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2017 WCGTC Biennial World Conference

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2.7.4 Navigating a post-truth world: The affective impact of introducing literary theory to gifted students

This research study examines the impact of introducing literary theory to a group of gifted students in Singapore aged fifteen to sixteen. Using data from student interviews, surveys, class responses, and assignments, this study evaluates how the inclusion of literary theory in the curriculum helps to meet the affective needs of these students via the adoption of a critical pedagogy framework.

Author(s):

James Koh
james.koh@ri.edu.sg
Raffles Institution
Singapore

James Koh has been an educator for close to seventeen years. He is currently the Dean of the Raffles Teacher Academy in Raffles Institution, where he looks after the following areas: professional development and accreditation, teaching innovation and research, education technology, and standards & assessment.

 

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