Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/22666
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dc.contributor.authorRatnam-Lim, Christina Tong Lien
dc.contributor.authorChen, Der-Thanqen
dc.contributor.authorAkhila Sudarshanen
dc.contributor.authorLam, Karenen
dc.date.accessioned2021-02-14T08:12:55Z-
dc.date.available2021-02-14T08:12:55Z-
dc.date.issued2020-
dc.identifier.citationLim, C. T. L., Chen, V. D.-T., Akhila Sudarshan, & Lam, K. (2020). Exploring the designing of a growth mindset curriculum in a Singaporean school. National Institute of Education (Singapore), Office of Education Research.en
dc.identifier.urihttp://hdl.handle.net/10497/22666-
dc.descriptionNote: Restricted to NIE staff only. Contact author for access to report.-
dc.description.abstractThis research was positioned against two recent movements in Singapore’s education landscape: the move for schools to develop their own curricula, and the move to empower individuals for lifelong learning. <br> Schools developing their own curricula: Since the onset of the Teach Less Learn More (TLLM) movement, schools have been involving teachers in “designing, implementing and studying different approaches for engaged learning” (MOE, 2008) through the school-based curriculum innovations (SCI). <br> Empowering individuals for lifelong learning: In his speech at the 19th appointment and appreciation ceremony for principals, the Minister of Education reminded that the “purpose of education must … be beyond just academics. It must be to prepare our students for life, for work and for citizenship”. He emphasized that to “prepare our students for life in an uncertain world, being self-reliant and having the resilience to bounce back after setbacks will be increasingly important” (Ng, 2016). This includes “entrepreneurial dare”, which is “an attitude, a mindset of pushing boundaries, of wanting to innovate and to find a breakthrough” (Ng, 2017). Dweck (2006) described such a mindset as the growth mindset. The converse of the growth mindset is the fixed mindset, which leads to behaviours that inhibit learning (e.g. worrying about looking smart and not making mistakes; being discouraged or defensive in the face of setbacks and failure).en
dc.language.isoenen
dc.publisherOffice of Education Research, National Institute of Education, Singaporeen
dc.subjectCurriculum designingen
dc.subjectCurriculum implementationen
dc.subjectGrowth mindseten
dc.titleExploring the designing of a growth mindset curriculum in a Singaporean schoolen
dc.typeTechnical Reporten
dc.description.projectOER 15/15 CL-
dc.grant.idEducation Research Funding Programme (ERFP)en
dc.grant.fundingagencyMinistry of Education, Singaporeen
local.message.claim2021-12-28T08:57:44.203+0800|||rp00103|||submit_approve|||dc_contributor_author|||None*
item.languageiso639-1en-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.grantfulltextRestricted-
item.openairetypeTechnical Report-
item.cerifentitytypePublications-
item.fulltextWith file-
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