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1.
Instructional leadership practices in Singapore 总被引：1，自引：0，他引：1
Foo Seong David Ng Thanh Dong Nguyen Koon Siak Benjamin Wong Kim Weng William Choy 《School Leadership & Management》2015,35(4):388-407
This paper presents a review of the literature on principal instructional leadership in Singapore. The authors investigated the dimensions of instructional leadership in the practices of Singapore principals and highlighted the strategies these leaders adopt to enact their instructional roles. Singapore principals were found to play an active role in defining the school vision and promoting the school climate. However, in the areas of curriculum implementation and classroom instruction, the middle management team in the school played more active roles as compared to principals. Five broad conclusions were discussed to provide perspectives on instructional leadership practices in Singapore. This paper also highlighted limitations on current instructional leadership research in Singapore and pointed to areas of future research. 相似文献
2.
《International Journal of Educational Research》1997,27(3):221-232
Beginning with a distinction among families of explanations (common, disciplinary, self-, and instructional), this article describes research on two aspects of instructional explanations in history with the aim of contributing to research on explanations and on instructional discourse. The two aspects are: the different epistemic occasions that prompt an explanation and a model of goals and actions for instructional explanations in history. The occasions include events, themes, structures, and metasystems. The four goal states are: understanding the nature of the problem or query under discussion; completing in a coherent way the multiple verbal strands that comprise the explanation; using appropriate, accessible representations and analogies; and identifying fundamental disciplinary principles as they are used. Excerpts from the classroom discourse of an advanced history course provide two examples of instructional explanations that illustrate both the occasions being explained and the model of explanation. 相似文献
3.
Felice Atesoglu Russell 《Teachers and Teaching》2017,23(3):312-331
As a field, we have a limited understanding and a dearth of empirical research concerning the role of high school instructional coaches focused on English learners (ELs). This paper examines one EL facilitator’s work as an instructional coach and resource for supporting mainstream content teachers as they learn to meet the needs of adolescent ELs in one high school. This analysis is grounded within an examination of the influence of school structure and organization on the EL facilitator’s work and her role as a resource. Drawing on sociocultural learning theory, as well as literature on teacher leadership and instructional coaching, case study data from a year-long qualitative research project are analyzed. Implications for research, policy, and practice are discussed. 相似文献
4.
Reciprocal Learning,Pedagogy and High-Performing Education Systems: Learnings from and for Singapore
Zongyi Deng 《Teachers and Teaching》2019,25(6):647-663
ABSTRACTEmploying Connelly and Xu’s (this issue) conceptualisation of reciprocal learning, the article explores the potential for reciprocal learning about pedagogy provided by a body of PISA-inspired literature on high-performing education systems. I argue that the opportunities for reciprocal learning provided by that body of literature is rather limited and problematic because of its uncritical acceptance of the OECD’s basic premises about PISA and because of its employment of the ‘best practices’ approach to policy borrowing. Using Singapore as a case, I contend that reciprocal learning needs to be informed by the cultural historical narratives behind the development of an education system and a theory of pedagogy that locates the practice of teaching within a broad social, institutional, and instructional context of schooling. I discuss lessons from and for Singapore concerning the purposes of schooling, institutional norms and arrangements, and pedagogical practice. 相似文献
5.
6.
Carol Costley 《Studies in Continuing Education》2018,40(1):30-45
Doctoral programmes in which candidates research their own practice can be characterised as having transdisciplinary (TD) qualities. While most of the emphasis in the literature and in policy on TD is on research in teams, we argue for an expansion of the scope in the conception and understanding of TD research to include the way it can be articulated and assessed in practice-led and practice-based doctorates. In this sense, it is worth exploring instances of doctoral programmes that potentially allow doctoral researchers to undertake projects that have TD qualities. In these doctoral projects, researchers draw from a variety of perspectives, for example from their work practices, the theorisation of those practices, experiential learning, multiple disciplinary knowledge and approaches as well as communications and networking with appropriate stakeholders. Drawing from previous scholarship of TD in other fields we analyse and evaluate the TD qualities of a particular doctoral programme. This analysis reveals a set of qualities recognised by the literature as TD and relevant to doctoral researchers: Researching collaboratively with stakeholders; Diversity of disciplinary expertise and assessment criteria; Integration of different methodologies; Situating the research in multiple contexts; Impact on the ‘situation’ through novel procedures or products; Ethics and the importance of trust; Reflection/reflexivity. The paper posits a convergence between practice doctorates and TD research and demonstrates how TD qualities help doctoral candidates to situate their research at the interface between academia and their professional work and develop projects that have creative and beneficial relevance for practice. 相似文献
7.
1985 marked the beginning of the implementation of the Reading and English Acquisition Programme (REAP)—a programme aimed at retraining lower primary English teachers in reading and English language instruction. This programme covering 90 schools in 1986 evolved from research conducted by the Institute of Education personnel. The Reading Skills Project (see Ng, 1984), a 3-year study, examined pupils' reading progress from Primary 1 to 3 in 35 schools; a teacher-observation study looked into reading instructional activities in 24 of the above schools. There was simultaneously a search for reading instruction approaches suitable for the Singapore classroom followed by a small feasibility survey on a chosen approach; a re-examination of in-service reading courses and a literature search for strategies for programme implementation. The present study attempts to discuss only the teacher-observation facet of the total research work behind REAP. In view of the fact that Singapore-based teacher-observation studies are few (see Evaluation of CLIPS, 1981) and studies on the teaching of reading in lower primary still fewer (see Ng, 1980), it is important to first record the research findings for the study done in 1984, and their implications for classroom practice. As this study both replicates and extends a similar study done earlier, teacher educators and educational authorities may find, from the accumulated experience, confirming evidence of directions for a retraining programme for reading teachers, and the urgent need for both curriculum and instructional change in this field. 相似文献
8.
The implementation of science reform must be viewed as a systems-level problem and not just focus on resources for teachers and students. High-capacity instructional leadership is essential for supporting classroom science instruction. Recent reform efforts include a shift from learning about science facts to figuring out scientific phenomena in which students use science practices as they build and apply disciplinary core ideas. We report findings from a research study on professional development (PD) to support instructional leaders' learning about the science practices. After participating in the PD, the instructional leaders' familiarity with and leadership content knowledge of the science practices significantly improved. Initially, principals used their understandings from other disciplines and content neutral visions of classrooms to make sense of science instruction. For example, they initially used their understandings of models and argument from ELA and math to make sense of science classroom instruction. Furthermore, some principals focused on content neutral strategies, like a clear objective. Over the course of the PD workshops, principals took up the language of the science practices in more nuanced and sophisticated ways. Principals' use of the language of the science practices became more frequent and shifted from identifying or defining them to considering quality and implementation in science classrooms. As we design tools to support science, we need to consider instructional leaders as important stakeholders and develop resources to specifically meet their needs. If the science feels too unfamiliar or intimidating, principals may avoid or reframe science reform efforts. Consequently, it is important to leverage instructional leaders' resources from other disciplines and content neutral strategies as bridges for building understanding in science. We argue that the science practices are one potential lever to engage in this work and shift instructional leaders' understandings of science instruction. 相似文献
9.
李和颖 《河南师范大学学报(哲学社会科学版)》2007,34(2):79-84
2006年中国学术界对新加坡的研究有了很大进展,研究成果在数量和质量上都有提高,进行研究的学者人数增多、机构分布更广。学者们从不同领域对新加坡进行了深入的研究:政治研究领域有所拓宽,侧重政党政治;经济研究结合中国国情,加强比较借鉴;文化与社会研究涉及内容广泛,关注国计民生;民族宗教研究视角独特,观点新颖;教育研究立足传统课题,创新研究方法;国际关系研究数量稳步增加,研究有所突破;文学艺术研究视线投放广阔,内容丰富多彩。2006年学术界有关新加坡研究的成果从深度和广度上都有较大提升,尽管研究中仍存在一些薄弱之处,但新加坡研究的前景广阔。 相似文献
10.
教育技术理论的形成不但需要卓有成效的教育技术实践,还需要从其发展的“逻辑”之维和“现实”之维加以把握。在逻辑维度,建构一个自洽的教育技术理论范畴体系,可以揭示教育技术存在的普遍规律;在现实维度,探讨中国语境下教育技术的核心问题,有助于寻找中国教育技术理论安身立命的“居所”。科学范畴体系的逻辑结构必须与科学的现实基础相一致。“教育技术”是教育技术理论的核心范畴,因为“教育技术”这个概念本身具有最强的统摄力,不同的教育技术观影响着不同的教育技术认识和实践的方向。教学媒体和教学设计是教育技术理论的现象范畴。教育技术的现象范畴涉及教育技术的存在现象,它具有一定的抽象性和包容性,是核心范畴的具体化。教育技术活动范畴是操作性范畴,“分析”、“设计”、“开发”、“使用”和“评价”是教育技术基本活动的理论反映。如果说理论范畴的建构是对教育技术的静态“解剖”和事实抽象,带有鲜明的对象化研究倾向;那么,把握教育技术学的核心问题则是基于“问题逻辑”的动态探索,是一种价值性的观察视角。现代教学媒体的应用,特别是信息技术对学与教的支持作用,最有可能作为教育技术学发展的“核心”。强调现代教育媒体理论的核心地位,决定着我国教育技术学的基本观点和立场。 相似文献
11.
We raise concerns about the current state of research and development in formative assessment, specifically to argue that in its concentration on strategies for the teacher, the literature overlooks the disciplinary substance of what teachers and students assess. Our argument requires analysis of specific instances in the literature, and so we have selected four prominent publications for consideration as examples. These, we show, pay little attention to the student reasoning they depict, presume traditional notions of “content” as correct information, and treat assessment as distinct from other activities of learning and teaching, even when they claim the contrary. We then offer an alternative image of formative assessment centered on attention to disciplinary substance, which we illustrate with an example from a high school biology class. Assessment, we contend, should be understood and presented as genuine engagement with ideas, continuous with the disciplinary practices science teaching should be working to cultivate. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 1109–1136, 2011 相似文献
12.
Deandra Little David A. Green Colette Hoption 《International Journal for Academic Development》2018,23(4):324-338
Can research on disciplinary socialization and imprinting help us understand the extent to which educational developers bring aspects of their disciplinary training to their educational development research? In this paper, we explore the relationship between the research approaches developers associate with their original disciplinary training and those they actively use in their own educational development research, comparing and contrasting the strength of imprinting by discipline cluster. We discuss implications for how educational development as a field supports new developers moving into the field from another discipline and for how developers work with academic colleagues in other disciplines. 相似文献
13.
Robert D. Tennyson Robert L. Elmore Leonard Snyder 《Educational technology research and development : ETR & D》1992,40(2):9-22
In the past decade, research and theoretical advancements in both cognitive science and instructional technology have led
to updates in instructional design theory. In this article, we review two areas in which the updates make important contributions:
information analysis for higher-order cognition, and instructional strategies to improve acquisition of such higher-order
processes. From our reviews of the literature, we propose procedures for conducting a contextual module analysis and designing
integrated instructional strategies. An additional purpose of the article is to demonstrate the need for researchers in educational
technology to lead in the discovery of theories contributing to acquisition of higher-order cognition. 相似文献
14.
Jouni Kekäle 《Higher Education》1999,37(3):217-238
Leadership and management have become subject to growing interest in the context of higher education institutions. A fundamental feature of these institutions is the division of work according to different disciplines whose perspectives, practices and tasks can vary considerably. However, research literature on leadership in academic context deals typically with the topic on a general level, not in the context of different disciplinary cultures. In this paper disciplinary differences and their impact on preferred leadership patterns are discussed in some specialisms within four disciplinary fields (history, sociology, biology and physics) on the basis of research literature and a recent qualitative study on leadership cultures in academic departments (Kekäle 1997). 相似文献
15.
Designing and instructional design 总被引：5，自引：0，他引：5
16.
Vicky Gunn 《Studies in Continuing Education》2014,36(1):67-82
The interplay of the inner lives (intersubjectivity) of students and academics within a range of disciplinary cultural manifestations is a key element in the generation of student learning. This article suggests that research on student learning has yet to adequately articulate how this interplay occurs, suggesting that a focus on the influence of just one or two disciplinary cultural manifestations gives a partial image of how students become oriented toward or away from learning in higher education. Using a method that synthesizes the literature on organizational cultures, humanities cultural theory, cultural linguistic theory, and philosophical approaches to intersubjectivity, it identifies a framework for understanding the core conditions of learning within the disciplines that is complementary to psychological and phenomenological research on student learning. As an outcome of this exercise, this paper suggests that students' orientations are initiated within the intersubjective relationships that they encounter and that these relationships play out through the contradictions that exist between the full range of disciplinary manifestations. It closes by suggesting that how students interact with the paradoxes of the disciplinary environment is key to enabling them to manage the tension between their immediate subject study needs and broader learning patterns for their post-graduation lives. 相似文献
17.
Educational change in Singapore and its ‘tinkering’ around the edges: A critical realist perspective
Denise E. De Souza 《Journal of Educational Change》2018,19(1):19-49
This article re-examines the contents of Singapore’s Thinking Schools Learning Nation (TSLN) and Teach Less Learn More (TLLM) educational initiatives, introduced and implemented to promote change and to prepare Singaporeans for a twenty-first century knowledge-based economy. Adopting a critical realist perspective that enables investigations into complex social systems, the paper highlights the concepts, change process and possible outcomes of change proposed by realist social theory. An explanatory critique responding to the question, ‘What social structural changes were implemented by the TSLN and TLLM initiatives, and why?’ is developed, tracing the programmes of change in TSLN and TLLM. Findings reported in 2013, by a local large-scale research project, has made claims about the ineffectiveness of the initiatives in bringing about desired changes in classroom instructional practices. The critique questions—given Singapore’s recent and consistent successful performances in international benchmarking tests—whether it is only in the classroom that educational change that matters, counts. It suggests that despite making strong statements about the limited effectiveness of the TSLN and TLLM initiatives, many programs introduced and adopted by primary, secondary and post-secondary institutions, especially under TLLM, were left unexamined by the research project. The explanatory critique theorises that two kinds of changes have taken place—the reorientation of pedagogical practices in post-secondary institutions and extensions of what already exists in the primary and secondary sections. The paper concludes by highlighting some implications the explanatory critique have for research into educational change in general, and for educational change in Singapore. 相似文献
18.
高等教育作为一门学科 总被引：19，自引：0，他引：19
高等教育是一门学科,还是一个研究领域,长期以来争议颇多。高等教育能否作为一门学科,应根据历史的经验,参照学科制度化的标准,透过现象看本质。无论名称如何———称为研究领域或是称为"学科",世界范围内,高等教育已处在学科制度化的进程之中。 相似文献
19.
高等教育多学科研究之反思——从学科性视角到方法论视角的转向 总被引：1，自引：0，他引：1
我国的高等教育研究具有鲜明的学科指向性,多学科研究方法引入高等教育研究也未改变其学科指向性。近30年的高等教育研究表明,高等教育学学科建设只是在某种程度上完成了学科的外部建制,内部建制还任重道远。其原因主要在于多学科研究的引入还停留在学科性视角层面,方法论视角在高等教育多学科研究中还未受到足够重视。欲达臻学科建设之目的,既要重视多学科研究的学科性视角,更要重视立足高等教育实践,从方法论视角开展高等教育多学科研究,最终实现从学科性视角到方法论视角的转向。 相似文献
20.
李勇 《海南师范大学学报(社会科学版)》2008,21(3):86-89,99
作为海外华文文学创作的重镇之一,新加坡吸引了众多学者的目光,新加坡华文文学成为除台港文学之外的另一个华文文学研究的热点,研究不断深入,成绩斐然。 相似文献