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Ng, David Foo Seong
- PublicationOpen AccessParallel 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 AiEducational 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.391 382 - 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 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 19 201 365 - PublicationOpen AccessLeadership learning for complex organizationsMany school leadership programs are set and delivered in specific modules or workshops in order to achieve a pre-determined set of competencies, knowledge, and skills. In addition, these programs are driven by the faculty member and the prescribed content. As Singapore schools become more complex in the roles and responsibilities to educate the future of the nation, new ways to develop school leaders is needed. This study investigates the effects on leadership learning based on a complexity theory based design leadership program. The learning outcome emerged as practical leadership knowledge that participants generated as they actively participate in the leadership program. A serious implication of complexity-based design would mean shifting from an “objective and course-driven” learning to “learning that emerged and process-driven.”
WOS© Citations 7Scopus© Citations 10 217 231 - PublicationOpen AccessSchool leadership in ICT implementation: Perspectives from SingaporeSingapore has implemented two Masterplans for Information Communication Technology (ICT) in education over the last decade. This article examines Singapore teachers’ perspectives of how leadership for ICT implementation in schools is distributed among leaders, by means of a survey conducted in 2007. The study found that transformational and instructional leadership are perceived to be distributed among multiple leaders including Principal, Heads of Technology, and Heads of Subject. Heads of Technology are viewed as performing both transformational and instructional leadership activities more frequently than the Principal or the Subject Heads. The transformational leadership and instructional leadership performed have a significant effect on the amount of extra effort teachers put into their use of ICT.
WOS© Citations 15Scopus© Citations 17 616 816 - PublicationOpen Access
276 392 - 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).127 315 - PublicationOpen AccessExploring the relationships between instructional leadership and teacher competences: Singapore primary school teachers' perceptionsThis article presents part of the findings drawn from a larger study on school leadership in 28 Singapore primary schools. This article discusses the perceptions of 224 key personnel (i.e. teachers with formal leadership titles) and 462 teachers (i.e. classroom/subject teachers without a formal leadership position) of their school leaders’ enactment of instructional leadership and the predictive relationships between instructional leadership and teacher competences. The key findings were (i) Singapore school leaders were perceived to adopt a selective instructional leadership approach and (ii) instructional leadership practices that focused on promoting professional development and positive school climate were strongly associated with teacher competences. The article contributes to the growing knowledge base on the enactment of instructional leadership in non-Western settings and specifies the relationships between instructional leadership and teacher-level variables.
WOS© Citations 17Scopus© Citations 14 78 355 - PublicationOpen AccessMore than ‘tell’ and ‘test’ or ‘click’ and ‘link’(2002-05)Learning becomes meaningful when learning comes from the process of working towards the understanding of a problem. This paper shows all educators how computer simulations can provide the context for students to learn declarative and procedural knowledge through the resolution of a problem. Underpinning the design are principles of problem-based learning that are essential to helping our students become reflective and independent problem solvers in the 21st Century. Suggestions of how these principles can be transferred into designing computer simulations for schools are also discussed.
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