Jesuvadian, Mercy

Preferred name
Jesuvadian, Mercy
Email
mercy.michael@nie.edu.sg
Department
Psychology and Child & Human Development (PCHD)
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    Developing baseline data about existing assessment practices in literacy and numeracy in P1/P2 classrooms
    (Office of Education Research, National Institute of Education, Singapore, 2024)
    Karuppiah, Nirmala 
    ;
    Jesuvadian, Mercy 
    ;
    Tay-Lim, Joanna Kim Hoon

    This research project aimed to develop baseline data about assessment practices in eight primary schools (one Primary One classroom and one Primary 2 Classroom in each of the primary schools) in Singapore in the areas of literacy and numeracy. It gathered data from teachers, parents and students on their perceptions of existing and alternative assessments in response to the following two key documents:
    1. Primary Education Review and Implementation (PERI) dated 27 January 2009
    2. Programme 4: Pedagogy & Classroom Practice dated 9 March 2009

    Interviews with teachers, students and their parents were carried out utilizing a semi-structured questionnaire and work samples of the students in the areas of literacy and numeracy. Observations were also carried out in the classrooms to get an understanding of the teaching and learning processes as well as to identify the needs of teachers and students.

    Data collected from the various sources were collated and analysed using an inductive approach. Findings from this project can be used to inform policy, training and practice regarding assessment in the lower primary classrooms.

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    A mixed-methods evaluation of an ecological systems approach for supporting young children from low-income backgrounds in Singapore
    (Taylor & Francis, 2024)
    Xie Huichao
    ;
    Layne, Heidi
    ;
    Mardiana Abu Bakar 
    ;
    Jesuvadian, Mercy 
    ;
    Ng, Ee Lynn 
    ;
    Chew, Ping Phoon
    ;
    Lim, Rita
    ;
    Chai, Stephanie Mei Cheong
    ;
    Loh, Jie Ying
    ;
    Cheah, Jing
    ;
    Poon, Kenneth K. 
    The number of low-income families in Singapore is increasing. Young children from impoverished backgrounds are at risk of development gaps and challenges. Research has shown that the accumulation of risk factors from adverse childhood experiences can lead to weaker outcomes later in life. The NTUC First Campus (NFC) launched the Child Support Model (CSM) to serve children and families from vulnerable, low-income backgrounds with a range of financial, social and learning support. A 3-year evaluation study using mixed-methods design was conducted to understand the effects of the CSM and the active ingredients in CSM. A cohort of 58 children from families making a monthly income of SGD$3,500 or less participated in the quantitative component where children’s language and cognitive outcomes and classroom engagement were measured at three time points in 2019 (Kindergarten 1) and 2020 (Kindergarten 2). Participating children’s parents and teachers were interviewed in the qualitative component and reported their perspectives and experiences in CSM.
      30
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    Ecology of the classroom support program in early childhood education for children with lower income family backgrounds – case Singapore
    (Taylor & Francis, 2024)
    Layne, Heidi
    ;
    Jesuvadian, Mercy 
    ;
    Xie, Huichao
    ;
    Lim, Rita
    ;
    Bairavee

    Children from lower socio-economic status families, at times, experience particular difficulties when entering school. These children may be equipped with different skill sets not recognized at school. Many countries, including Singapore, are increasingly concerned about the quality of early education. Paramount to quality is also the inclusion and accommodation of diverse learners into the mainstream education setting. The Classroom Support Program (CSP), under scrutiny of this study, is a small-group (and one-on-one) intervention programme developed and implemented by the NTUC First Campus in Singapore. The Classroom Support Program (CSP) involves Classroom Co-Facilitators (CCFs) aiming to include and support children from lower-income family background into early learning classrooms. The objective of the study was to understand the effects of the Classroom Support Program. The results indicate that while this programme provided individualized and tailored learning experiences for these children, CCFs roles and responsibilities varied due to the lack of pedagogical leadership. The proportion of their work is on the academic preparation of the children and while they promote the holistic well-being of the children in their talk, the children spent long periods of the day in teacher directed learning.

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