Png, Jessie Lay Hoon

Preferred name
Png, Jessie Lay Hoon
Email
jessie.png@nie.edu.sg
Department
English Language & Literature (ELL)
Personal Site(s)
ORCID
Now showing 1 - 10 of 17
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    Learning to lead reading comprehension discussion
    (Sage, 2016)
    Silver, Rita 
    ;
    Png, Jessie Lay Hoon 
    In this article, we describe and reflect on a collaborative, school-based professional development project (an ‘intervention’) intended to encourage innovation in classroom teaching. Specifically, the intervention included a collaboration between university-based researchers/mentors and primary school teachers in Singapore who were interested in discovering new strategies for reading comprehension instruction. The results show that by working together, over time, teachers were able to innovate by adopting new strategies for leading reading comprehension discussions and adapting the new strategies to fit the local teaching context. Crucially, the innovation found that ‘learning’ the new strategies was insufficient; teachers needed professional support from the teacher trainers and their collaborating colleagues as well as time—over three years—to develop their expertise and their confidence in the implementation of the new strategies.
    WOS© Citations 3Scopus© Citations 5  201  1013
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    Reading discussions and reading comprehension: Sustainability in teacher development and opportunities for student learning
    (Office of Education Research, National Institute of Education, Singapore, 2020)
    Silver, Rita 
    ;
    Png, Jessie Lay Hoon 
    This report focuses on the third in a series of projects launched as a collaboration between the research team and a participating school with the goal of enhancing student reading comprehension and teacher understanding of the importance of classroom discourse.
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    The impact of negotiation for meaning on reading comprehension among Singapore primary students
    (Office of Education Research, National Institute of Education, Singapore, 2020)
    Silver, Rita 
    ;
    Png, Jessie Lay Hoon 
    ;
    Raslinda Ahmad Rasidir
    ;
    Foong, Poh Yi
    ;
    Huynh, Thi Canh Dien
    ;
    Kogut, Galyna
    The study follows up on prior research on the key role of negotiation for meaning (NFM) in increasing second language learning and oral comprehension (e.g., Ellis & Heimbach, 1997) and on reading comprehension (Van den Branden, 2000). The investigation described in this report considers whether and in what ways classroom discussions can encourage the types of interactions that are beneficial to language and literacy learning, especially reading comprehension. The intervention encourages a more thoughtful, questioning approach to reading comprehension, integrated with oral interaction that encourages NFM.
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    The use of Reciprocal Questioning (ReQuest) in the teaching of reading comprehension
    (2017)
    Khin, Estella Thidar Win
    ;
    Png, Jessie Lay Hoon 
    Many researchers in the West have come up with different teaching instruments to teach reading comprehension. Reciprocal Questioning (ReQuest) is one of them. According to Manzo (1969), ReQuest was designed to help students generate their own questions, encourage inquiring attitude and develop independent comprehension skills. This study aims to find out whether students would be able to generate higher order thinking questions and if so, will ReQuest lesson work well in Singapore English curriculum. 21 high and middle progress Primary five students from a local school were taught and observed. The findings point out that more than half of the students were able to generate higher order questions and produce acceptable answers. As observed through the discussions, students negotiated meaning and picked out salient information presented in the reading text. They also exhibit desire to search deeper into text through clarification, re-reading before coming to a consensus the type of questions they wanted to generate. They asked speculative questions such as how and why which opened up the floor for further discussions. This implies that ReQuest is a good tool to be used in Singaporean reading comprehension lessons. It gives students opportunity to go deeper in their response to the text. The process of re-reading allows students to pick up salient information from the text. It also offers students to be active participants in the comprehension process, encourages critical literacy and enhances questioning techniques which they could use it to practise self-questioning for other academic readings.
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    Enhancing the theory-practice nexus in pre-service practicum: The Singapore way
    (Universitas Pendidikan Indonesia Press, 2020)
    Png, Jessie Lay Hoon 
    Teacher education institutions or universities all over the world struggle to help their student teachers narrow the gap between the theories they have learnt and the translation of those theories into actions in the classroom. This chapter will show how the National Institute of Education (NIE), Singapore addresses this issue through her practicum programme. The latter has been enhanced to include the use of e-Portfolios, reflective practice and teacher inquiry. NIE also strengthens her relationship with the schools by getting the school mentors involved in conducting focused conversations with their student teachers during practicum. This chapter will also present the implications of the initiatives carried out by NIE for ASEAN and countries beyond.
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    Benefits, mechanisms and challenges of international accreditation for teacher education: ASEAN academics' perspectives
    (Emerald, 2023)
    Ahmad Bukhori Muslim
    ;
    Fuad Abdul Hamied
    ;
    Moh Fakry Gaffar
    ;
    Asuan, M. E.
    ;
    Syakirah Samsudin
    ;
    Diteeyont, W.
    ;
    Margana Margana
    ;
    Ani Wilujeng Suryani
    ;
    Png, Jessie Lay Hoon 
    ;
    Rini Solihat
    ;
    Tina Priyantin
    ;
    Cassandra, N.
    ;
    Gunadi Gunadi
    ;
    Sitthikorn, Sumalee

    Purpose: This study aims to explore some benefits and challenges of establishing an international accreditation for teacher education institutions (TEIs) by AsTEN Quality Assurance Agency. This specific accreditation agency is expected to improve the quality of teaching, learning and research at TEIs in ASEAN region.

    Design/methodology/approach: The qualitative study generates data from questionnaires and online semi-structured interviews among ASEAN academics. They work as teacher educators in Indonesia, Singapore, Thailand and Malaysia.

    Findings: As findings show, participating academics from Indonesia, Singapore, Malaysia, the Philippines, Thailand and Brunei Darussalam believe that it is necessary to have a specific international accreditation agency that can properly accommodate particular standards of teacher education. This accommodation is expected to increase the governance of quality teaching, learning and researching to prepare more competent and professional future teachers. Participating academics also acknowledge some potential challenges this specific accreditation agency may have, including local acceptance by national governments in ASEAN region and global acknowledgement from international accrediting agencies, mostly based in Global North countries.

    Research limitations/implications: The study only involves academics in five ASEAN countries of Indonesia, Malaysia, Singapore, Thailand and the Philippines so that it may have less international acceptance.

    Practical/social implications: The study also identifies aspects and mechanisms of blended online-onsite international accreditation application for TEIs, which grows its significance because of technological advancement, efficiency and prolonged COVID-19 pandemic.

    Originality/value: The study provides a digital accreditation system for TEIs, particularly in ASEAN region. This originality is important in this era of Internet of Things.

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