Michelle Yuen Sze Tan

Tan, Y. S. M. & Caleon, I. S. (2022). “It’s not just about grades: Teachers’ alternative perceptions of students performing at a low level and of these students’ academic performance”. Teaching and Teacher Education, 119(1), 103816. https://doi.org/10.1016/j.tate.2022.103816

*Link to paper (free access; valid until 28th Sept. 2022): https://authors.elsevier.com/c/1fYva,Gtqvx-lj

Fuchs, T. T. & Tan, Y. S. M. (2022). Frameworks supporting socially responsible science education: opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x

Tan, Y. S. M. & Amiel, J. J. (2022). Teachers learning to apply neuroscience theories to classroom instruction: Case of learning study in British Columbia. Professional Development in Education, 48(1), 70-87. https://doi.org/10.1080/19415257.2019.1689522  

Tan, Y. S. M., Lo, C. O., & Alharbi, M. (2020). Promoting student learning through diasporic foodways: Community-oriented pedagogy through films. Teaching in Higher Education, 1-18. https://doi.org/10.1080/13562517.2020.1830366

Alharbi, M., Tan, Y. S. M., & Lo, C. O. (2020). Foodways, community, and film-making: A case study of funds of knowledge in higher education. Higher Education Pedagogies, 5(1), 310-323. https://doi.org/10.1080/23752696.2020.1841569

Tan, Y. S. M., Amiel, J. J., & Yaro, K. (2019). Developing theoretical coherence in teaching and learning: Case of neuroscience-framed learning study. International Journal of Lesson and Learning Study, 8(3), 229-243. https://doi.org/10.1108/IJLLS-10-2018-0072

Amiel, J. J. & Tan, Y. S. M. (2019). Using collaborative action research to resolve practical and philosophical challenges in educational neuroscience. Trends in Neuroscience and Education, 16, 1-7. https://doi.org/10.1016/j.tine.2019.100116

Tan, Y. S. M., Amiel, J. J., & Cheng, C. (2019). Theorizing variation theory—a case of collaborative action research involving science teacher candidates. Educational Action Research, 28(3), 443-461. https://doi.org/10.1080/09650792.2019.1575257

Miechie, Tan, Y. S. M., & Adler, D. (2019). Towards a conceptual-based, student centred pedagogy: Teacher candidates’ experiences of designing the objects of learning. International Journal for Lesson and Learning Study, 8(4), 334-347. https://doi.org/10.1108/IJLLS-04-2019-0038

Killas, H., Lo, C. O., Porath, M., Tan, Y. S. M., Hsieh, C., & Ralph, R. (2019). Learning from the voices and life trajectories of our most able students: A Listening Guide analysis. Gifted Education International. https://doi.org/10.1177/0261429419878710

Lo, C. O., Tan, Y. S. M., Chrostowski, M., Hu, S. F., Chan, D., Sue, D. M., Wu, I. C., & Li, W. (2019). Re-envisioning gifted education in British Columbia: A qualitative research protocol of policy analysis in the context of a redesigned curriculum. International Journal of Qualitative Methods, 18, 1-9. https://doi.org/10.1177%2F1609406918822233

Tan, Y. S. M. (2018). Learning study is “hard”: case of pre-service biology teachers in British Columbia. International Journal for Lesson and Learning Studies, 7(1), 37-49. https://doi.org/10.1108/IJLLS-02-2017-0013

Caleon, I. S., Tan, Y. S. M., & Cho, Y. H. (2017). Does Teaching Experience Matter? The Beliefs and Practices of Beginning and Experienced Physics Teachers. Research in Science Education,48(1), 117-149. https://doi.org/10.1007/s11165-016-9562-6

Tan, Y. S. M., & Atencio, M. (2017). Reflecting upon researchers’ and policymakers’ tensions in the collaborative inquiry process: ‘What do different commonplaces contribute to curriculum deliberation?’ Educational Action Research, 25(3), 370-386. https://doi.org/10.1080/09650792.2016.1173565 

Tan, Y. S. M., & Atencio, M. (2016). Unpacking a place-based approach – ‘What lies beyond?” Insights drawn from teachers’ perceptions of Outdoor Education. Teaching and Teacher Education, 56, 25-34.  https://doi.org/10.1016/j.tate.2016.02.001

Tan, Y. S. M., & Caleon, I. S. (2016). Dealing with the ambiguities of Science Inquiry. The Physics Teacher, 54(3), 168-171. https://doi.org/10.1119/1.4942141  

Tan, Y. S. M., & Caleon, I. S. (2016). Problem finding in professional learning communities: A learning study approach. Scandinavian Journal of Educational Research, 60(2), 127-146. https://doi.org/10.1080/00313831.2014.996596

Atencio, M. J., & Tan, Y. S. M. (2016). Teacher deliberation within the context of Singaporean curricular change: pre- and in- service PE teachers’ perceptions of outdoor education. The Curriculum Journal, 27(3), 368-386. https://doi.org/10.1080/09585176.2015.1127843

Tan, Y. S. M., & Nashon, S. M. (2015). Promoting teachers’ collaborative exploration of a new science curriculum: the case of a Singapore learning study. Professional Development in Education, 41(4), 671-689. https://doi.org/10.1080/19415257.2014.944670

Atencio, M. J., Tan, Y. S. M., Ho, S., & Chew, T. C. (2015). The place and approach of outdoor learning within an emerging holistic curricular agenda: Development of Outdoor Education practice in Singapore. Journal of Adventure Education & Outdoor Learning, 15(3), 181-192. https://doi.org/10.1080/14729679.2014.949807

Atencio, M. J., Tan, Y. S. M., Ho, S., & Chew, T. C. (2015). ‘The strawberry generation… they are too pampered’: Pre-service Physical Education teachers’ perspectives of Outdoor Education in Singapore. European Physical Education Review, 21(1), 31-50. https://doi.org/10.1177/1356336X14550939

Tan, Y. S. M. (2014). A researcher-facilitator’s reflection: Implementing a Singapore case of learning study. Teaching and Teacher Education, 37, 44-54. https://doi.org/10.1016/j.tate.2013.09.003

Tan, Y. S. M. (2014). Enriching a collaborative teacher inquiry discourse – Exploring teachers’ experiences of a theory-framed discourse in a Singapore case of lesson study. Educational Action Research, 22(3), 411-427. https://doi.org/10.1080/09650792.2014.880360

Tan, Y. S. M., & Nashon, S. M. (2013). Promoting teacher learning through learning study discourse: The case of science teachers in Singapore. Journal of Science Teacher Education, 24(5), 859-877. https://doi.org/10.1007/s10972-013-9340-5

Book Chapters:

Tan, Y. S. M. & Caleon, I. S. (forthcoming). The influence of science teachers’ beliefs on students’ learning spaces and processes: Insights from Singapore . In R. Maulana, M. Helms-Lorenz, & R. Klassen (Eds.), Effective teaching around the world – Theoretical, empirical, methodological and practical insights. Netherlands: Springer.

Tan, Y. S. M. (2017). Advancing teacher knowledge – Considerations for a learning study approach. In K. Tan, M. A. Heng, & C. Lim-Ratnam (Eds.), Curriculum Leadership for (Singapore) Schools: Theory, Design and Practice. (pp. 212-228). Milton Park, Abingdon, Oxon: Routledge.

Ho, S., Atencio, M., Tan, Y. S. M., & Chew, T. C. (2016). Inclusion of outdoor education in the formal school curriculum: Singapore’s journey. InB. Humerstone, H. Prince & K. Henderson (Eds.), Routledge international handbook of outdoor studies (pp. 277-287). Milton Park, Abingdon, Oxon: Routledge.

Tan, Y. S. M., & Caleon, I. S. (2015). Exploring the process of problem finding in professional learning communities through a learning study approach. In Y. H. Cho, I. S. Caleon, & M. Kapur (Eds.), Authentic Problem Solving and Learning in the 21st Century (pp. 307-326). Singapore: Springer.

Tan, Y. S. M. (2015). Applying disciplinary intuitions into classroom contexts: A constructivist perspective. In K. Y. T. Lim (Ed.), Disciplinary Intuitions and the Design of Learning Environments (pp. 41-52). Singapore: Springer.

Tan, M. & Tan, Y. S. M. (2015). Developing disciplinary intuitions in the natural sciences. In K. Y. T. Lim (Ed.), Disciplinary Intuitions and the Design of Learning Environments (pp. 55-63). Singapore: Springer.

---

Conference Papers:

Miechie & Tan, Y. S. M. (2022, Aug 24-26). Unpacking pre-service teachers’ novice experiences of lesson planning with variation theory. The European Association of Research on Learning and Instruction (EARLI) 2022 Conference, Sweden.

Miechie, Tan, Y. S. M., & Adler, D. J. (2022, May 30 – Jun 1). Applying variation theory in planning science lessons: A case study of pre-service teachers in Canada.Redesigning Pedagogy International Conference (RPIC) 2022, Singapore.

Miechie, Tan, Y. S. M., & Adler, D. J. (2022, May 30 – Jun 1). Developing Science Teacher Candidates’ Concept-Based Student-Centred Pedagogy through the use of Variation Theory. Redesigning Pedagogy International Conference (RPIC) 2022, Singapore.

Fuchs, T.T. & Tan, Y. S. M. (2022, May 14-20). Contributing care for self, others, and community in science class: Perspectives from a year-long teacher inquiry project. Paper presented at Canadian Society for the Study of Education (CSSE) 2022 Annual Conference, virtual, Canada.

Miechie, Tan, Y. S. M., & Adler, D. J. (2021, Nov 28 – Dec 2). Pre-service teachers’ experiences of learning and applying variation theory in initial teacher education.The World Association of Lesson and Learning Study (WALS) 2021 Conference, Macau and Hong Kong.

Fuchs, T. T. & Tan, Y. S. M. (2021, May 29 – Jun 3). Frameworks supporting socially responsible Science Education: Opportunities, challenges and implementation (Roundtable Session). The Canadian Society for the Study of Education (CSSE) 2021 Annual Conference, Alberta, Canada.

Guryil, G., Lo, C. O. Lin, R., Li, W., Killas, H., & Tan, Y. S. M. (2021, Aug 31 – Sept 2). Understanding academia’s & educators’ perception of Arts-Based Research: Using Superkids 2 documentary film as an example. 17th International European Council for High Ability Conference: Gifts and talents, values for the future, Porto, Portugal.

Miechie, Tan, Y. S. M., & Adler, D. J. (2021, Nov 28 – Dec 2). Pre-service teachers’ experiences of learning and applying variation theory in initial teacher education. The World Association of Lesson and Learning Study (WALS) 2021 Conference, Macau and Hong Kong.

Tan, Y. S. M. & Amiel, J. J. (2020, Apr 17 – 21). Promoting collaboration and theoretical coherence in teaching and learning: Case of neuroscience-framed learning study[Poster Session]. AERA Annual Meeting, San Francisco, CA. http://tinyurl.com/ukof9um (Conference Canceled).

Tan, Y. S. M., Lo, C. O. & Alharbi, M. (2020, Apr 17 – 21). Students learning to ollaborate with community members: Curricular integration of digital media with community-oriented pedagogy[Roundtable Session]. AERA Annual Meeting San Francisco, CA. http://tinyurl.com/vhldwx4 (Conference Canceled).

Lo, C. O., Hu, S., Sungur, H., Tan, Y. S. M., & Alharbi, M. (2019, Oct). Cognitive complexity as a coping mechanism: A case study of self-acceptance among gifted LGBTQ+ students. Poster presentation at the 1st Thematic meeting of the European Council for High Ability, Dubrovnik, Croatia.

Lo, C. O., Killas, H., Tan, Y. S. M., Hsieh, C. Y., Ralph, R., & Porath, M. (2019, Oct). Voices over time: Listening to our most able students. Poster presentation at the 1st Thematic meeting of the European Council for High Ability, Dubrovnik, Croatia.

Tan, Y. S. M., Lo, C. O., & Alharbi, M. (2019, Jun). Integration of digital media and community engagement in undergraduate curricular design. Paper presented at the Canadian Society for the Study of Education (CSSE) 2019 Conference, University of British Columbia, Vancouver, Canada.

Alharbi, M., Tan, Y. S. M., & Lo, C. O. (2019, Jun). Student’s Funds of Knowledge in higher education: a challenge to evidence-based community. Paper presented at the Canadian Society for the Study of Education (CSSE) 2019 Conference (Jun 1-5, 2019), University of British Columbia, Vancouver, Canada.

Miechie, Tan, Y. S. M., & Adler, D. (2019, Jun). Learning study in teacher education: Pre-service teachers’ experiences of planning lessons with variation theory. Paper presented at the Canadian Society for the Study of Education (CSSE) 2019 Conference, University of British Columbia, Vancouver, Canada. 

Chrostowski, M., Lo, C. O., Wu, I., & Tan, Y. S. M. (2019, Jun). Mythology of gifted: A case study on the impact of labeling on self-knowledge. Paper presented at the Canadian Society for the Study of Education (CSSE) 2019 Conference, University of British Columbia, Vancouver, Canada. 

Wu, I., Lo, C. O., Chrostowski, M., Sue, D. M., & Tan, Y. S. M. (2019, Jun). Self-knowledge as a potential tool for inclusive education: Using a case study to explore self-including strategies. Paper presented at the Canadian Society for the Study of Education (CSSE) 2019 Conference, University of British Columbia, Vancouver, Canada. 

Tan, Y. S. M., Amiel, J. J. & Yaro, K.(2019, Apr). Application of contemporary neuroscience perspectives to classroom teaching: Case of learning study in Canada. Poster presented at the American Educational Research Association (AERA) Annual Meeting 2019, Toronto, Canada.

Amiel, J. J., Tan, Y. S. M., & Yaro, K. (2019, Apr). Neuroscience and teacher professional development: A framework for resolving practical and philosophical challenges in Mind, Brain and Education. Paper presented at the American Educational Research Association (AERA) Annual Meeting 2019, Toronto, Canada.

Alharbi, M., Tan, Y. S. M., & Lo, C. O. (2019, Feb). The Importance of cultural food discourse to students developing connections with local communities: a community-based approach. Paper presented at the Canadian Symposium XV, University of British Columbia, Vancouver, Canada.

Tan, Y. S. M. & Amiel, J. (2018, Nov). Improving teaching practice through brain-based perspectives: Case of learning study in British Columbia (Canada). Paper presented at the World Association of Lesson Studies International Conference 2018, Beijing Normal University, Beijing, China.

Miechie, Tan, Y. S. M., & Adler, D. (2018, Nov). A study of pre-service teachers’ approaches to identifying the object of learning and the critical aspects. Paper presented at the World Association of Lesson Studies International Conference 2018 (Nov 23-26, 2018), Beijing Normal University, Beijing, China. 

Lo, O., Porath, M., Tan, Y. S. M., Yu, H. P., Chen, C. M., Tsai, K. F.,& Wu, I. C. (2018, August). A T: CAD conception of giftedness and its implications for gifted education. Poster presented at the 15^th Asian Pacific Conference on Giftedness, The National Science and Technology Development Agency, Ministry of Science and Technology, Bangkok, Thailand.

Tan, Y. S. M. & Scott, S. (2017, Sept). Honoring our elders – Learning Science Through Place-Based Approaches. Poster presented at the 9^th World Environmental Education Congress, Vancouver, British Columbia, Canada.

Tan, Y. S. M. & Amiel, J. (2017, May-Jun). Promoting Creative Pedagogies through Collaborative Application of Theories in Educational Neuroscience – A Case of Learning Study. Paper presented at theRedesigning Pedagogy International Conference 2017, National Institute of Education, Nanyang Technological University, Singapore.

Atencio, M., Tan, Y. S. M., & Farnik, H. (2016, Jun). Physical Education Teachers’ Perceptions of Outdoor Education in the Urban Environment: Research into both Singaporean and Californian Case Contexts.  Paper presented at the 2016 International Association for Physical Education in Higher Education (AISEP) International Conference, University of Wyoming, USA.

Tan, Y. S. M. & Caleon, I. S. (2016, May). Science Education for Learners in Different Academic Streams: Physics Teachers Beliefs and Practices in Singapore. Paper presented at the 2016 National Association of Research in Science Teaching (NARST) Annual International Conference, Balitmore, USA.

Tan, Y. S. M. & Atencio, M. (2016, May). Revisiting the Roles of Teachers, Policymakers and Researchers in Curriculum Inquiry: Tensions, Perspectives and Insights. Paper presented at the American Educational Research Association (AERA) Annual Meeting 2016, Washington DC, USA.

Caleon, I. S., Tan, Y. S. M., & Cho, Y. H. (2016, May). Resolving an Integrative Conundrum: The Beliefs and Practices of Beginning and Experienced Physics Teachers. Paper presented at the American Educational Research Association (AERA) Annual Meeting 2016, Washington DC, USA.

Tan, Y. S. M. & Atencio, M. (2015, Jun). Outdoor education as a context to foster 21^st Century competencies and character development? Examining Singapore teachers’ perspectives. In Y. S. M. Tan (Chair), Situating Singapore Outdoor Learning in 21st Century Education. Symposium conducted at the Redesigning Pedagogy International Conference, National Institute of Education, Nanyang Technological University, Singapore.

Tan, Y. S. M. & Caleon, I. S. (2015, Jun). Singapore Physics Teachers’ Beliefs about Teaching and Learning: Fragmented views of learning in the Context of Science Reforms. Paper presented at the Redesigning Pedagogy International Conference, National Institute of Education, Nanyang Technological University, Singapore.

Tan, Y. S. M. (2013, Jun). Rethinking about teaching and learning: Promoting teacher reflection through a learning study discourse. Paper presented at the Redesigning Pedagogy International Conference, National Institute of Education, Nanyang Technological University, Singapore.

Tan, Y. S. M. & Caleon, I. S. (2013, Jun). Problem Finding In Professional Learning Communities: A Singapore Case of Learning Study. Paper presented at the Redesigning Pedagogy International Conference, National Institute of Education, Nanyang Technological University, Singapore.

Atencio, M. J. & Tan, Y. S. M. (2013, Jun). Teachers’ perceptions of Outdoor Education curricular discourse in Singapore: Insights into teachers’ practical needs and engagements. Paper presented at the Redesigning Pedagogy International Conference, National Institute of Education, Nanyang Technological University, Singapore.

Caleon, I. M. & Tan, Y. S. M. (2013, Jun). Experienced and beginning Physics teachers’ beliefs and instructional practices in promoting conceptual and procedural learning of low-achieving students. Paper presented at the Redesigning Pedagogy International Conference, National Institute of Education, Nanyang Technological University, Singapore.

Tan, Y. S. M. (2013, Apr-May). Self-study of a researcher-facilitator’s experience: Insights for implementing learning study as a professional development approach. Paper presented at the American Educational Research Association (AERA) Annual Meeting 2013, San Francisco, USA.

Tan, Y. S. M. (2012, Nov). Understanding those dissonances: A self-study in organizing and implementing a learning study in Singapore. Paper presented at the World Association of Lesson Studies (Wals) International Conference 2012, Singapore.

Tan, Y. S. M. & Nashon, S. M. (2012, Jun). Teacher learning and professional development through a hybridized action research: The case of learning study approach to teaching unfamiliar content in high school Biology in Singapore. Paper presented at the 4th Annual International Conference, Masinde Muliro University of Science and Technology, Kakamega, Kenya.

Tan, Y. S. M. & Nashon, S. M. (2012, Apr). Advancing teacher knowledge and research through the ‘learning study’ approach. American Educational Research Association (AERA) Annual Meeting 2012, Vancouver, Canada.

Tan, Y. S. M. (2010, May-Jun). Connecting biology teachers’ professional development to the enactment of a new genetics curriculum – the ‘Learning Study’ approach. Paper presented at the Canadian Society for the Study of Education (CSSE) Annual Conference 2010, Montreal, Quebec, Canada.

Tan, Y. S. M. (2009, Jun). Learning Study approach to biology teachers’ professional development. Paper presented at the Redesigning Pedagogy International Conference, National Institute of Education, Nanyang Technological University, Singapore.

Tan, Y. S. M. (2008, May). How can we collaboratively bridge our classroom knowledge to theory, in hope to enhance our students’ learning? Introduction to a ‘Learning Study’ approach. Poster presented at the Investigating our Practices Conference, Vancouver, British Columbia, Canada.

Tan, Y. S. M. (2007, May). A Classroom study aimed at increasing students’ understanding of genetics through the application of the theory of variation. Paper presented at the Investigating Our Practices Conference, Vancouver, British Columbia, Canada.