Now showing 1 - 10 of 43
  • Publication
    Restricted
    Building an evidence-base for teacher education: Phase I
    (Office of Education Research, National Institute of Education, Singapore, 2024) ; ; ;
    Selim Ben Said
    The core purpose of this project was to characterise the development of student teachers’ professional competence and identity in Initial Teacher Education (ITE). Specifically, the project studied the impact of initial teacher education (ITE) programmes within National Institute of Education (NIE) on student teachers’ development of professional competencies and teacher identity. This, and the earlier related OER 13/09 LEL and OER 4/10 LEL work, was the first systematic attempt in Singapore to provide empirical evidence that could ultimately help to inform policy on, and practice of, teacher education programmes.
      11  36
  • Publication
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    Use of cooperative learning groups and student-designed website to teach social psychology
    The World Wide Web (WWW) has become widely used in many areas including commerce, entertainment, news media, communication, and education. Education has been transformed with the use of the World Wide Web. An ever expanding range and increasing variety of information is now easily accessible at the click of a mouse. Students need not travel to classes and to libraries where information in its printed form is rather slow in being updated. The roles of students and teachers in educational settings involving the use of the World Wide Web have also changed to one in which students take on a more active role in learning (Collins, 1991). This project investigated the effectiveness of using student created website as a mode of assessment in an elective module (Fundamentals of Group Guidance) in the Bachelor of Arts/ Bachelor of Science with Diploma in Education programme at the National Institute of Education. Students' prior attitudes and usage of computers & WWW were assessed at the beginning of the course. Students' attitudes toward the website creation assignment were assessed. The problems and implications of the website creation assignment are discussed.
      125  25
  • Publication
    Open Access
    Sex education in a knowledge-based society
    (2000-09)
    Khoo, Angeline
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    Getting information about sex is no longer the issue. Information about sex from adult movies to zoophilia can be easily obtained at the click of a mouse. The call for more sex education comes as no surprise with the increasing rate of teen pregnancies, sexually transmitted diseases and abandoned babies. A recent Straits Times poll indicated that four of five respondents wanted schools to conduct sex education courses. As the Internet makes its presence felt in the classroom, teachers in a knowledge-based society must face the new challenge of addressing sexuality issues that their students may have. How knowledgeable and comfortable are these new teachers about such matters? How prepared are these teachers in answering biological, sexual or value-laden questions? What kind of questions would these teachers be most comfortable or uncomfortable with? This study examines the attitudes towards sex education of new PGDE Primary and Secondary teachers who have just completed their training at NIE.
      243  147
  • Publication
    Open Access
    Use of comics in teaching mathematics
    (National Institute of Education (Singapore), 2018) ; ; ;
      138  278
  • Publication
    Open Access
    Student teachers’ perceptions of the importance of theory and practice
    Theories are constructed to give an explanation of phenomena (Stam, 2000). According to Denzin (1970), there are three functions of a theory: Permitting organization of descriptions, leading to explanation, and furnishing the basis for prediction of future events. In a preliminary study, 350 student teachers were requested to fill-out a questionnaire. They rated the importance of acquiring knowledge and skills using a 7-point scale (1: extremely not important, and 7: extremely important). The findings show that the participants regarded knowing "how to do" as more important than knowing "what they are doing" and "why they are doing it". In other words, they regarded learning skills to do something as more important than knowing the theory behind the practice. For instance, "Knowing theories on why students enjoy or not enjoy learning" (theory, M: 5.51, SD: 1.35) was scored significantly lower (t= 13.96, p < 0.0001) than "Making learning an enjoyable process for their students" (practice, M: 6.47, SD: 0.90). Implications of the study for teacher education are discussed in light of three functions of a theory. Teacher education should promote a balanced curriculum that narrows the gap between teachers’ perceptions of theory and practice.
      107  106
  • Publication
    Open Access
    Students’ math self-concept and correlates: Some preliminary findings
    (2003-11)
    Lui, Elena Hah Wah
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    ; ;
    In Nov 2002, a research team in the National Institute of Education, NTU, launched a cross-discipline quasi-experimental study on “Positive Social Climate for Enhancing Students’ Math Self-concept”. Its main objective is to find the attributes (variables) in the social climate which are accountable for the increase of self-concept of Secondary Two students in the Math remedial classes in Singapore neighbourhood schools. Phase One of this study is Instrumentation: validating the scales used in the measurement of treatment effect. Phase Two is Intervention: the teachers’ / tutors’ interactions with students, the enhancement of students’ capabilities and confidence. These teachers / tutors will attend workshops conducted before the intervention in Phrase Two. The Pretest results will help identify students with high or low Math Self-concept. And the Posttest will help measure the effect of invention on these students’ Math Self-concept. Factors contributed to the significant changes will also be explored. H.W. Marsh’s Self-Description Questionnaire (SDQ-II, 1990) and B. Fraser’s “What is happening in this Class?” questionnaire were validated together with the Motivational Orientation scale and Intellectual Achievement Responsibility (IAR) questionnaire in Phase One. More than 700 Secondary Two students from four neighbourhood schools took part in the survey. Some preliminary findings in Phase One of this study will be presented in this paper. Gender and course differences in Math Self-concept and other variables will also be discussed.
      96  143
  • Publication
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    Building an evidence-base for teacher education: Phase II
    (Office of Education Research, National Institute of Education, Singapore, 2024) ;
    Goodwin, A. Lin
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    ; ;
    This is the fourth in a suite of four projects which aim to establish an evidence-base for the continual review and enhancement of initial teacher education (ITE) and early career teacher professional learning and development (TPL&D) within Singapore. Therefore, this project is the continuation and expansion of our three previously funded research projects (OER 13/09 LEL, OER 04/10 LEL, and OER 15/11 LEL). Specifically, this project investigates how ITE programmes and the first two years of teaching experiences impact the development of professional competencies and identities of student teachers and beginning teachers (BTs) in Singapore.
      14  57