World Journal of Educational Research
type: channel
description: World Journal of Educational Research (WJER) is an international, Refereed, double-blind peer-reviewed, open-access journal published by Scholink. The mission of WJER is to provide a high-level platform for experts and scholars all over the world to share their latest ideas in the field of education and foster the prosperity of the discipline. We would welcome scholars and researchers engaging in the related field to submit your manuscripts to WJER. Both of online submission and E-mail submission (wjer01@scholink.org or wjer@scholink.org) are acceptable. ------------------------------------------------------------------------------ The journal includes, but is not limited to the following fields: Education in Preschool Education Primary School Education Secondary School Education High School Educational Technology Educational Leadership Teaching Learning Skills and other relevant fields ------------------------------------------------------------------------------ Index/List/Archive CrossRef CNKI Scholar Google Scholar WANFANGDATA LOCKSS ResearchGate academia.edu WorldCat PubMed Journal Research.com PKP Open Archives Harvester EBSCOhost OALib Sciencegate Electronic Journals Library (EZB) LinkedIn Open J-Gate NewJour Sherpa-Romeo Standard Periodical Directory AMICUS Bielefeld Academic Search Engine (BASE) Refseek academic search engine Yahoo Research Bib Library and Archives Canada Directory of Research Journals Indexing Electronic Journals Librar Journal seek JournalTOCs Lycos Zeitschriftendatenbank (ZDB) Base Search Scientific Indexing Services (SIS) ISSN PORTAL Refereed Journal: World Journal of Educational Research is a Refereed Journal. Open access: World Journal of Educational Research is available online to the reader "without financial, legal, or technical barriers other than those inseparable from gaining access to the internet itself." Peer review: World Journal of Educational Research takes peer review policy. Peer review is the evaluation of work by one o…
publisher: SCHOLINK INC.
language: en-US
publication name: World Journal of Educational Research
issn: 2375-9771
copyright: Authors who publish with this journal must agree to the following terms: Authors should promise that their works are entirely original, and all the references in their works should be appropriately cited or quoted. The works have not been published previously. The behavior of submitting the same work to other journals is unacceptable. The journal editor has the right to edit the format of works.
items: Singapore's Aesthetic Education Policy: Ideological Formation, Institutional Support, and Practical Boundaries
items: A Study on the Instructional Design of Continuation Writing in Junior Secondary English under the Differentiated Production–Oriented Approach

Singapore's Aesthetic Education Policy: Ideological Formation, Institutional Support, and Practical Boundaries
type: item
description: Singapore's aesthetic education policy is not merely a reform of school art courses; it is a policy practice formed across school education, public cultural services, and everyday life in a multiethnic society. Taking aesthetic education, multicultural education, and public cultural services as analytical references, this paper examines the conceptual formation, institutional support, and practical pathways of Singapore's aesthetic education policy. The study argues that Singapore does not confine arts education to skill training for a small group of students. Instead, it links aesthetic experience with cultural understanding, personality development, and public communication through curricula, teacher professional development, museum education, community arts, and family cultural experience. However, Singapore's experience depends on specific institutional conditions, including its city-state scale, public housing arrangements, and strong interdepartmental coordination. For China, the more relevant lesson is not to replicate individual projects, but to build stable connections among school curricula, local cultural resources, and public cultural services.
creator: Keke Cui
rights: Copyright (c) 2026 Keke Cui http://creativecommons.org/licenses/by/4.0
license: http://creativecommons.org/licenses/by/4.0
date: 2026-07-20
publication date: 2026-07-20
volume: 13
number: 4
starting page: 1
doi: 10.22158/wjer.v13n4p1

A Study on the Instructional Design of Continuation Writing in Junior Secondary English under the Differentiated Production–Oriented Approach
type: item
description: In junior secondary English continuation writing instruction, students exhibit considerable variation in ability, and the conventional one–size–fits–all classroom model struggles to accommodate the developmental needs of learners at different proficiency levels. This study therefore attempts to integrate the Production–Oriented Approach with differentiated instruction, proposing a tiered POA–based instructional design for continuation writing applicable to the junior secondary context, and provides a detailed illustration using the text The Gifts from the Shanghai Education Press Grade 9 first–semester textbook. The design activates learning needs through a mini–productive task in the motivating stage, provides differentiated support through three–tier scaffolding in the enabling stage, and promotes self–revision through a tiered assessment scale and sample comparison in the assessment stage, ensuring that differentiated thinking runs through the entire teaching process. The study offers a referential practical framework for junior secondary English continuation writing instruction.
creator: Jiayi Cong
rights: Copyright (c) 2026 Jiayi Cong http://creativecommons.org/licenses/by/4.0
license: http://creativecommons.org/licenses/by/4.0
date: 2026-08-03
publication date: 2026-08-03
volume: 13
number: 4
starting page: 13
doi: 10.22158/wjer.v13n4p13