention, longitudinal, and qualitative approaches from six different Asian sociocultural contexts—Singapore, Hong Kong, Mainland China, Israel, Macau, and Philippines. All the chapters, provide practical pointers for teachers and educators who aim to nurture well-being in schools.

This book presents both theoretical and empirical contributions from a global perspective on problem solving and posing (PS/PP) and their application, in relation to the teaching and learning of mathematics in schools. The chapters are derived from selected presentations in the PS/PP Topical Study Group in ICME14. Although mathematical problem posing is a much younger field of inquiry in mathematics education, this topic has grown rapidly. The mathematics curriculum frameworks in many parts of the world have incorporated problem posing as an instructional focus, building on problem solving as its foundation. The juxtaposition of problem solving and problem posing in mathematics presented in this book addresses the needs of the mathematics education research and practice communities at the present day. In particular, this book aims to address the three key points: to present an overview of research and development regarding students’ mathematical problem solving and posing; to discuss new trends and developments in research and practice on these topics; and to provide insight into the future trends of mathematical problem solving and posing.

This book focuses on the collective wisdom of Asian philosophies and their implications for music education. It provides access to a wealth of philosophical thinking that would otherwise remain unmined. As extant publications on the philosophy of music education are largely rooted in the Western philosophical tradition, the Asian philosophical voice is virtually silent. This book, with chapters by philosophers and music educators deeply rooted in Asia, aims at starting a long process of redressing this imbalance. It exposes readers to a wide range of Asian philosophical traditions, some of which have hardly been associated with music education. We systematically, rigorously, and authentically present the intersection of Asian ideas and music education to the international community, specifically, the English-speaking world. Each chapter includes (1) an explanation of a prominent philosophical tradition evident in a contemporary music teaching and learning setting, including its inception and historical development, (2) an explanation of how the tradition works in contemporary music education, and (3) suggestions for potential directions in the near and distant future.

(Asian) Dramaturgs’ Network: Sensing, Complexity, Tracing and Doing explores the histories, stories, and practices of the Asian Dramaturgs’ Network (ADN), a network of dramaturgs, performance makers, cultural producers and performance scholars in the wider Asian region that has been active since 2016. It explores two questions that have emerged through ADN dialogues and events. Are there Asian or Asia-based dramaturgies of practice and performance? And how does one write about these within contextually grounded frames, moving beyond Eurocentric paradigms?

In selected essays, extracts from presentations, case studies and critical reflections, the collection explores the story of ADN, and the future of dramaturgy in and for performance in the region. It makes a strong case for rigorous and vibrant dramaturgical thinking, and is an open invitation for further dramaturgical work, opening up sustainable spaces for thinking and doing dramaturgy in the region.