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    Making Meaning in the 21st Century

    We often think of learning in terms of subjects, defined by disciplinary boundaries, and knowledge as a constant body of facts, defined by the curriculum. These assumptions are being challenged and redefined in today’s rapidly changing environment.

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    The Hidden Heroes of Early Childhood Classrooms
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    The Hidden Heroes of Early Childhood Classrooms

    A Singapore study reveals how classroom co-facilitators (CCFs) support children from lower-income families – and what gets in […]

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    Efficiency vs. Inquiry: What Chinese and Japanese Mathematics Classrooms Can Learn from Each Other
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    Efficiency vs. Inquiry: What Chinese and Japanese Mathematics Classrooms Can Learn from Each Other

    A comparative case study reveals how cultural values and educational systems shape classroom teaching. What the Research Study […]

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    When Teachers Rethink Models: How Lesson Study Reshapes Science Teaching from the Inside Out
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    When Teachers Rethink Models: How Lesson Study Reshapes Science Teaching from the Inside Out

    How collaborative, reflective lesson study can transform not just how teachers teach modelling, but how they think about […]

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    Levelling the Playing Field: What Inclusive School Sport Can Do for Students with Disabilities
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    Levelling the Playing Field: What Inclusive School Sport Can Do for Students with Disabilities

    When students are invited to co-design their own sport programmes, the results go beyond participation – a Canadian […]

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    When AI Becomes “Digital Plastic”: A New Way to Think About GenAI in the Classroom
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    When AI Becomes “Digital Plastic”: A New Way to Think About GenAI in the Classroom

    Reframing GenAI as “digital plastic” opens up new ways for educators to build the critical literacy skills students […]

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    Young Children’s Voices in Mathematical Problem Solving
    Young Children’s Voices in Mathematical Problem Solving

    Contributed by Dr Ho Siew Yin and Sng Wei Qin Abbie, from NTUC First Campus, for SingTeach Virtual […]

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