Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/2277
Title: 
Knowledge, scaffolding, and quality of student work in Singaporean English language instruction and assessment
Authors: 
Issue Date: 
Apr-2006
Citation: 
Paper presented at the LangScape conference, Singapore, 2006.
Abstract: 
This paper develops an integrative systemic approach to understanding the notion
of scaffolding and examines the knowledge domains: factual knowledge, procedural
knowledge, and advanced concepts, teachers’ scaffolding practices around
assignments and the quality of student work in the subject of English in 18
Singaporean elementary schools (Primary 5) and 18 high schools (Secondary 3). It is
found that: (1). Student work exhibits high levels of factual and procedural knowledge
but does not show evidence of advanced concepts; (2). Mediocre task scaffolding
contributes to mediocre student work; and (3). Learning environment, i.e., the
interpsychological environment must be improved before substantial
intrapsychological, individual development (Vygotsky, 1978, p. 57) is possible.
URI: 
Project number: 
Core - Panel 5
Website: 
Appears in Collections:CRPP - Conference Papers

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