Now showing 1 - 10 of 19
  • Publication
    Restricted
    CORE Research Programme: Baseline investigation of science pedagogy
    (Office of Education Research, National Institute of Education, Singapore, 2020) ; ; ;
    Fatema Anis Hussain
    ;
    Miller, Rifhan Noor
    Since the launch of the Thinking Schools, Learning Nation (1997) and Teach Less, Learn More (2004) initiatives, the CORE Research Programme has aimed to provide a systemic description and measurement of curriculum and reform initiatives. CORE 1 (2004-2007) focused on lesson observations and surveys in English, Mathematics, Science, Social Studies and Mother Tongue classrooms at the Primary 5 and Secondary 3 levels. The study however, was unable to examine specific classroom pedagogical and assessment practices centred on epistemic, cognitive, metacognitive, disciplinary and domain-specific intellectual work. CORE 2 (2009-2014) focused on pedagogical beliefs and practices, classroom practices and assessment practices (Hogan, Towndrow, Kwek, & Chan, 2013). Currently, CORE 3 is centrally focused on the questions: “How do teachers teach?”and“Why do they teach the way they do?” The project in focus is a baseline investigation of science pedagogy (2015-16).
      328  16
  • Publication
    Open Access
    Implicit theories of ability, homework behavior, and achievement
    (2014-05)
    Luo, Serena Wenshu
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    Lee, Kerry
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    Ong, Joanne
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    ;
    Foo, Seau Fah
    This study investigated how student implicit theories of math ability relate to their homework behavior and the mediational role of homework behavior in the relationship between implicit theories and math achievement. A large sample of Singapore secondary students took measures of entity (i.e., ability is fixed) and incremental (i.e., ability is modifiable through effort) theories of math ability as well as homework effort and distraction during the second term of a school year. They then took a math assessment about 3-5 months later. We did structural equation modeling and found that homework behavior partially mediated the relationships between implicit theories and math achievement. After controlling for gender and previous math achievement, an entity theory of math ability was positively associated with homework distraction, while an incremental theory of math ability was positively associated with homework effort and negatively with homework distraction. Homework effort in turn positively and homework distraction negatively predicted math achievement. An entity theory of math ability predicted negatively math achievement both directly and indirectly through homework distraction. In contrast, an incremental theory of math ability predicted positively math achievement through the mediation of homework effort and distraction. The findings and implications for homework practices are discussed in the academic context of Singapore.
      3252  4482
  • Publication
    Restricted
    Implementation of self-assessment and investigation of feedback in lower primary classrooms
    (Office of Education Research, National Institute of Education, Singapore, 2020) ;
    Liyana Safii
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    Assessment in Singapore has generally been summative in nature, placing much emphasis on high-stakes examinations as one of the defining pillars of the Singapore education system. In a rapidly changing and globalising world, the Ministry of Education has been changing its assessment mode to include alternative and formative assessments for learning in order to shift away from the examination-oriented mind-set and make more room for creativity and critical thinking. Self-assessment and feedback as part of strategies for assessment for learning will engage students to deliberately reflect on what they are learning and how they are learning it while they utilise the feedback from teachers to enrich their understandings of their own learning and improve their performance.
      280  12
  • Publication
    Restricted
    Assessments of literacy and numeracy in P1 and P2 classrooms
    (2009-11)
    Paris, Scott G.
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    Luo, Serena Wenshu
    "The Ministry of Education in Singapore commissioned a study of classroom assessment practices in P1 and P2 in 2009 in order to establish a "baseline of practice" to compare future efforts to improve classroom formative assessment. ... The study establishes a 2009 baseline of assessment practices in P1 and P2 classrooms that can be used in future comparisons of the implementation of new methods that emphasize assessment for learning (AfL) in classrooms. "-- [p. 2].
      147  24
  • Publication
    Open Access
    Local evidence synthesis on instructional core
    (Office of Education Research, National Institute of Education, Singapore, 2022) ; ; ;
    Fatema Anis Hussain
    ;
    Goh, Sao-Ee
    “This LES report is a synthesis of 14 Instructional Core (IC) studies that fit the inclusion criteria. $3,655,921 was awarded to the studies through the NIE Education Research Funding Programme (ERFP) in the 3rd tranche (2013–2017) of funding from MOE. Six of the 14 selected studies were Tier 1, 7 were Tier 2, and 1 was Tier 3 (Figure 3) (See Annex A for a detailed explanation of the selection criteria).”--Introduction.
      431  568
  • Publication
    Open Access
      326  171
  • Publication
    Open Access
    Secondary teachers’ and students’ experiences of assessment feedback
    (National Institute of Education (Singapore), 2022) ;
    Lipnevich, Anastasiya
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    ;
    Goh, Rachel Swee Peng
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    Lam, Karen
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    Haslinda Ismail
      122  123
  • Publication
    Open Access
      216  119
  • Publication
    Open Access
    A teacher-led interpretation of the teacher growth model an inquiry into the professional identity of Singapore teachers
    (National Institute of Education (Singapore), 2018)
    Tan, Liang See
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    Hong, Helen
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    Ng, Eileen Liting
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    Mohammud Shahrin
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    Koh, Daryl Yong Hwee
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    Asmah Beevi A. Kamaludin
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    Ng, Yin Suan
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    Pang, Arlene Xuehui
      297  349
  • Publication
    Open Access
    Professional learning communities in Singapore schools: The current practice and possibilities for teacher practice and student learning.
    (National Institute of Education (Singapore), 2019)
    Tan, Liang See
    ;
    Ho, Jeanne Marie Pau Yuen
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    Ong, Monica Woei Ling
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    ; ; ;
    Tan, Jing Yi
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    Chia, Terence Titus Song An
    ;
    Sivakumar Viswanathan
    ;
    Goh, Sao-Ee
      340  141