Options
Three dimensions of effective pedagogy: Preliminary findings, codings and vignettes from a study of literacy practices in Singapore secondary schools (observation phase)
Citation
Kramer-Dahl, A., Teo, P. C. S., Chia, A. T. Y., & Churchill, K. (2005, March). Three dimensions of effective pedagogy: Preliminary findings, codings and vignettes from a study of literacy practices in Singapore secondary schools (observation phase) (Report No. CRP 20/03 AK). National Institute of Education (Singapore), Centre for Research in Pedagogy and Practice. https://hdl.handle.net/10497/245
Subjects
Abstract
"While academic and media discourses have paid considerable attention to students' achievements in standardised language and literacy examinations, which typically assess a narrow set of literacy skills, there is a dearth of studies of Singapore classrooms that describe and critically assess the full range of literate practices which students are given access to. In the wake of the pro-active 1998 national initiative of Thinking Schools, Learning Nation, a new syllabus in subject English and a revised, inquiry-based curricula in content subjects like Science were launched, and a new, hybrid subject in upper secondary, Social Studies, which foregrounds critical thinking, was created - all of these initiatives making for new and broader literacy demands, for which many teachers have not been sufficiently professionally prepared."-- [p. 1] of executive summary.
Date Issued
March 2005
Call Number
LB1028.25.S55 C77 2005/20
Description
Note: Restricted to NIE staff
Project
CRP 20/03 AK