Doctor in Education (Ed.D.)

The purpose of this study was to investigate the effectiveness of the feedback given by Primary Five English Language teachers during reading comprehension lessons in Singapore. Teachers’ feedback practice during reading comprehension lessons is important because studies show that critical reading skills can be promoted during these lessons especially when feedback is given at the process level. Promoting students’ critical reading skills enables them to be discerning readers which is one of the curricular outcomes in the English Language Teaching and Learning Syllabus (Primary). However, studies show that English Language teachers at the primary level do not give much feedback at the process level.

The study looked at the effectiveness of feedback provided by four Primary Five English Language teachers during reading comprehension lessons. Specifically, it explored the types of feedback the teachers gave, students’ immediate responses to the feedback received and the factors that influenced the teachers’ formative feedback practices. A single case study approach was used in this study that involved four Primary Five English Language teachers. Data collection involved the use of semi-structured interviews, lesson observations and focus group discussions. Data was analysed using a coding protocol and thematic analysis using Hattie and Timperley's (2007) Model of Feedback as the conceptual framework of study.

Findings from the study point to a gap between the intention of the feedback given and actual classroom practice. The teachers also lacked clarity regarding how to give effective formative feedback and this had implications on both students’ learning and teachers’ classroom practice. The study suggests looking more closely at feedback literacy, discipline specific feedback, a more focussed approach to teacher professional development where feedback is concerned and encouraging student participation in feedback dialogue.

The present study examined the mediating role of academic self-concepts in the associations between perceived parents’ and teachers’ academic expectations and well-being in a sample of secondary school students in Singapore. The study tested this model in both English and Mathematics at two time points, at the start and the end of the academic school year, across ability bands in each of these two subjects (G1 = lower ability; G2 = middle-ability; G3 = higher ability).

The sample comprised 915 Time-1 and Time-2 matched students. The English sample included 465 students (Mage = 13.99, SDage = 0.95), of which 46.7% were female and 53.3% were male. A total of 28.8% were in Secondary 1, 36.6% in Secondary 2, and 34.6% in Secondary 3. In terms of ability groups, 9.9% were in G1, 36.6% in G2, and 53.5% in G3. For the Mathematics sample, the sample comprised of 450 students (Mage = 13.98, SDage = 0.94, of which 47.6% were female and 52.4% were male participants. A total of 29.6% were in Secondary 1, 36% in Secondary 2, and 34.4% in Secondary 3. The ability group distribution was also comparable, with 10% in G1, 36% in G2, and 54% in G3.

The three main instruments employed were the Self-Description Questionnaire (SDQII; Marsh, 1990a), the EPOCH measure of adolescent well-being (Kern et al., 2016), and the Teacher and Parents Expectations Scale (Liu & Wang, 2007). Path analysis was used to test the multivariate relationships between predictors and outcome variables; thus, direct, indirect, and total effects could be determined to understand the mediating role played by academic self-concept in the links between students’ perceived academic expectations and well-being.

The findings suggest that perceived academic expectations both from parents and teachers significantly predict the students’ ASC, which in turn plays a role in several dimensions of well-being. Notably, ASC was found to mediate the relationships between perceived expectations and well-being outcomes. While the mediating role of ASC remained consistent across subjects, the results further varied based on the level of the students’ ability and the subject of study. For example, perceived teachers’ expectations had more significant relationships with wellbeing in Mathematics than in English. Higher-ability (G3) students had the strongest positive well-being outcomes linked to perceived mathematics teachers’ expectations, while middle-ability (G2) and lower-ability (G1) had weaker associations, with G1 students even experiencing a negative outcome in perseverance.

This study has highlighted the importance of realistic academic expectations by both parents and teachers, coupled with support tailored to meet students’ needs. Besides adding to research, this study has the potential for parents, teachers and the education system to gain insight into and inform interventions for students’ academic self-concepts and overall well-being, given recent changes in education policies in Singapore, namely Full Subject Based Banding.

This quantitative time series study investigates Psychological Resilience as a dynamic construct within the context of service-fit enlistees undergoing Basic Military Training (BMT). Participants were service-fit enlistees from Basic Military School V, totalling 168 individuals with a mean age of 20.46 years. Central to this study is the formulation of the Dynamic Resilience Scale Index (DRSI), based on the core mechanism of resilience. The DRSI addresses fundamental cognitive abilities and emotional processes, proving to be an effective tool for quickly assessing an individual's current resilience by reflecting their situational appraisal and natural emotional responses.

In academia, the concept of resilience is converging toward a widely accepted definition across the fields of psychology, shifting from adaptation to the ability to withstand or recover from stressors. This evolution simplifies the theoretical construct and highlights two main adaptation trajectories: assimilation and accommodation. Assimilation involves cognitively accepting a situation and harnessing positive mental resources to benefit from it, whereas accommodation involves coping with the situation as it is, potentially with less mental capacity to seek out opportunities. Both trajectories indicate resilience by enabling individuals to withstand or recover from disturbances.

The DRSI, incorporating cognitive appraisal and emotional reactivity, was formulated and validated using the Primary Appraisal and Secondary Appraisal (PASA) and Perth Emotional Reactivity (PER) scales. Both scales were analysed for reliability and validity through internal consistency tests and Confirmatory Factor Analysis (CFA).

Repeated Measures ANOVA (RMA) was conducted to analyse the change in resilience throughout the training duration. Significant increases in DRSI were observed from T₁ to T₂, levelling off from T₂ to T₃, possibly due to habitualisation and the completion of knowledge and skill tests by T₃. Hierarchical Multiple Regression and Pearson Correlation were conducted to determine the association between resilience and training outcomes. Although the evaluation of different skills and knowledge showed limited resolution for Training Objectives, a significant correlation was found between resilience and Course Objectives, which are more concerned with the adjustment of individuals to regimentation and their preparedness for future training. This indicates that BMT positively impacts the resilience of enlistees.

One of the key findings was the significance of positive intensity in contributing to the perception of successful adjustment to regimentation and preparedness for future training. This positive intensity likely stems from the bonding among peers during BMT. Shared difficult experiences activate primeval emotional processes, fostering deep connections among enlistees. Such intense positive emotions enhance learning and social bonding, suggesting the need for interventions that increase opportunities for these experiences, thereby improving future training preparedness.

In conclusion, the developmental insights into resilience among service-fit enlistees offer the Army an opportunity to systemize resilience training. By equipping individuals to handle stressors better, the Army can cultivate a more effective military force. Beyond military applications, these resilience training insights have broader implications, including reduced healthcare costs, increased productivity, and enhanced general well-being for individuals throughout their lives.