Children at Risk (Low Progress Learners)

Description of Task Force

This task force focuses on children-at-risk of low achievement and low-progress students. As we seek to prepare students to face the new challenges in the 21st century as well as to fulfil the vision of achieving a student-centric education where each student matters and where education is positioned as a means by which meritocracy is implemented and social inequalities mediated, the task force attempts to revisit some long-held beliefs and practices from pre-school education to teacher education, from education policy to micro-classroom pedagogies and management, from curriculum to assessment, and from the school level to the engagement of community and family as stakeholders. With members coming from varied disciplines, the task force aims to conduct research that reveal at the levels of the individual, school and system, constructive ideas, strategies and practices of which implications can inform and better the teaching and learning of our local low-achieving students.

List of team members:

List of team members' publications related to the research theme:

  • Wang Li-Yi
    • Wang, L. Y., Tan, L. S., Li, J. Y., Tan, I., & Lim, X. F. (In press). A qualitative inquiry on sources of teacher efficacy in teaching low-achieving students. Journal of Educational Research.
    • Wang, L. Y., Li, J. Y., Tan, L. S., Tan, I., & Lim, X. F. (2015). Teacher efficacy in the context of teaching low-achieving students in Singapore (Final Report OER 23/12 JW). Singapore: Office of Education Research, National Institute of Education.
    • Teng, S.S., Wang, L.Y., Chiam, C.L. (2014). Adaptivity in the Singapore education system: Policy development relating to low achievement. In D.Hung, K. Y. T Lim & S.-S. Lee (Ed.), Adaptivity as a transformative disposition for learning in the 21st century (pp. 229–245). New York: Springer.
  • Imelda Santos Caleon
    • Caleon, I. S., Wui, M. G. L., Tan, J. P. L., Chiam, C. L., Tan C. S., & King, R. B. (2015). Cross-cultural validation of the academic motivation scale: A Singapore investigation. Child Indicators Research. DOI:10.1007/s12187-014-9298-7.
    • Caleon, I. S. Tan, J. P-L, Wui, M.G.L., Chiam, C.L., & King, R.B. (in press). Academically at-risk adolescents in Singapore:  the importance of teacher support in promoting academic engagement.  In R. B. King & A. B. I. Bernardo (Eds.). The psychology of Asian learners: a festschrift in honor of David Watkins. Singapore: Springer.
    • Low, M., & King, R. B., & Caleon, I. S. (in press). Predicting students' well-being: The broaden-and-build theory approach. In R. B. King, & A. B. I. Bernardo (Eds.). The psychology of Asian learners: a festschrift in honor of David Watkins. Singapore: Springer.
    • Caleon, I. S., Low, M., King, R. B., Tan, C.S., Liem, G. A., Tan, J. P. L., Lam, R. & Chow, L. T. (2015). Results of profiling and gratitude intervention pilot study. Singapore.
    • Caleon, I. S., Tan, J. P. L., Chiam, C. L., King, R. B., Tan, C. S., Wui, G. L., & Ahmad, K. (2014). Turning achievement around: predictors of academic resilience of academically at-risk students in Singapore (Technical Report of Year 1 Results). Singapore.
    • Caleon, I. S., Wui, M.G.L., Tan, J.P-L, Chiam, C.L. ,Tan, C.S. King, R.B. (2015). Cross-Cultural Validation of the Academic Motivation Scale: A Singapore Investigation. Child Indicators Research, DOI 10.1007/s12187-014-9298-7
    • Caleon, I. S. Tan, J. P-L, Wui, M.G.L., Chiam, C.L., King, R.B. (in press). Academically at-risk adolescents in Singapore:  the importance of teacher support in promoting academic engagement.  In R. B. King & A. B. I. Bernardo (Eds.). The Psychology of Asian Learners: A Festschrift in Honor of David Watkins. Singapore: Springer.

List of projects from this research group: