Browsing by Author "Hong, Helen"
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- PublicationRestrictedAssessing Singapore students’ creative and critical thinking: A preliminary study(Office of Education Research, National Institute of Education, Singapore, 2020)
;Ning, Flora ;Fong, Raymond Chang Chong ;Hong, HelenTeh, Laik WoonThe goal of this proposed study is well-aligned with MOE and OER’s focus on assessing 21st century competencies which are crucial for student academic success and holistic development. This study involves the development of new instruments for the large-scale assessment of student thinking. This study is grounded on the needs of MOE to provide evidence-based policy formulation to help improve pedagogical practices in schools.165 27 - PublicationOpen AccessA contextualized account of holistic education in Finland and Singapore: Implications on Singapore educational context(2014)
;Lee, Daphnee Hui Lin ;Hong, HelenNiemi, HanneleThis paper examines holistic education initiatives of two high-performing education systems—Finland and Singapore. This qualitative analysis captures a phenomenological schooling experience of holistic education under the two systems. Our conceptualization of holistic education focuses on two key dimensions: transformative learning and community engagement. Indications of transformative learning were observed through the (un)structured play activities that students engaged in. For community engagement, we examined the imperatives that underpin community engagement initiatives that students were exposed to. A sociological explanation of this account discusses the context that shapes approaches to holistic learning, and how changes in schooling approaches mirror-changing educational landscapes in both Finland and Singapore. Implications on Singapore’s holistic education will then be drawn.WOS© Citations 6Scopus© Citations 9 296 748 - PublicationOpen AccessCreative and critical thinking in Singapore schools(National Institute of Education (Singapore), 2014)
;Chiam, Ching Leen ;Hong, Helen ;Ning, FloraTay, Wan YingThis paper attempts to provide some fundamentals to help readers appreciate the conceptions of creative and critical thinking through a broad scan of the literature and findings within overseas and local contexts. The paper further provides a brief overview of the assessments used to assess creative and critical thinking to monitor how our thinking works. It brings to the fore the essential conditions for promoting creative and critical thinking. Approaches favourable to nurturing creative and critical thinking are discussed: classroom environment, teacher competencies and dispositions, and school-wide initiatives for promoting creative and critical thinking in our schools. We then suggest some recommendations for supporting teachers in their continuing efforts to promote this among students. We also make the case for the need for systematic baseline study to gauge our intervention developments so that we might better inform the Ministry of Education Singapore on recommended future directions.1259 2705 - PublicationOpen AccessCulturally relevant education for a multicultural Singapore(National Institute of Education (Singapore), 2017)
;Ho, Jeanne Marie Pau Yuen ;Hong, HelenGilbert, ConnorWith an increasingly diverse Singapore population, there is a need to consider if Singapore teachers are sufficiently equipped with the relevant skills and knowledge to cater to the needs of a more diverse student population. A literature review was conducted to examine and learn from the experiences of other countries and education systems. The literature review identified three major approaches to teaching culturally diverse students through culturally relevant education: multicultural education (ME), culturally responsive teaching (CRT), and culturally relevant pedagogy (CRP). This paper provides a summary of each approach, and its implications for teachers, their practice, as well as for teacher education. Finally, the paper will look at the implications for Singapore’s multicultural society.476 372 - PublicationOpen AccessDeveloping my groupwork buddy for geography (MGBGeo)(National Institute of Education (Singapore), 2021)
; ;Hong, Helen; 136 102 - PublicationOpen AccessDeveloping professional competency in a CSCL environment for teamwork: Two TPACK case studies of teachers as co-designers(2017-03)
; Hong, HelenTeachers play an important role as co-designers in the development of learning interventions in blended CSCL environments. However, when new pedagogy and technology are introduced, it may not be easy for teachers to thrive in such complex environments. It is therefore important to identify key knowledge bases required for teachers to teach effectively in new CSCL environments. Using the lens of Technological Pedagogical Content Knowledge (TPACK), the paper will examine two case studies of teachers who co-designed a CSCL tool for teamwork with a research team and implemented it in their classrooms. The paper reveals the interacting components of technology, pedagogy and content knowledge, and highlights strengths as well as growth areas for the teachers’ further professional development. Through identifying and then building these knowledge layers, teachers will be able to harness tools and co-design proficiently and successfully in technological environments.207 183 - PublicationOpen AccessDoes bullying at school predict student academic performance? Evidence from 65 countries(2014-04)
; ;Shaljan Areepattamannil ;Lee, Daphnee Hui Lin ;Hong, HelenSu, Robyn Hing ChunThis study, drawing on data from the latest cycles of the Trends in International Mathematics and Science Study (TIMSS) and the Progress in International Reading Literacy Study (PIRLS), examined whether or not bullying at school is related to (i) mathematics, science, and reading achievement among fourth-graders in TIMSS 2011 and PIRLS 2011 participating countries and (ii) mathematics and science achievement among eighth-graders in TIMSS 2011 participating countries. Ordinary least squares regression analyses revealed that bullying at school is negatively related to academic achievement among fourth- and eighth-graders in most of the TIMSS 2011 and PIRLS 2011 participating countries. Implications of the findings are briefly discussed for educational policy and practice.531 815 - PublicationRestrictedExploring teamwork beliefs and competencies in technology-enabled 21st century classrooms(Office of Education Research, National Institute of Education, Singapore, 2020)
; Hong, HelenMany educational institutions, policy-makers and educators recognize teamwork as a competency for the 21st century learner. Teamwork and learning achievement has been examined through various collaborative activities. However, a number of studies suggest that teamwork processes are complex and students do not instinctively practice teamwork. Also, not enough is known about students’ beliefs about teamwork and how these beliefs affect their actual teamwork behaviors.
Another related challenge is the difficulty of measuring students’ teamwork competency. This problem can be attributed to the various conceptual understandings of teamwork and also the practical aspects of measuring it. To address some of these challenges and to develop a measurement of teamwork competency, this research aims to develop a micro-profile of teamwork competency, which will be a visual representation of individuals’ and groups’ teamwork competency. It will also serve as a means of formative assessment, allowing students to improve on their future teamwork processes. This micro- profile will be academic domain-neutral and aimed at groups in authentic computer-supported contexts such as teams of 3-5 members collaborating by synchronous group chats.136 17 - PublicationOpen AccessFormatively assessing teamwork in technology-enabled twenty-first century classrooms: Exploratory findings of a teamwork awareness programme in Singapore(2018)
; ;Hong, HelenTan, Jennifer Pei-LingTeamwork, one of the core competencies for the twenty-first century learner, is a critical skill for work and learning. However, assessing teamwork is complex, in particular, developing a measure of teamwork that is domain-generic and applicable across a wide range of learners. This paper documents one such study that leverages technology to help provide a formative assessment of teamwork. It focuses on the self and peer ratings of a teamwork measure and a pedagogical method, which was trialled as a teamwork awareness programme in a mainstream Secondary School in Singapore. This teamwork awareness programme was incorporated into the school’s Interdisciplinary Project Work curriculum. Findings of students’ experiences of the programme are described. The teamwork competency dimension of ‘team emotional support’ was rated highest amongst students. Also, students’ report gains in teamwork awareness, mixed engagement in reflective practices, and on the real-world relevancy of the programme. Discussions and implications of the findings follow.WOS© Citations 10Scopus© Citations 15 118 345 - PublicationRestricted
49 8 - PublicationOpen AccessThe influence of individual and contextual variables on teachers’ understanding and classroom practice of media literacy(2017)
; ;Hong, HelenMedia literacy has become a central concern for educators and researchers in many different contexts around the globe. While researchers have produced a growing number of situated accounts of teachers’ media literacy instruction, few studies have examined the impact of a range of factors on teacher beliefs and professional practice. Drawing on quantitative survey data from 200 Singapore teachers, this article discusses how teachers’ beliefs, media use and aspects of their pedagogic practice interact with key individual and contextual variables and thus impact how media literacy is taught in classrooms, with implications for policy and practice.WOS© Citations 3Scopus© Citations 13 308 183 - PublicationMetadata onlyInfusing the teamwork innovation my groupwork buddy in schools: Enablers and impediments(2021)
; ;Tan, Jennifer Pei-Ling ;Hong, Helen ;Dhivya SureshTee, Yi HuanTeamwork is an important twenty-first-century competency to be nurtured in our young. In this eduLab Information and Communications Technology (ICT) innovation, My Groupwork Buddy (MGB), a techno-pedagogical system, was developed using design-based research for secondary school students in collaborative inquiry projects from any subject domain. Co-designed with a team of researchers, teachers and education officers, MGB aimed to nurture teamwork competency through its blended pedagogical framework, formative assessment measures and a web-based learning analytics system. The innovation was successfully trialled over two and a half years in two schools, across two subjects, and used by 12 teachers and over 200 students. This chapter will examine the enablers and impediments of infusing the innovation from the design team’s perspective. Insights of key conditions for the innovation to take root, and its possible infusion in the school system will be discussed. Practical implications for practice and policy will also be described in light of MGB’s journey in Singapore’s educational context.39 - PublicationOpen AccessMeasuring and nurturing teamwork competency through a computer-supported creative collaborative problem-solving programme.(National Institute of Education (Singapore), 2020)
; ; ; ;Hong, Helen ;Tan, Jennifer Pei-Ling ;Tee, Yi Huan ;Dhivya SureshLek, Hsiang Hui249 147 - PublicationOpen AccessMultidimensional profiles of parent involvement: Antecedents and impact on student engagement(2021)
; ;Manzon, Maria ;Hong, HelenKhong, Lana Yiu LanBackground Parent involvement in school is a consistent predictor of educational success. However, research has been inconsistent in addressing how parent involvement ought to be defined and measured, which has led to varied findings across schools and educational systems. Aims Attending to the multidimensionality of the construct, this study adopted a person-centred approach to identify subpopulations of school-based parent involvement. Subsequently, profile differences were investigated in relation to student engagement and three antecedent variables (gender, socio-economic status, and authoritative parenting). Sample Data were obtained from primary (10-year old; N = 4,284) and secondary (14-year old; N = 3,346) school students in Singapore. Methods Latent profile analysis was conducted on student-rated surveys of multiple parent involvement behaviours in school and their perceptions. Subsequently, the manual BCH method was employed to concurrently model covariates and outcomes on the latent profile model. Pairwise comparisons between profiles were examined for statistical significance. Results Consistent across both cohorts, four distinct profiles emerged that revealed high, moderate, selective, and low parent involvement patterns. High parent involvement reflected high ratings across multiple activities, combined with positive perceptions of parental involvement. These profiles differed significantly in terms of their antecedent characteristics, particularly, authoritative parenting, and in relation to their impact on student engagement. Conclusion Results from this study clarify relations between multi-faceted dimensions of parent involvement in school. Additionally, there is a case for continued school-family partnerships among secondary students as students remain academically engaged when parents are involved in school and students relate positively to their involvement.WOS© Citations 2Scopus© Citations 2 352 266 - PublicationOpen AccessParent engagement in education(National Institute of Education (Singapore), 2015)
;Manzon, Maria ;Miller, Rifhan Noor ;Hong, HelenKhong, Lana Yiu LanParent engagement in children’s upbringing and education is crucial for a child’s holistic development. Awareness of the importance of parent engagement in Singapore is high but research is limited. This working paper aims to lay the foundation for a policy conversation about the role of parent engagement in education. It provides a synopsis of international and local literature on parent engagement: its nature, rationales, global trends, benefits and dilemmas. It reviews some influential conceptual models that have influenced both academic work and policies worldwide. It also presents examples of successful parent engagement practices internationally, which may provide inspiration for Singapore’s own initiatives and policies, while cautioning against the uncritical and wholesale transfer of foreign practices. The paper concludes by suggesting future directions for public policy and educational research. It highlights the directions of a system-wide research that we are undertaking in order to support an evidence-based, context-sensitive policy framework on parent engagement in Singapore.885 2587 - PublicationOpen AccessA pedagogical framework for learning analytics in collaborative inquiry tasks: An example from a teamwork competency awareness program(2016)
; ;Shibani, Antonette ;Tan, Jennifer Pei-LingHong, HelenMany pedagogical models in the field of learning analytics are implicit and do not overtly direct learner behavior. While this allows flexibility of use, this could also result in misaligned practice, and there are calls for more explicit pedagogical models in learning analytics. This paper presents an explicit pedagogical model, the Team and Self Diagnostic Learning (TSDL) framework, in the context of collaborative inquiry tasks. Key informing theories include experiential learning, collaborative learning, and the learning analytics process model. The framework was trialed through a teamwork competency awareness program for 14 year old students. A total of 272 students participated in the program. This paper foregrounds students’ and teachers’ evaluative accounts of the program. Findings reveal positive perceptions of the stages of the TSDL framework, despite identified challenges, which points to its potential usefulness for teaching and learning. The TSDL framework aims to provide theoretical clarity of the learning process, and foster alignment between learning analytics and the learning design. The current work provides trial outcomes of a teamwork competency awareness program that used dispositional analytics, and further efforts are underway to develop the discourse layer of the analytic engine. Future work will also be dedicated to application and refinement of the framework for other contexts and participants, both learners and teachers alike.358 810 - PublicationRestrictedPerceptual preferences and performance on different tasks types of primary six pupils(2004)Hong, HelenAccording to the Learning Styles Model (Dunn & Dunn, 1975), every learner has his own perceptual preference. Some are more auditory or visual, while the others are more tactile or kinesthetic. Previous studies (e.g., Carbo, 1980; Jarsonbeck, 1984; Kroon, 1985; Martini, 1986; Urbschat, 1977; Weinberg, 1983; Wheeler, 1980 & 1983) reported that when there is a match in the instructional material presentation and the learner's perceptual preference, the academic performance of the learner will be better than when there is a mismatch.
No study reported on the match and mismatch of task types (test format) and perceptual preferences. It is not clear if the pupils will perform better when the test format is match to their perceptual preferences.
This study was to find out how learning performance of primary six pupils would be affected when they were given test materials that either matched or mismatched their perceptual learning styles. The pupils were assigned as a class to one of the two test formats (auditory or visual) and their perceptual preferences were determined using the Auditory Visual Kinesthetic Questionnaire, adapted from the Learning Style Inventory.
The study showed that primary six pupils had different perceptual preferences. They were least kinesthetic and more auditory than visual. In general, matching or mismatching the test formats to the perceptual preferences of the pupils did not influence the test scores of most of the pupils. Only the visual learners performed better when there was a match. The other learner types generally performed better for the visual test format regardless of the matched or mismatched conditions.
There is a marginal significant difference in the distributions of perceptual preferences in different streams. The EM1 pupils generally performed better academically than the EM2 pupils and the EM2 pupils better than the EM3 pupils. Different streams show the same: matching does not influence test results, with the exception of the visual match. The EM1 and EM2 pupils performed better in the visual test, while the EM3 pupils performed better for the auditory test, no matter what perceptual preference they had.
There is no significant gender difference in the distribution of perceptual preferences. There is also no significant gender difference in test scores when in matching or mismatching conditions. In general, the pupils performed better for the visual test regardless of gender.
The findings in this study could explain why certain pupils performed better for pen and paper type of assessment, which were mainly visual in test format. Moreover, the visual learners tend to perform better than the other learner types so it was not surprising to have more visual learners in the EM1 stream. There was also the possibility that the perceptual environment, which the pupils were immersed in, would assist their ability to perform for that particular test format, as in the case of the EM1/2 performing better for the visual test and EM3 for the auditory test regardless of their perceptual preferences.342 8 - PublicationOpen AccessProfessional learning communities: A movement for teacher-led professionalism(National Institute of Education (Singapore), 2015)
;Lee, Daphnee Hui Lin ;Tay, Wan YingHong, HelenThis working paper builds on existing work on teacher professional learning communities (PLCs) in both local and international contexts, to examine how collaborative learning can enrich teacher professional development for the actualization of teacher-led professionalism. It also aims to bring together the multiple views and lenses of state, local and international academia, and practitioners into an integrated strategy for the research on PLCs in Singapore schools. In doing so, the paper aspires, through research, to contribute to efforts for reconfiguring teacher professionalism, buttressed by teacher-led professional learning efforts. In response to these aspirations, we propose a 5-year research trajectory for actualizing teacher-led professionalism through mentoring collaborative reflection among teachers in PLCs.426 443 - PublicationRestrictedA review of the literature on teacher policies in high performing education systems: Implications for Singapore(Office of Education Research, National Institute of Education, Singapore, 2020)
; ; ;Hong, Helen; Chua, Paul Meng HuatWe adapt a policy-oriented analytical framework to consider important teacher policy leverages that can help to generate successful learners - the teacher policy strategies framework (TPSF). The TPSF comprises a set of micro-layered strategies focusing on the personal growth of the individual teacher. At the same time, there are macro- layered strategies that are more cognizant of the wider system ecology. These micro- and macro-layer policy imperatives collectively and coherently drive a teacher development agenda. The micro-layer policies are: teacher recruitment; initial teacher preparation; compensation and incentives; career development structures; and, professional development and continuous learning. The micro-layer policies are supported by macro- layer policies that build a robust and coherent ecology of capacity building, identity formation, and change drivers needed to align and steer teacher education. For macro- layer policies we highlight: accountability, performance management and evaluation; school leadership; teacher symbolism; policy integration, alignment and coherence; and, collective teachers’ voice.148 10