This project seeks to (1) build a learner corpus of English writing by collecting sample language data at Primary 6, Secondary 4, and Junior College 2 levels; (2) generate linguistic profiles for these stages and analyze/compare lexical, grammatical and discoursal features across these stages to track the development of English writing; (3) inform the learning, teaching and curriculum design of English writing; and (4) contribute to the theorization on the nature of writing development (Christie & Derewianka, 2008). It attempts to answer the following research questions:

1. What are the lexical, grammatical, stylistic, and discoursal features of the English writing produced by students at Primary 6, Secondary 4, and Junior College 2?

2. Are there any differences in the language produced by students from different developmental stages? If yes, what are the differences and what is the nature of such differences?

3. Within each developmental stage, are there any differences in terms of lexical, grammatical, and discoursal features in the writing from students of different gender and ethnic groups? If yes, how are they different?

4. To what extent do these features reflect students’ development of English proficiency in general and their development of writing skills in particular?

5. Are there any differences in English writing processes, perception of difficulty in English writing and perceived use of writing strategies among the students from the three educational levels? Are there any gender differences in these variables among the students from the same level? How are these variables related to writing performance?

6. What pedagogic implications do these analyses have for the English teaching and learning in Singapore? What implications do these analyses have for curriculum development for English language education?

Introduction Curiosity, the intrinsic motivation to sense, know, and experience the unknown, plays important roles in adolescent achievement and well-being. Theoretical considerations and empirical research suggest the contribution of social relationships in fostering curiosity. However, curiosity is expressed in different forms and contexts. Here, we investigated the social predictors of general epistemic curiosity, and of different forms of digital information-seeking in adolescents.

Methods
Nationally representative cross-sectional data from Programme for International Student Assessment 2022 were used (N = 327,778 from 41 countries, 15.8 years, 49.6% female). Multiple regression was implemented using four different types of social relationships—teacher relationship, school belonging, bullying victimization, family relationship—as predictors of three forms of curiosity and information-seeking—general epistemic curiosity, and digital information-seeking for formal learning and for informal learning purposes.

Results and Conclusion
Teacher–student relationship was linked to general epistemic curiosity but less so, or not at all, to digital information-seeking. Instead, family relationship and bullying victimization were more important drivers of digital information-seeking for formal and informal learning purposes respectively. These distinctions were largely generalizable across 41 countries examined. The findings paint a complex picture of how figures in different adolescent social spheres matter for different forms of epistemic curiosity and information-seeking, with practical and theoretical implications.

The paper focuses on developments at IE, which is a relative newcomer not only to information technology but also to research in education. A number of assumptions need to be made regarding limitations and convictions about research as well as technology. A general paradigm for research in education is briefly discussed, followed by a discussion of four general stages (initiation, instrumentation, implementation and information) together with implications for technological infrastructure support.

Two major thrusts in promoting research in education, namely with the establishment of an Educational Research Unit at IE and an Educational Research Association, are then described. They are then followed by a brief account of IE' s recent efforts in setting up a Computer Services Centre as well as other computer facilities useful for research in education.

Some problems (pertaining to Time, Interest, Money and Expertise) and prospects (pertaining to Help, Optimism, Persistence and Enthusiasm) are touched upon next. Finally, an attempt is made to portray a possible future scenario, in which the setting up of a Council for Educational Research is advocated.

The paper focuses on three key concepts, defining them as follows:-

Curriculum is a set of planned conditions for learning.

Excellence is the valued, value-added multiplied attainment of crucial institutional or societal needs.

A Performance Indicator is a summary statistic or statement indicating the nature and extent of overall performance of a system or subsystem.

Using a conceptual model, the complexities of curriculum development is explored. The situation in Singapore, which stresses societal needs and progressive decentralisation of responsibility for curriculum development, is briefly alluded to.

Likely problems of operationalising certain statements on educational excellence in Singapore are also examined. Three dimensions of excellence, namely effectiveness, efficiency and equity, are advocated and elaborated upon.

A general approach to developing indicators is suggested. A framework for highlighting important individual and societal needs is presented to accompany this challenging task.