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21.
Ada?K.?H.?Pak Alice?Cheng-laiEmail author Ivy?F.?Tso Hua?Shu Wenling?Li Richard?C.?Anderson 《Reading and writing》2005,18(5):437-454
This study investigated the development of visual chunking skills in the processing of Chinese characters among Hong Kong
pupils. One-hundred-seventy-nine primary school students from first, second and fourth grades were administered a character
copying task. Children as young as 6 years of age were aware of character units and were able to apply visual chunking strategies
when processing characters. Children in higher grades performed better than those in lower grades on every character type,
and the types of errors they made revealed that their chunking level was higher than that of younger children. Differences
between ability groups emerged in second grade and vanished in fourth grade, suggesting that children with a lower reading
ability are slower to develop advanced chunking skills. 相似文献
22.
Ng Pak Tee 《Educational Research for Policy and Practice》2003,2(1):27-39
Nation', schools in Singapore are now asked to develop themselves into excellent schools. To support this change, the way that schools are being appraised has been changed since 2000. The school today is asked to do self-appraisal using the new School Excellence Model (SEM), which is adapted from a business excellence model. This article discusses the SEM, its major implications to the leadership and management of schools in Singapore and the areas still to be addressed in the implementation of the model. In particular, school leaders should focus on the substance and not the form of the SEM, be systemic in their approach to quality improvement in schools and truly lead the way by being the first believing and practicing member of this movement. Key Words: excellence, leadership, quality, school, self-appraisal 相似文献
23.
This paper presents the findings of a research that examines students perception of the change in the Singapore Education System and how that impacts on their satisfaction and outlook. Analysis of the data obtained through a questionnaire and face-to-face interviews shows that the more favourable the perception of change amongst students, the more favourable is their satisfaction and outlook. The implication for education leaders is that it is important to understand student perception of change because they are the ultimate beneficiary of change. 相似文献
24.
The role of the blended action learning facilitator: an enabler of learning and a trusted inquisitor
This paper reports on a research study that involved the use of blended action learning to support leadership development within the New Zealand education sector. An important contributor to the success of this technology-enabled approach to professional learning was the role taken by the blended action learning facilitator. Two complementary aspects of this role were: enabling learning, the main focus of which was encouraging participation in online interactions; and acting as a trusted inquisitor, a process involving both supporting and challenging participants in their leadership learning. This study found that the balance between these two roles varied over the course of the blended action learning groups and this led to the identification of five distinct stages of blended action learning facilitation. 相似文献
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Kim H. Koh Charlene Tan Pak Tee Ng 《Educational Assessment, Evaluation and Accountability》2012,24(2):135-149
Using Singapore as an example, we argue that schools need to equip and encourage teachers to adopt authentic assessment in
teaching and learning so as to develop the students’ higher-order thinking. The importance of teaching and assessing higher-order
thinking in Singapore classrooms is encapsulated in the vision of ‘Thinking Schools’ launched by the Ministry of Education
in 1997. Underpinning this vision is a shift from conventional assessment to authentic assessment. Unlike conventional paper-and-pencil
tests that focus on knowledge reproduction and low-level cognitive processing skills in artificial, contrived contexts, authentic
assessment tasks underscore knowledge construction, complex thinking, elaborated communication, collaboration and problem
solving in authentic contexts. However, the creation of thinking schools in Singapore remains a constant challenge as many
teachers tend to rely on conventional assessment and are often ill-prepared to implement authentic assessment. By presenting
the findings from a recent empirical study, we propose that schools build teacher capacity by providing ongoing and sustained
professional development on authentic assessment for teachers. 相似文献
28.
Lana?Yiu-Lan?KhongEmail author Pak?Tee?Ng 《Educational Research for Policy and Practice》2005,4(1):1-11
In an era of rapid global economic and social change, educational institutions like schools and universities are struggling
to keep their curricula and programs relevant. Singapore’s schools are no exception, especially when education is viewed as
the essential element for maintaining the nation’s global competitiveness in ways that are totally disproportionate to its
size. The current shift from an ‘efficiency-’ to an ‘ability-’ driven paradigm in education, however, is increasing uncertainty
and raising the stakes in an already pressurized system where schools, educators and students constantly compete for top academic
awards and rewards. The concept of “partnership” in Singapore education is a significant, relatively new, trend that has caught
on among local schools only since the late-1990s, with the focus on creating better “total” learning environments for students.
This paper analyses the challenges of matching rhetoric with professional practice with regard to school–home partnerships
in Singapore, and concludes that the key to authentic collaboration lies in the mutual appreciation and valuing of diversity
as well as a deep sense of shared responsibility by all parties concerned. 相似文献
29.
Feng-Jui Hsieh Khoon Yoong Wong Ting-Ying Wang 《International Journal of Science and Mathematics Education》2013,11(4):819-846
This study investigates the similarities and differences of mathematics-related teaching competencies between the future secondary school teachers of Taiwan and Singapore by using data from the international Teacher Education and Development Study in Mathematics (TEDS-M), organized by the International Association for the Evaluation of Educational Achievement. Taiwan and Singapore are identified as the only two Asian countries integrating the Chinese/Confucian tradition in their education regarding TEDS-M. The relative strengths and weaknesses of these two countries, as compared to other TEDS-M higher-achieving Western countries, such as Germany, Poland, Russia, Switzerland, and the USA, are examined after reselecting and reclassifying the achievement items based on Niss’ (2003) mathematics competence and Hsieh’s (Secondary Education, 63(3), 2012) mathematics teaching competence structures. This study shows that Singaporean future teachers are weaker in the competence of devising formal mathematical arguments and transforming heuristic ideas into valid proofs than Taiwanese future teachers. Taiwan and Singapore demonstrate relative strengths at primary, lower-, and upper-secondary levels in mathematics competencies but show relative weaknesses at the tertiary level than do other higher-achieving Western countries. Comparing these two countries, Taiwan shows relative strengths at upper-secondary and tertiary levels, and Singaporean strengths are at primary and lower-secondary levels. This distinction is primarily because of the thought-oriented category of mathematics competencies. This study also finds that Taiwan and Singapore belong to different clusters compared with the higher-achieving Western countries regarding their future teachers’ relative strengths and weaknesses in either mathematics or mathematics teaching competence. 相似文献
30.
Kit Yoong Ng 《International Journal of Lifelong Education》2013,32(6):489-506
Discussions of learning in practice and in workplaces have been carried out within the various theories of learning. More recent discussions have unveiled the complexity inherent in learning in workplaces by acknowledging the presence of power relations in practice. However, the discussions fall short of an analysis on another more paramount power relation in practice – the relationship and effects of organizational ownership on learning in workplaces. Using the global phenomenon of concentrated media ownership, this paper presents a literature review to show that ownership is another higher form of power relation that shapes what and how professionals learn in practice. 相似文献