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Hairon Salleh
Preferred name
Hairon Salleh
Email
hairon.salleh@nie.edu.sg
Department
Office of Graduate Studies and Professional Learning (GPL)
Policy, Curriculum and Leadership (PCL)
Personal Site(s)
ORCID
8 results
Now showing 1 - 8 of 8
- PublicationOpen AccessThrough the lens of the school: School-based curriculum innovation (SCI)(2015)
;Chen, Der-Thanq; ; ;Chua, Catherine Siew Kheng ;Neo, Wei LengLee, Wei Ching231 270 - PublicationOpen AccessThe impact of community-based teacher learning on student learning outcomes(2015)
; ; ;Chua, Catherine Siew KhengWang, Li-Yi303 273 - PublicationRestrictedThrough the lens of the school: School-based curriculum innovation (SCI)(Office of Education Research, National Institute of Education, Singapore, 2020)
;Chen, Der-Thanq; ; ;Chua, Catherine Siew Kheng ;Neo, Wei LengLee, Wei ChingOver the past decade, the Singapore government has introduced various initiatives such as Teach Less, Learn More and engaging minds to develop students’ 21st century competencies. One significant approach adopted in these initiatives is to encourage school-based curriculum innovations (SCI).This current initiative involves the participation of all schools in the system. A marked departure from previous practice, schools in Singapore now have more autonomy and space in SCIs through engaging in school-based curriculum development (SBCD) activities. In this study, we used the terms SCI and SBCD interchangeably. This study is novel in taking a comprehensive approach in developing this baseline research of curricular and pedagogical reforms of nine schools in Singapore.103 14 - PublicationOpen AccessLeadership and organizational change in Singapore: A baseline study(2015)
; ; ; ; ;Chua, Catherine Siew Kheng ;Reyes, Vicente C. ;Choy, William; ;Intan Azura Mokhtar; ;Teng, Antonia Kit Wah ;Shaljan AreepattamannilLin, Tzu-Bin508 351 - PublicationRestrictedThe impact of community-based teacher learning on student learning outcomes(Office of Education Research, National Institute of Education, Singapore, 2024)
; ; ;Chua, Catherine Siew KhengWang, Li-YiCommunity-based teacher learning in Singapore education started in 2000 with the introduction of Learning Circles, followed by other forms of community-based teacher learning platforms such as Action Research and Lesson Study. By 2010, the Ministry of Education embarked on a school- and system-wide approach to community-based teacher learning in the form of Professional Learning Communities (PLC). However, studies looking at its impact on student learning outcomes are non-existent locally. Internationally, research studies investigating the effects of PLCs specifically on student learning are not aplenty. In their literature review, Vescio et al. (2011) found that although 11 studies reporting impact of PLCs, only eight out of the 11 investigated the impact of PLCs on student learning with modest evidence (Louis & Marks, 1998; Suppovitz, 2002; Suppovitz & Christman, 2003; Phillips, 2003; Strahan, 2003; Hollins et al., 2004; Berry et al., 2005; Bolam et al., 2005). Since the publication of the literature by Vescio et al. (2011), three other studies investigating impact of PLCs on student learning outcomes have also been reported (Sigurðardóttir, 2010; Lomos et al., 2011; Williams, 2013).18 61 - PublicationOpen Access
WOS© Citations 71Scopus© Citations 77 203 1690 - PublicationOpen AccessSchool-based curriculum development in Singapore: A case study of a primary schoolThe term school-based curriculum development (SBCD) implies that teachers are to innovate and customize school curricula according to their local needs. This also means that SBCD requires co-constructive work among schools’ key stakeholders in the school curriculum development process. While much work has made known on SBCD in Western contexts, much less is known in non-Western contexts. This paper reports on key findings pertaining to SBCD drawn from a case study of a primary school in Singapore. Singapore makes for an interesting case as education policymakers encourage schools to innovate their curriculum yet maintaining a steep culture of academic achievement and control over standards across schools. The study involved data collection from non-participant observations of classroom lessons, teacher group meetings and focused group discussions. A salient finding that had emerged from the study is that the societal value for pragmatism underpins the processes of SBCD.
WOS© Citations 6Scopus© Citations 5 641 448 - PublicationOpen AccessTeacher leadership enactment in professional learning community contexts: Towards a better understanding of the phenomenonProfessional learning communities (PLCs) have gained considerable attention in education. However, PLCs are dependent on how group members collectively work and learn towards shared goals on improving teaching and learning. This would require leadership to support meaningful and productive interactions within PLC contexts, and hence, the importance of teacher leaders. In this article, we report on an ethnographic case study involving three PLCs investigating how teacher leadership supports PLC conversations using an intervention framework provided by the research team. The findings showed that teacher leadership has potential in supporting PLC conversations along three dimensions of its construct.
WOS© Citations 36Scopus© Citations 46 173 558