Now showing 1 - 10 of 58
  • Publication
    Open Access
    Teacher-actionable insights in student engagement: A learning analytics taxonomy
    (2017) ;
    Tan, Jennifer Pei-Ling
    In the emerging field of learning analytics (LA), actionable insight from LA designs tends to be a buzzword without clear understandings. Student engagement is commonly measured in LA designs and used to inform actionable insight. Moreover, in K-12 education, where the teacher is a key stakeholder, what teacher-actionable insights can be derived from LA designs? Towards providing greater clarity on this issue, we concretize a taxonomy of LA decision support for teacher-actionable insights in student engagement. Four types of decision support are conceived in this taxonomy with relevant teacher implications. Through this taxonomy, we hope to offer possible pathways for actionable insight in LA designs and make clearer the role of the teacher.
      443  475
  • Publication
    Open Access
    Developing my groupwork buddy for geography (MGBGeo)
    (National Institute of Education (Singapore), 2021) ;
    Hong, Helen
    ;
    ;
      136  110
  • Publication
    Open Access
    Local evidence synthesis on teaching & learning of 21st century competencies
    (Office of Education Research, National Institute of Education, Singapore, 2020) ; ;
    de Roock, Roberto
      589  634
  • Publication
    Open Access
    The paradox of curriculum goals
    (National Institute of Education (Singapore), 2017) ;
    Tan, Jennifer Pei-Ling
      237  43
  • Publication
    Open Access
    Blended learning environments to support teacher professional development communities
    (National Institute of Education (Singapore), 2019) ;
    Ho, Jeanne Marie Pau Yuen
    ;
    Imran Shaari
    ;
    ;
    Teow, Lyndia
    ;
    Norhayati Munir
    With the prevalence of online communication in recent years, many teacher professional development (TPD) activities occur in blended learning environments which combine face-to-face (FTF) co-located experiences with online experiences. However, many scholars point out that blended learning environments need to be thoughtfully designed in order to integrate FTF learning with online learning experiences, and that there seems to be a lack of designs that pertain specifically to in-service teachers. Professional development is crucial for inservice teachers who are at the forefront of learning and teaching in the classroom. To impact student learning, deepening content knowledge and upgrading pedagogical skills are pivotal to teachers’ professionalism. Building professional development communities through blended learning environments is a core strategy for teachers to grow their professionalism, considering the multitude of demands faced by teachers, especially in Singapore. With the aim of designing more supportive and sustained TPD communities through blended learning environments, we undertook a review of the literature. This review has resulted in a five R conceptual framework. We synthesised from the literature the observation that the design and development of sustained blended TPD communities involve multifaceted and complex issues. Such communities would need to hold strong relevance for their members, encourage close relations between members, enable rich reifications of artefacts, be well recognised by important stakeholders, and lastly, be equipped with structural, digital, and human resources.
      238  240
  • Publication
    Restricted
    A 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 Huat
    We 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.
      149  10
  • Publication
    Open Access
    Innovating Pedagogy 2016: Open University Innovation Report 5
    (Institute of Educational Technology, The Open University, 2016)
    Sharples, Mike
    ;
    de Roock, Roberto
    ;
    Ferguson, Rebecca
    ;
    Gaved, Mark
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    Herodotou, Christothea
    ;
    ;
    Kukulska-Hulme, Agnes
    ;
    Looi, Chee-Kit
    ;
    McAndrew, Patrick
    ;
    Rienties, Bart
    ;
    Weller, Martin
    ;
      9197  9186
  • Publication
    Open Access
    Transforming teaching through collaborative reflection: A Singaporean case
    Educational success has been largely defined by academic scores in many educational systems, and teachers are frequently held accountable for their students’ scores. These accountability-driven school systems impinge on teachers to enact time-tested effective and efficient pedagogical approaches. In such a context, it is onerous for teachers to adopt alternative approaches. This paper traced how an experienced language teacher, schooled in the discourses and practices of neoliberalism, made a transformation into a teacher of constructivist bent. It explored the transformation of the teacher’s beliefs and practice as a result of reflecting collaboratively with a small team. The findings help to provide a broad understanding of how collaborative reflection can develop teachers’ ability to engage in reflection, and illuminate the potential it has in transforming the teaching practices set against the background of neoliberalism. This finding has relevance for Asian countries which are similarly engulfed in a neoliberal discourse.
      356  352
  • Publication
    Restricted
    Exploring teamwork beliefs and competencies in technology-enabled 21st century classrooms
    (Office of Education Research, National Institute of Education, Singapore, 2020) ;
    Hong, Helen
    Many 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.
      140  17
  • Publication
    Restricted
    Curriculum innovation and the nurturing of twenty-first century learners
    (Office of Education Research, National Institute of Education, Singapore, 2020)
    Tan, Liang See
    ;
    ; ; ;
    Tan, Keith Chiu Kian
    ;
    Koh, Kar Boon
    ;
    Quek, Chwee Geok
    ;
    Liew, Poh Yin
    ;
    Tan, Ban Huat
    The implementation of Integrated Programme (IP) to allow students to skip a high-stakes examination at the end of Year 4 is an unprecedented step in the history of Singapore’s education. This study was timely in collecting baseline data at the beginning of the IP within the same school that offers the express (“O” level) track and thus allows the comparison of pre- and post- IP data between the Express and IP students. Such a research design was not possible in an earlier Ministry of Education (MOE) IP study as the schools involved then only had students in the IP path. However, this NIE-study provides more in-depth knowledge about the IP intervention and how it affects learning with greater confidence. Specifically, the data from this study provides multiple forms of comparisons that is, IP versus Express programme outcomes; General Certificate of Education (GCE) “A” levels versus International Baccalaureate learning pathways by which 21st century competencies (that is, critical thinking, creative thinking and readiness for self-directed learning) have been achieved. Finally, this study includes an additional measure of creative thinking, which was absent in the MOE IP study. The study also provides insights into how different school types that is, autonomous versus independent schools, respond to curriculum innovation in the context of IP. The question therefore is will the removal of the high stakes examination in fact provide a conducive space to build teachers’ adaptive expertise (Hatano & Inagaki, 1984) in curricular innovations?
      176  7