Now showing 1 - 10 of 23
  • Publication
    Open Access
    Differentiated instruction: Ten teachers’ implementation in Singapore
    (National Institute of Education (Singapore), 2021)
      204  210
  • Publication
    Open Access
    Understanding the heterogeneity of international students’ experiences: A case study of Chinese international students in U.S. universities
    Scholars have critiqued the current understanding of international students for glossing over its diversity, resulting in the reification of the “international student experience” as either homogeneous or clustered along nationality. Through a qualitative case study of eighteen Chinese international students, this article examines the heterogeneity of their experiences despite a common nationality. Findings reveal that Chinese international students’ communication in English, engagement with subject content, preparation for the future, and participation in extracurricular activities vary by year of study, field of study and, to a small extent, gender. Even within a single nationality, experiences of students are uneven and intersect across various categorical lines, suggesting the possibility that other international students may encounter diverse and intersectional experiences as well. Findings point to how we need to re-conceive and research international students by examining the heterogeneous nature of their experiences, and how higher education institutions can differentiate support given to internationals.
      123  715
  • Publication
    Open Access
    Exploring the link between assessment and differentiated instruction
    (National Institute of Education (Singapore), 2020) ;
    Song, Lynn
      66  204
  • Publication
    Open Access
    "This game is an eye-opener": The power of simulation games
    (National Institute of Education (Singapore), 2019) ;
    Song, Lynn
      45  63
  • Publication
    Open Access
    A proposed framework for understanding educational change and transfer: Insights from Singapore teachers' perceptions of differentiated instruction
    (2020) ;
    Song, Lynn
    As transfers of educational ideas across countries accelerate in the twenty-first century with globalization, studies on educational change have lagged in foregrounding the importance of cross-national contexts when ideas traverse borders. This qualitative study investigates 30 Singapore teachers’ perceptions of challenges involved in implementing differentiated instruction from the U.S., to sketch the contours around the intersection of educational transfer and change. Through analyzing classroom discussions and assignments of teachers enrolled in a Masters-level differentiated instruction course, we found that teachers’ perceptions of implementation challenges clustered around technological, sociocultural, and political concerns. Challenges associated with differing technological conditions (e.g., class size/space and teacher capacity) and sociocultural norms (e.g., emphasis on control, results, and teacher-centered teaching) bring to fore how perceptions of origin and destination contexts shape reception of educational ideas, like differentiated instruction. Postmodern ambiguities around norms, objectivity, and evidence in a globally porous world further complicate teachers’ concerns. In concluding, we propose a comparative educational change framework through which educational change and transfer can be viewed and argue for the need to scrutinize the influence of cross-national contexts when studying educational change across borders.
    WOS© Citations 11Scopus© Citations 13  326  549
  • Publication
    Open Access
    Examining the role of theory in qualitative research: A literature review of studies on Chinese international students in higher education
    Scholars argue that higher education and international student research suffer from a lack of theoretical engagement, which is epistemologically limiting. This is troubling as theory frames research design and findings and pluralizes our understanding of a phenomenon. Given the large number of Chinese international students worldwide (and related research), this article uses them as an analytic example to understand the role of theories in shaping qualitative research designs, focuses, and findings. I reviewed 43 qualitative research articles on Chinese international students’ experiences. Twenty-eight percent of the articles were found to lack theoretical engagement. When used, theories clustered around acculturation and sociocultural perspectives. Sixty percent of the articles foregrounded student challenges, as opposed to student agency or changes (40%). I discuss the consequences of a lack of theoretical engagement or diversity on how we understand and support international students.
    WOS© Citations 15Scopus© Citations 15  73  67
  • Publication
    Open Access
    Coping strategies of Chinese international undergraduates in response to challenges in U.S. colleges
    One in three international students in the U.S. comes from China, propelled by a steep increase in undergraduate enrolment in U.S. colleges. This phenomenon has been accompanied by negative media discourse that portrays them as needy, passive, and unable to cope with their new educational demands. Using a hybrid sociocultural framework that privileges student agency and locates students within their sociocultural milieu, this study investigated strategies Chinese international undergraduates used to cope with challenges they faced in U.S. colleges. Eighteen participants—nine freshmen and nine sophomores—from three liberal arts colleges situated in an urban context took part in the study. This qualitative study followed participants through one academic year. Participants completed a demographic questionnaire, engaged in three semi-structured interviews at the beginning, middle, and end of their academic year, and wrote four journal prompts. Results reveal that student strategies cluster around themes of agency and self-reliance, as well as outreach and support. Students spent more time studying, used a range of learning techniques, developed self-help and psychological strategies, tapped into institutional and technological support, and reached out to teachers and peers for help. Students’ coping strategies reveal fluid responses to intersecting and changing sociocultural expectations, nimbleness in their adaptations, and transience in the challenges faced. Other than contesting stereotypes around Chinese students, findings spell implications for differentiated and responsive college policies serving international students, faculty members, and local peers. It also points to the need to incorporate more longitudinal studies with clear conceptual frameworks so that novel and nuanced understanding of international students can emerge.
      329  1062
  • Publication
    Open Access
    The role of theory in qualitative research: Insights from studies on Chinese international students in higher education.
    Scholars argue that higher education and international student research suffer from a lack of theoretical engagement and is epistemologically limiting. This is troubling as theory frames research design and findings and pluralizes our understanding of a phenomenon. Given the large number of Chinese international students worldwide (and related research), this article uses them as an analytic example to understand the role of theories in shaping qualitative research designs, focuses, and findings. I reviewed 43 qualitative research articles on Chinese international students’ experiences. Twenty-eight percent of the articles were found to lack theoretical engagement. When used, theories clustered around acculturation and sociocultural perspectives. Sixty percent of the articles foregrounded student challenges, as opposed to student agency or changes (40%). I discuss the consequences of a lack of theoretical engagement or diversity on how we understand and support international students, and conclude by urging scholars to increase, diversify, and generate theories as well as embrace cross-institutional and cross-disciplinary collaborations on research on international students.
    WOS© Citations 15Scopus© Citations 15  198  181
  • Publication
    Open Access
    WOS© Citations 3Scopus© Citations 5  109  192