Now showing 1 - 10 of 16
  • Publication
    Open Access
    Schools and post-secondary aspirations among female Chinese, Malay and Indian normal stream students
    (2002-10)
    Based on in-depth interviews with 60 Normal stream Chinese, Malay and Indian students, this paper explore some of the factors found located within the family and school that influence their post-secondary aspirations. The concept of combined familial resources is proposed to be more analytically constructive than reference to either the family socioeconomic status or ethnicity when accounting for differential aspirations and outcomes. In school, being in the Normal stream limits the post-secondary aspirations of respondents. The "streaming effect" also segregates respondents from their ethnic counterparts in the Express stream. In addition, there is ethnic segregation within the Normal stream. Respondents' preference for mother tongue usage and the sense that they have little in common with other ethnic groups outside the school are factors behind such division. Co-Curricular Activities, especially uniformed groups, can be effective in bridging inter-stream and inter-ethnic group divides. The paper concludes by suggesting some policy implications and recommendations based on these findings.
      170  190
  • Publication
    Open Access
    WOS© Citations 47Scopus© Citations 78  319  1955
  • Publication
    Open Access
    Shaping the leadership configuration of principals and vice-principals: The principal socialising agent
    (2022)
    Ho, Jeanne Marie Pau Yuen
    ;
    This article examines how principals socially construct the leadership configuration of principals and vice-principals in Singapore and what factors influenced the principal's shaping of this configuration. The qualitative study, involving the interview of 10 principals, sought to understand how principals made sense of their vice-principals roles vis-a-vis their own roles, as well as what influenced their perspectives. Coding involved a mix of codes from the literature and grounded from the interviews. Findings revealed that principals perceived themselves as the main and final decision maker, guarding certain responsibilities, and needing to be in the know. They perceived the vice-principal's role to be mainly a supporting role, while simultaneously expecting the latter to challenge the principal's thinking. Principals varied in how they include vice-principals in work perceived as more the principal's responsibility. A high-power distance culture and the principals’ own induction and experiences as vice-principals shaped the principals’ crafting of the leadership configuration. The study highlights the principals’ role as a community in reproducing the type of vice-principals that the system values, raising a concern that bounded empowerment limits the leadership and growth of vice-principals. However, there is some evidence that principals’ agency can counter predominant socialising forces.
      66  127
  • Publication
    Unknown
    Profiles of antisocial behavior in school-based and at-risk adolescents in Singapore: A latent class analysis
    (2020) ;
    Li, Xiang
    ;
    ; ; ;
    Wong, Qinyuen
    ;
    Yeo, Jeanette Y. P.
    This study used Latent Class Analysis (LCA) to examine whether multiple subgroups can be identified based on rule-breaking and aggressive behavior in school-based and at-risk adolescent samples. These groups were tested for differences in behavioral, emotional, personality and interpersonal correlates. Rule breaking and aggressive behavior co-occurred across all classes. School-based adolescents were classified as having minimal, minor or moderate antisocial problems. At-risk adolescents were classified as having mild, medium or severe antisocial problems. Generally, at-risk adolescents had higher levels of antisocial behavior, and greater severity of antisocial behavior was associated with more problems in various domains. Results differed however, for the school-based and at-risk samples with respect to emotional problems, sensation-seeking and peer conformity pressure. There is a need to jointly consider both non-aggressive rule-breaking behavior and aggressive behavior in prevention and intervention work, as it is insufficient to address isolated symptoms and problems in children and adolescents/
    WOS© Citations 5Scopus© Citations 6  507  351
  • Publication
    Metadata only
    Post-secondary education in Singapore
    This chapter discusses Singapore’s current post-secondary education landscape in the context of shifts over time. The development of Junior Colleges, Polytechnics and the Institute of Technical Education in Singapore reflect dynamic institutional responses to evolving socio-political and economic concerns. This chapter highlights salient shifts that have shaped, and continue to shape, technical, vocational and academically oriented post-secondary education in Singapore. Current transformations in these institutions are bold attempts to seize unique opportunities to ensure student success in, and for, economy and society. However, the chapter suggests that there are challenges and instituitions will need to constantly adapt and balance competing demands as they seek to navigate post-secondary students into the future.
      79
  • Publication
    Open Access
    Vice-principals as leaders: Role ambiguity and role conflicts faced by vice-principals in Singapore
    (2021)
    Ho, Jeanne Marie Pau Yuen
    ;
    Imran Shaari
    ;
    This article examines what vice-principals in Singapore experience as constraints to their leadership practice, and how they deal with these constraints, cognisant that role misalignment for vice-principals presents barriers to schools achieving optimal effectiveness. This qualitative study seeks to hear the voices of vice-principals, to uncover the contextual richness of their experiences through interviews with 28 vice-principals. Coding involved a mix of codes from the literature and from the interviews, with member checking of the findings. Vice-principals in Singapore face two main constraints: role ambiguity and role conflicts. These are mainly a structural issue, given the dual expectations of vice-principals to support their principals and to lead. The problems are heightened when there are clashes of values, with vice-principals conflicted between two sources of authority: administrative and professional. Framing the constraints faced by vice-principals under role ambiguity and role conflicts raises these constraints to a theoretical and organisational level. The study proposes a link between the concepts of role ambiguity and role boundaries and illustrates how role ambiguity and conflicts can be disempowering. However, the study also shows that ambiguity need not always be a constraint but can be positive under some conditions.
    WOS© Citations 9Scopus© Citations 9  115  390
  • Publication
    Restricted
    Life pathway analysis project
    (Office of Education Research, National Institute of Education, Singapore, 2020) ;
    Hogan, David
    ;
    The first purpose of this study examines the extent of career indecision among 16 year old students in Singapore. Although important career development processes emerge during the developmental period of late adolescence (aged 16-17 years or Grade 11), career decision-making difficulties also intensify. In pursuit of this research aim, we ask the following questions:
    i) What types of educational and occupations goals do students intend to pursue after they leave secondary school?; ii) What is the extent of career indecision among Singaporean students; and iii) Does career indecision vary across family and academic background characteristics?
    The second purpose establishes external construct validation of career indecision using a range of 21st century competency measures. For this purpose, thirteen variables will be selected and conceptually organised according to the Singapore Desired Outcomes of Education Framework. The research questions for this section include: iv) Do students who are indecisive about their career goals report lower mean scores across measures of 21st century competencies? v) Do clarity of students’ career goals predict higher levels of 21st century competencies?
      114  19
  • Publication
    Restricted
    Explaining exam anxiety in Singaporean students: the influence of family, pedagogical and individual characteristics
    (2008-03)
    Goh, Hui Chin
    ;
    Hogan, David
    ;
    With increasing pressure for young people to excel academically, the issue of exam anxiety warrants much attention as it bears on the validity of the testing procedure. Using data from the CRPP Life Pathways Study, a survey of 2,514 Secondary 1 students from 39 schools, this paper investigates the influences of family, pedagogical and individual characteristics on cognitive exam anxiety (CEA) among Singapore students using hierarchical regression. Controlling for demographic factors, expectations explained some variance while family background and authentic pedagogy did not. Subjective wellbeing and problem-solving skills further accounted for a significant proportion of variance. It is suggested that the family and school settings could instead be playing an indirect role in minimizing CEA through promoting student wellbeing and problem-solving skills.
      394  78