Lay Hoon Seah
Biographic Data
| ID | 6510181 |
|---|---|
| NAME | Lay Hoon Seah |
| GIVEN NAMES | Lay Hoon |
| FAMILY NAME | Seah |
| SIGNATURE | SEAH L H |
| AFFILIATIONS | National University of Singapore |
| ORCID | 0000-0001-9402-5134 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Examining primary school students’ perceptions of language used in science classrooms
The recognition of the integral role of language in engaging with science has given rise to much research on the language demands of learning science. While there have been many studies on student perceptions of science, student perceptions of language use in science have received much less attention, especially at the primary grade levels where formal science instruction typically commences. Understanding student perceptions in this area can hav…
Assessing science teachers’ adaptive expertise in teaching disciplinary literacy using the Aedli Framework
This paper presents the development and use of a novel classroom observation framework for assessing science teachers' disciplinary literacy instruction from the adaptive expertise perspective. Driven by the need to integrate literacy and content instruction, the framework was developed using video and transcript data from lessons taught by 14 primary and secondary science teachers in Singapore. Teachers’ actions in agenda setting, activity desig…
An exploratory study of teachers’ metalanguage use to support student writing in science
Developing content teachers’ language awareness through practitioner-researcher inquiry into student writing
Assessing science teachers’ adaptive expertise in teaching disciplinary literacy using the Aedli Framework
This paper presents the development and use of a novel classroom observation framework for assessing science teachers' disciplinary literacy instruction from the adaptive expertise perspective. Driven by the need to integrate literacy and content instruction, the framework was developed using video and transcript data from lessons taught by 14 primary and secondary science teachers in Singapore. Teachers’ actions in agenda setting, activity desig…
Developing content teachers’ language awareness through practitioner-researcher inquiry into student writing
An exploratory study of teachers’ metalanguage use to support student writing in science
Assessing science teachers’ adaptive expertise in teaching disciplinary literacy using the Aedli Framework
This paper presents the development and use of a novel classroom observation framework for assessing science teachers' disciplinary literacy instruction from the adaptive expertise perspective. Driven by the need to integrate literacy and content instruction, the framework was developed using video and transcript data from lessons taught by 14 primary and secondary science teachers in Singapore. Teachers’ actions in agenda setting, activity desig…
Examining primary school students’ perceptions of language used in science classrooms
The recognition of the integral role of language in engaging with science has given rise to much research on the language demands of learning science. While there have been many studies on student perceptions of science, student perceptions of language use in science have received much less attention, especially at the primary grade levels where formal science instruction typically commences. Understanding student perceptions in this area can hav…
Mathematics education (4 works) · Pedagogy (4 works) · Psychology (4 works) · Sociology (3 works) · Discipline (2 works) · Education and Critical Thinking Development (2 works) · Literacy (2 works) · Computer Science (1 work) · Discourse Analysis in Language Studies (1 work) · Education and Technology Integration (1 work)