Now showing 1 - 10 of 27
  • Publication
    Open Access
    Great IDEAS: Revitalisng teaching, learning and student achievement
    (2004-11)
    Senthu Jeyaraj
    ;
    Stott, Kenneth
    ;
    ;
    Lee, Bernice
    ;
    Lim, Swee Pei
    Many of us think we know what a really good principal is. We also think we know what student achievement is. But how does a good principal actually influence student achievement? In other words, how does it work? What is in the 'black box' - as Frank Crowther refers to it- between a good principal and student success? IDEAS attempts to explain what is in the 'black box'. Innovative Designs for Enhancing Achievements in Schools (IDEAS) is a major contemporary innovation and contribution to school revitalisation and reform. The IDEAS project was conceptually developed and undertaken with extraordinary success in several schools in Australia, starting in the late 1990s. Since then, the project has been extended to some several hundred schools in Australia. In partnership with the Leadership Research Institute in Queensland and three pilot schools in Singapore, we are now exploring how the IDEAS framework can be adapted to the Singapore context. With its focus on parallel leadership and a schoolwide approach to teaching and learning, it has the potential to move our understanding of. student achievement, and indeed reform and revitalisation- to new heights for Singapore schools. In this paper, we provide a basic explanation of the IDEAS framework and give a progress report on the exciting work in the three partner schools.
      154  119
  • Publication
    Open Access
      221  114
  • Publication
    Unknown
    Instructional leadership in Singapore and East Asia
    (2016) ;
    Wong, Benjamin
    ;
    Choy, William
  • Publication
    Unknown
    Diffusing 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
    ;
    ;
  • Publication
    Unknown
    Future-ready learners: Learning, lifework, living, and habits of practices
    (National Institute of Education (Singapore), 2020) ;
    Wong, Choun Pei
    ;
    Liu, Sean
  • Publication
    Unknown
    Computer simulations for e-learning: a case example of "Organizational Structures"
    (2002) ;
    Chong, Keng Choy
    ;
    Lee, Ong Kim
    Learning 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.
      139  136
  • Publication
    Open Access
      167  211
  • Publication
    Open Access
    Leadership 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 Areepattamannil
    ;
    Lin, Tzu-Bin
      504  320
  • Publication
    Open Access
    Parallel leadership for school improvement in Singapore: a case study on the perceived roles of school principals
    (2005) ;
    Senthu Jeyaraj
    ;
    Lim, Swee Pei
    ;
    Lee, Bernice
    ;
    ;
    Chew, Joy Oon Ai
    Educational leadership for the 21st century calls for a new and different working relationship between educators. In addition to well-known approaches to educational leadership such as transformational, strategic, educative and organizational styles, the notion of parallel leadership is receiving much attention with growing evidence from Australian schools that this leadership style facilitates school improvement. Parallel leadership challenges teachers and members of the school management to establish a more collaborative working relationship. Such leadership entails mutualism between administrator leaders and teacher leaders, a sense of shared purpose and an allowance of individual expression and action by respective leaders (Andrews & Crowther, 2002). Nurturing parallel leadership involves a change in the roles and responsibilities of principals – to lead in metastrategic development – and of teachers – to lead in pedagogical development. Such leadership is an impetus for essential processes of schoolwide professional learning, culture building and approach to pedagogy which will enhance and sustain school outcomes, thus giving IDEAS schools a cutting edge. This enables the knowledge-generating capacity of schools to be enhanced and sustained. Based on data obtained from interviews and fieldwork observations we introduce an elaborated version of the’ black box’ (Crowther, Hann & Andrews, 2002) and provide a discussion on how three principals in Singapore schools, as part of the IDEAS project, embrace the role of ‘strategic leaders’ in the context of parallel leadership. As these principals progress with developing parallel leadership, we expect valuable insight to emerge as to how parallel leadership is functioning in these schools, thus enabling us to provide at a later stage, a more conclusive answer as to what a parallel relationship between teachers and principals looks like in the Singapore context.
      372  290
  • Publication
    Open Access
    Leadership across schools to diffuse an education innovation: Applying complexity leadership theory with ecological leadership
    (2021)
    Ho, Jeanne Marie Pau Yuen
    ;
    ;
    Chua, Puay Huat
    ;
    Norhayati Munir
    This 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  105  40