Yuen Sze Michelle Tan
Biographic Data
| ID | 4219944 |
|---|---|
| NAME | Yuen Sze Michelle Tan |
| GIVEN NAMES | Yuen Sze Michelle |
| FAMILY NAME | Tan |
| SIGNATURE | TAN Y S M |
| AFFILIATIONS | University of British Columbia |
| ORCID | 0000-0001-8761-7430 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Understanding Neurodivergent Students’ Lived Experiences to Inform Neurodiversity-Affirming Practices in School: A Three-Stage Sequential Mixed-Qualitative Design
Neurodiversity and neuro-affirming practices are gaining influence in inclusive education across K–12 and higher education. Unlike deficit-oriented medical approaches that emphasize diagnosis and remediation, neuro-affirming approaches foreground dignity, agency, belonging, pride, self-advocacy, and resilience among neurodivergent learners. However, two gaps limit coherent uptake of neuro-affirming practices in schools. First, conceptual clarity …
Implementing student self-assessment of core competencies: A qualitative study of secondary teachers' beliefs and practices
This study examines secondary teachers' experiences with implementing the Self-Assessment of Core Competencies (SACC), later renamed Student Reflection on Core Competencies (SRCC), mandated for K-12 students in British Columbia. Semi-structured interviews with ten secondary teachers from one urban district explored how they interpret, enact, and support this practice in their classrooms. Findings indicate a perceived gap between the theoretical p…
Powerful Re-/Connections: The Need for Curriculum Integration in Socioscientific Issues Education
Promoting student learning through diasporic foodways: Community-oriented pedagogy through films
This case examined five students’ experiences of participating in a film-mediated community-based discourse about local Asian Canadian communities, where students viewed and created documentary films in a fourth-year English course that focused on diasporic foodways. Phenomenographic perspectives guided an analysis of the students’ experiences; data sources included semi-structured interviews, recordings and notes of classroom lessons, students’ …
Frameworks Supporting Socially Responsible Science Education: Opportunities, Challenges, and Implementation
It's not just about grades”: Teachers' alternative perceptions of students performing at a low level and of these students' academic success
Reenvisioning Gifted Education in British Columbia: A Qualitative Research Protocol of Policy Analysis in the Context of a Redesigned Curriculum
Background: British Columbia (BC) is undergoing a curriculum migration. While the new curriculum highlights elements inspired by gifted education practices, there has been little conversation on how gifted education should/could be situated in this new curricular context. Moreover, a shift in the field of gifted education toward more inclusive practices aiming to promote gifted learning for all students has emerged. Taken together, this project h…
Unpacking a place-based approach – “What lies beyond?” Insights drawn from teachers' perceptions of Outdoor Education
‘The strawberry generation… they are too pampered’: Pre-service physical education teachers’ perspectives on outdoor education in Singapore
This paper explores pre-service PE teachers’ conceptions of outdoor education (OE) in Singapore. Survey questionnaires were administered to 120 pre-service teachers; 14 teachers participated in follow-up semi-structured interviews. The findings indicate that OE is predominantly situated within the outdoor camp environment. Pre-service teachers regularly envisioned the purpose of OE as to instil a sense of discipline among students and to ameliora…
A researcher-facilitator's reflection: Implementing a Singapore case of learning study
A researcher-facilitator's reflection: Implementing a Singapore case of learning study
‘The strawberry generation… they are too pampered’: Pre-service physical education teachers’ perspectives on outdoor education in Singapore
This paper explores pre-service PE teachers’ conceptions of outdoor education (OE) in Singapore. Survey questionnaires were administered to 120 pre-service teachers; 14 teachers participated in follow-up semi-structured interviews. The findings indicate that OE is predominantly situated within the outdoor camp environment. Pre-service teachers regularly envisioned the purpose of OE as to instil a sense of discipline among students and to ameliora…
Unpacking a place-based approach – “What lies beyond?” Insights drawn from teachers' perceptions of Outdoor Education
Reenvisioning Gifted Education in British Columbia: A Qualitative Research Protocol of Policy Analysis in the Context of a Redesigned Curriculum
Background: British Columbia (BC) is undergoing a curriculum migration. While the new curriculum highlights elements inspired by gifted education practices, there has been little conversation on how gifted education should/could be situated in this new curricular context. Moreover, a shift in the field of gifted education toward more inclusive practices aiming to promote gifted learning for all students has emerged. Taken together, this project h…
Frameworks Supporting Socially Responsible Science Education: Opportunities, Challenges, and Implementation
It's not just about grades”: Teachers' alternative perceptions of students performing at a low level and of these students' academic success
Promoting student learning through diasporic foodways: Community-oriented pedagogy through films
This case examined five students’ experiences of participating in a film-mediated community-based discourse about local Asian Canadian communities, where students viewed and created documentary films in a fourth-year English course that focused on diasporic foodways. Phenomenographic perspectives guided an analysis of the students’ experiences; data sources included semi-structured interviews, recordings and notes of classroom lessons, students’ …
Understanding Neurodivergent Students’ Lived Experiences to Inform Neurodiversity-Affirming Practices in School: A Three-Stage Sequential Mixed-Qualitative Design
Neurodiversity and neuro-affirming practices are gaining influence in inclusive education across K–12 and higher education. Unlike deficit-oriented medical approaches that emphasize diagnosis and remediation, neuro-affirming approaches foreground dignity, agency, belonging, pride, self-advocacy, and resilience among neurodivergent learners. However, two gaps limit coherent uptake of neuro-affirming practices in schools. First, conceptual clarity …
Implementing student self-assessment of core competencies: A qualitative study of secondary teachers' beliefs and practices
This study examines secondary teachers' experiences with implementing the Self-Assessment of Core Competencies (SACC), later renamed Student Reflection on Core Competencies (SRCC), mandated for K-12 students in British Columbia. Semi-structured interviews with ten secondary teachers from one urban district explored how they interpret, enact, and support this practice in their classrooms. Findings indicate a perceived gap between the theoretical p…
Powerful Re-/Connections: The Need for Curriculum Integration in Socioscientific Issues Education
Pedagogy (7 works) · Sociology (7 works) · Psychology (6 works) · Curriculum (3 works) · Engineering (3 works) · Indigenous and Place-Based Education (3 works) · Mathematics education (3 works) · Teacher Education and Leadership Studies (3 works) · Computer Science (2 works) · Conceptual framework (2 works)