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Sim, Jasmine Boon-Yee
Preferred name
Sim, Jasmine Boon-Yee
Email
jasmine.sim@nie.edu.sg
Department
Policy, Curriculum and Leadership (PCL)
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ORCID
22 results
Now showing 1 - 10 of 22
- PublicationRestrictedCitizenship attributes for the 21st Century: A study of Singapore teachers’ perceptions in comparative perspectives(Office of Education Research, National Institute of Education, Singapore, 2020)
; Chua, ShuyiThe Ministry of Education (MoE) in Singapore has recently implemented the Curriculum 2015 (C2015) which focuses on the Desired Outcomes of Education (DoE), embodied in the “Confident Person”, “Self-directed Learner”, “Active Contributor”, and “Concerned Citizen”. A new curricular initiative, Citizenship and Character Education (CCE), emphasizes the integrative nature of citizenship and 21st century competencies to bring about the DoEs, was implemented in schools in 2011. A fundamental assumption exists amongst policy makers that education policy will, when translated to school contexts, be implemented faithfully by teachers. But teachers at the institutional levels are not mere passive receivers and implementers of policy decisions. Citizenship is value-laden, and its meanings are varied and contested. Invariably, citizens in the same state will understand citizenship differently. This mixed methods study investigates (a) teachers’ conception of good citizenship, and (b) conditions that will have implications for good citizenship pedagogies.190 19 - PublicationMetadata onlyPerceptions of uncertainty in medical care among non-medical professionals and nurses in Japan: A cross-sectional internet-based preliminary survey(Springer, 2024)
; Morikawa, MieBackground: Medical care is impacted by uncertainty caused by various factors. The uncertainty that exists in medical care can cause patient distrust and lead to conflict. This study compared the tolerance of uncertainty in medical care between non-medical professionals and nurses.
Methods: We conducted a cross-sectional Internet-based survey. Participants included 2,100 individuals (600 nurses and 1,500 non-medical professionals; aged ≥ 20 years) from different parts of Japan. Of these, we excluded 70 participants who were classified as non-medical professionals but were registered nurses. Finally, we analyzed data from 2,030 participants (600 nurses and 1,430 non-medical professionals). Three registered nurses and nursing researchers developed an original questionnaire on tolerance of uncertainty in medical care. Data regarding participants’ characteristics (age, sex, education level, marital status, having children, population size of the residential area, medical care usage, and occupation) were obtained. We performed a one-way analysis of variance (ANOVA) to compare the data between non-medical professionals and nurses. Additionally, we employed a multiple regression model to investigate factors related to tolerance of uncertainty in medical care scores.
Results: A significant portion of participants (36.7%) were aged 40-50 years (n = 745). Most were women (n = 1,210, 59.6%), and a considerable percentage were medical care users (n = 1,309, 64.5%). Non-medical professionals were less tolerant of uncertainty than nurses, and uncertainty scores were associated with medical care usage, occupation, and population size of the residential area.
Conclusions: Our findings revealed variations in perceptions of uncertainty in medical care between non-medical professionals and medical care providers. To mitigate conflicts related to medical issues, medical care providers should enhance non-medical professionals' education regarding perceptions of uncertainty in medical care.
18 - PublicationOpen AccessCurricular-Instructional gatekeeping in Singapore: How teachers enact social studies and give purpose to citizenship education(National Institute of Education (Singapore), 2018)
; 253 295 - PublicationOpen AccessWhat global citizenship means to Singapore primary students(Australian Curriculum Studies Association, 2012)
273 1801 - PublicationOpen AccessSocial studies in Singapore: Contradiction and control(2005)
; Adler, Susan A.This study explores the meanings and contradictions embedded in the Singapore social studies curriculum and challenges educators and policy makers to face those contradictions straight on. The authors reviewed current social studies syllabi and texts, and scripted discussions on itizenship and the social studies curriculum. The participants in these discussions were teachers taking pre- or post-graduate and in-service courses in social studies curriculum at the National Institute for Education.404 2342 - PublicationOpen AccessRocking the boat: Critical reflexivity in social studies teachers(The International Social Studies Assosiation, 2018)
; Chua, ShuyiThis qualitative study examines how critical reflexivity is manifested in and enacted by seven Social Studies teachers, in the Singaporean context of ethnic diversity, increased affluence and socio-political constraints. The cases show that critically reflexive teachers are strongly influenced by their lived experiences to develop good self-understanding and a deep sensitivity to systemic inequalities around them. Critical reflexivity presents as a continuum, with most teachers working towards improving their students’ critical thinking and awareness to inequity through their teaching, while some undertake personally transformative journeys that also effect change in their immediate communities. Findings provide insights on the motivations behind critically reflexive attitudes, and also point to factors that hinder a greater development of critical reflexivity. We suggest that critical reflexivity attitudes can be developed in teachers via programs such as currere, for enhanced teaching practice. Findings also highlight the nuances in the nature of citizenship values in the Asian context, suggesting that critical reflexivity involves small and subtle actions of change and agency in teacher-practitioners.140 288 - PublicationMetadata onlyYouth activism and education across contexts: Towards a framework of critical engagements(Taylor & Francis, 2022)
; Davies, IanIn this paper, we discuss core ideas arising from research undertaken in a Leverhulme Trust (IN2016-002) funded international network project. The project examined youth activism, engagement and the development of new civic learning spaces within and across six countries (Australia, Canada, England, Hungary, Lebanon and Singapore). Arising from interactions with activists and educators and by reviewing literature, we argue that four areas are important for assisting a critical analysis of the fundamental complexities that researchers, teachers, youth workers and youth themselves, are grappling with within and through their activism. These areas that address ways of characterising and developing the relationship between education and activism focus on: engagement with context; engagement with meaning; engagement with diversity; and engagement in reflexivity. We do not present these areas as a simplistic typology; each involves complexities that cannot be easily or readily resolved.WOS© Citations 1Scopus© Citations 4 65 - PublicationOpen AccessSchool-based curriculum development in Singapore: Bottom-up perspectives of a top-down policy(Australian Curriculum Studies Association, 2011)
; Chua, Seok HongGlobalisation has generated an impetus for educational reforms in many countries to ensure economic survival. Singapore's Ministry of Education is encouraging innovation at the parochial level through school-based curriculum development (SBCD). This phenomenon has been well researched in countries with a tradition of decentralisation but, as it appears antithetical to Singapore's entralised system, specific research targeting the local situation is required. Using a case study approach, this research explores teachers' perspectives of their roles in SBCD and the challenges faced. Findings suggest that a form of SBCD can occur without total autonomy and that the difficulties encountered are consistent with existing literature.1424 6396 - PublicationOpen AccessThe role of secondary social studies in educating Singapore's citizens(National Institute of Education, Nanyang Technological University (NIE NTU), Singapore, 2004)
; Adler, Susan A.This article examines the nature and purpose of the social studies curriculum in the light of the demands of citizenship education in Singapore. The development of social studies at the secondary school level is located within the history of citizenship education in Singapore. While the core focus of the subject continues to be that of nation-building, the introduction of social studies is also a significant milestone in the development of citizenship education in several ways. A major initiative is the emphasis on developing more thinking citizens. As a result, social studies is best taught apart from an explicitly moralising context, and in a context in which divergent thinking and views are tolerated. It also suggests ways in which social studies can provide young people with the skills and knowledge to function as citizens in the 21st century.254 1019 - PublicationOpen Access
WOS© Citations 7Scopus© Citations 10 339 1894
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