Now showing 1 - 10 of 46
  • Publication
    Open Access
      111  138
  • Publication
    Open Access
    The future of learning
    (National Institute of Education, Nanyang Technological University (NIE NTU), Singapore, 2021) ;
    Singh, Shyam Anand
    ;
    Ow, Phoebe Ming Li
    ;
    Nur Haryanti Sazali
      57  47
  • Publication
    Open Access
    Anonymizing of video files: A user guide
    (Office of Educational Research, National Institute of Education (Singapore), 2015-10)
    Kogut, Galyna
    ;
    ;
      315  160
  • Publication
    Open Access
      215  98
  • Publication
    Open Access
    Struggling against pedagogical instrumentality: Attempting to awaken the literary imagination in Singapore’s secondary English classrooms
    (2008-03)
    Albright, James
    ;
    Kramer-Dahl, Anneliese
    ;
    Building Communities of Readers among Teachers (BCR) project attempted to employ a teachersas- readers professional development framework to build participating Singaporean secondary English teachers’ capacities to teach literature. Teachers-as-readers projects are designed to promote teachers’ personal engagement with narrative as a prelude to reconceptualizing English their teaching, leading them to afford students with greater opportunities to explore literary texts in depth through extended talk, writing and other forms of representation. This paper elaborates the interrelated structural and attitudinal reasons why this framework had to be abandoned in favour of more a recognizable form of professional development in order to garner sufficient teacher support to work towards the projects’ goals. Singapore’s legacy of a pragmatic and technicist orientation to education hinders the adoption of such a reflexive form of professional learning.
      359  1354
  • Publication
    Open Access
    Core 3 Research Programme: Baseline investigation of subject-domain pedagogies in Singapore’s primary and secondary classrooms (C3-PP) : Significant findings for visual art (P5 and Sec1)
    In broad terms, the central objective of the National Institute of Education (NIE) Core Research Programme is to provide empirical answers to persistent questions about the instructional logic and intellectual quality of teaching and learning across Singapore classrooms. In Core 1 (2004-2007), lessons and surveys from English, Mathematics, Science, Social Studies and Mother Tongue classrooms at Primary 5 and Secondary 3 levels were collected. In Core 2 (2009-2014), three Panels were formed and organized along pedagogical beliefs and practices (Panel 2), classroom practices (Panel 3) and assessment practices (Panel 5) (Hogan, Towndrow, Kwek, & Chan, 2013). Both the Core 1 and 2 Research Programmes made important advancements in our understanding of a broad range of pedagogical practices through rigorous research designs and instrumentation. In addition, they had a significant impact on educational policy and research. The Core Research Programme continues to investigate what makes the Singapore education system successful, and what systemic pedagogical innovations are required to advance Singapore’s education to the next level.

    The Core 3 Research Programme (Core 3) has been reconceptualised to include a Regular component, one of the two categories of sub-studies aimed at improving the utility of findings that are aligned to MOE’s knowledge needs and ensuring the timeliness of reporting of findings for MOE’s monitoring purposes. The Regular component is complemented with an Exploratory component which comprise sub-studies to investigate learning outcomes which are difficult to measure, conduct innovative data collection methods and analytical approaches, develop evaluation studies investigating curriculum implementation and enactment, and develop curriculum and pedagogical innovations. In particular, this study includes a significant, highly refined regular component that examines classroom pedagogy and an exploratory component that develops indicators for new subject domains and further examines teacher pedagogical reasoning. This Core 3 programmatic study (henceforth, “C3-PP”) follows a five-year subject domain sampling design that began in 2015. While the subjects that are the focus of this study (English Language, Mathematics, Additional Mathematics, History, Geography, Literature, Music, Visual Arts, Physical Education, Computer Applications, henceforth cumulatively termed “focus subjects”) are wide ranging, they follow the Core 3 data collection schedule for the years 2017 and 2018. The sampling design and subjects have been agreed upon by the MOE and NIE.
      141  58
  • Publication
    Open Access
      346  215
  • Publication
    Open Access
    Core 3 Research Programme: Baseline investigation of subject-domain pedagogies in Singapore’s primary and secondary classrooms (C3-PP) : Significant findings for music (P5 and Sec1)
    (2020) ; ;
    Peacock, Alistair Jun Nan
    ;
    Danyalakshmi Ganeson
    In broad terms, the central objective of the National Institute of Education (NIE) Core Research Programme is to provide empirical answers to persistent questions about the instructional logic and intellectual quality of teaching and learning across Singapore classrooms. In Core 1 (2004-2007), lessons and surveys from English, Mathematics, Science, Social Studies and Mother Tongue classrooms at Primary 5 and Secondary 3 levels were collected. In Core 2 (2009-2014), three Panels were formed and organized along pedagogical beliefs and practices (Panel 2), classroom practices (Panel 3) and assessment practices (Panel 5) (Hogan, Towndrow, Kwek, & Chan, 2013). Both the Core 1 and 2 Research Programmes made important advancements in our understanding of a broad range of pedagogical practices through rigorous research designs and instrumentation. In addition, they had a significant impact on educational policy and research. The Core Research Programme continues to investigate what makes the Singapore education system successful, and what systemic pedagogical innovations are required to advance Singapore’s education to the next level.

    The Core 3 Research Programme (Core 3) has been reconceptualised to include a Regular component, one of the two categories of sub-studies aimed at improving the utility of findings that are aligned to MOE’s knowledge needs and ensuring the timeliness of reporting of findings for MOE’s monitoring purposes. The Regular component is complemented with an Exploratory component which comprise sub-studies to investigate learning outcomes which are difficult to measure, conduct innovative data collection methods and analytical approaches, develop evaluation studies investigating curriculum implementation and enactment, and develop curriculum and pedagogical innovations. In particular, this study includes a significant, highly refined regular component that examines classroom pedagogy and an exploratory component that develops indicators for new subject domains and further examines teacher pedagogical reasoning. This Core 3 programmatic study (henceforth, “C3-PP”) follows a five-year subject domain sampling design that began in 2015. While the subjects that are the focus of this study (English Language, Mathematics, Additional Mathematics, History, Geography, Literature, Music, Visual Arts, Physical Education, Computer Applications, henceforth cumulatively termed “focus subjects”) are wide ranging, they follow the Core 3 data collection schedule for the years 2017 and 2018. The sampling design and subjects have been agreed upon by the MOE and NIE.
      121  90