Lessons from Resilience-Nurturing Environments: Classroom Practices of "Turnaround" Teachers

Project Number
OER 28/15 ISC

Project Duration
February 2016 - November 2018

Status
In-Progress

Abstract
As Singapore explores multiple pathways to level up the learning outcomes of low-achieving students, it becomes increasingly important to focus on factors that help these students to trace resilient trajectories. The present study builds upon the findings of an on-going longitudinal study (OER 42/12 ISC) that identifies students who developed academic resilience from a pool of 1469 academically at-risk students attending 22 schools. This longitudinal study also examines the factors that contributed to the development of the students’ academic resilience. Drawing upon self-determination theory and risk-resilience paradigm, this follow-up study aims to (1) examine how classroom practices of teachers influence at-risk students’ needs satisfaction and development of academic resilience, (2) compare the classroom practices of effective (i.e., high-turnaround) and less effective (i.e., low-turnaround) teachers in terms of fostering the development of at-risk students’ academic resilience, (3) ascertain distinctive classroom practices of high-turnaround teachers, and (4) identify salient factors that influence the classroom practices of teachers’ teaching academically at-risk students. To achieve these goals, we will use mixed-methods approaches and multiple data sources (i.e., surveys, in-depth individual interviews and classroom observations). We hope to produce a compendium of exemplary practices that teachers may use as a resource in teaching academically at-risk students. The insights that we would generate from the study can be used as a guide by both educators and programme developers to design and enact approaches that can hamper the path of students towards maladaptive outcomes and enhance the likelihood of developing students’ academic resilience.

Funding Source
NIE

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