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Ng, David Foo Seong
- 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-Bin560 441 - PublicationOpen AccessComputer simulations for e-learning: A case example of "organizational structures"(National Institute of Education, Nanyang Technological University (NIE NTU), Singapore, 2002)
; ;Chong, Keng ChoyLee, Ong KimLearning need not be a serious matter. The use of computer simulations provides evidence that learning can be interesting, meaningful and engaging (Ng, 2001). In this paper, the authors explored the design and use of a computer simulation called "Organizational Structures" as an e-learning tool in the field of leadership preparation programmes. The simulation is able to provide the context and practice platform for learning the skills of configuring organizational structures.154 205 - PublicationOpen AccessExamining e-learning in schools through the Organisational Change Model(National Institute of Education, Nanyang Technological University (NIE NTU), Singapore, 2003)
; ; In the Singapore education system, e-learning is fast becoming the next frontier for schools. E-learning has the potential to add great value to education, allowing modes of learning that have never been possible in the traditional classroom context. However, before we hail e-learning as the definitive step forward in education and plunge headlong into it, educators have to understand e-learning and its implications in school leadership, management,curriculum, resources and pedagogy. While a well thought through approach will bring great gains to a school, blindly plunging into it may bring great pains because the process of change can be fraught with subtle pitfalls. Using the Organisational Change Model, this article provides a framework for schools to systemically and systematically consider the issues related to the implementation of e-learning in schools and the process of change. It argues that school leaders should consider the goals, business, culture, processes, and enablers (working tools) seamlessly and coherently in order that e-learning could be anchored in the school to bring real sustainable benefits.146 440 - PublicationOpen AccessLeadership across schools to diffuse an education innovation: Applying complexity leadership theory with ecological leadership(Taylor & Francis, 2021)
;Ho, Jeanne Marie Pau Yuen; ;Chua, Puay HuatNorhayati MunirThis paper examined leadership practices which supported the diffusion of an innovation in a cluster of schools in Singapore, through the lenses of complexity leadership theory (CLT) and ecological leadership. The approach is a qualitative case study, with the unit of analysis bounded by the innovation and a cluster of schools involved in the diffusion effort. The case study involved investigations mainly at four ecological levels: the ministry (macro), the cluster (exo), school/subject department (meso) and teacher (micro), involving nine observations of the cluster’s community of teachers in 2019, and interviews or focused group discussions with 33 participants, including ministry officers, school leaders, key personnel and teachers. Findings and Implications: The findings illustrate the diffusion of an innovation through the interactional dynamics of administrative, adaptive, and enabling leadership, how these three CLT roles were performed by formal and informal leaders, deliberately or emergent, and across ecological levels. These leadership roles enabled learning and adaptions across and within ecologies. The study also reinforced the importance of the moral and emotional aspects of leadership in providing teachers with the motivation and support to cope with changes. The affordances, challenges, and limitations in applying CLT are elaborated.Scopus© Citations 2 124 130 - PublicationMetadata onlySystem leadership for future-ready learners in SingaporeAs the once-in-a-lifetime stimulus of a pandemic creates the opportunity for change, this ground-breaking and timely edited text is a must-have springboard for the re-imagination of education system leadership. How can education stakeholders act in collaboration to lead us into a new and different age?
Scopus© Citations 2 49 - PublicationOpen AccessDistributed leadership in ICT reformThis study examined distributed leadership in Information Communication Technology reform in a government school in Singapore. The study adopted a naturalistic inquiry approach, involving the case study of a school. The study found that leadership for ICT reform is distributed according to functions of transformational, instructional, emotional and strategic management of resources. The key enabling factors are an official leadership position, access to expertise, support by senior management, and interpersonal synergies amongst the leaders. Transformational leadership is performed mainly by senior management. Instructional leadership is performed mainly by middle management. Both senior and middle management provided emotional leadership.
Scopus© Citations 19 203 380 - PublicationMetadata onlySchool reform: New future-ready quality outcomes and proposed measures
As we increasingly emphasise the importance of developing future-ready outcomes for learners, we will need to also expand new capabilities to measure such outcomes. AI, big data, and analytics are examples of such new capabilities. Ideation is one of six habits of practice we have identified that will prepare students for the future. In this paper, we present a means to computationally appraise ideation quality as one such capability. We have developed a heuristic to appraise the ideation quality of university student essays using natural language processing, a branch of artificial intelligence concerned with the understanding of human languages. Our heuristic allows for ideation quality to be quickly quantified in the form of an ideation score. So, instead of going about the process blindly, we now have a means to provide a point of reference to allow students to give measured consideration to their ideation. Unlike a learning outcome, a future-ready habit is more of a predisposition. Consequently, it is not coherent with conventional assessments, which rather seek to evaluate than to guide. This heuristic represents an outcome of our evaluation of a new problem space in education and is, at the same time, a novel expansion into a space that exploits new capabilities.
WOS© Citations 1Scopus© Citations 3 37 - PublicationOpen AccessFuture-ready learners: Learning, lifework, living, and habits of practices(National Institute of Education (Singapore), 2020)
; ;Wong, Choun PeiLiu, Sean597 2697 - PublicationOpen AccessDiffusing education innovations at different levels of the system: Perspectives from ecological leadership.(National Institute of Education (Singapore), 2021)
;Ho, Jeanne Marie Pau Yuen ;Chua, Puay Huat ;Norhayati Munir; 331 177 - PublicationOpen AccessAn investigation of the impact of instructional leadership practices and school culture on staff performance in Singapore schools(Office of Education Research, National Institute of Education, Singapore, 2020)
; Luo, Serena WenshuThis study investigates the impact of Instructional Leadership practices and School Culture on staff performance in Singapore schools. It is one of the three collaborative research projects drawn from a programmatic study. The programmatic study itself builds on the previous MOE funded baseline study on school leadership and organization change (OER CD 3/10).131 330