Polices of promise and practices of limit: Singapore’s literacy education policy landscape and its impact on one school programme     

Jeanne M. Wolf  Wendy Bokhorst-Heng 《Educational Research for Policy and Practice》2008,7(3):151-164

This paper is about the interaction between policy and practice, and about how competing policies contributed to a paradoxical tension within that interaction in one school. Within a paradigm of educational renewal, the Singapore Ministry of Education (MOE) has initiated a number of policies designed to give schools autonomy in designing and implementing programmes to achieve optimal educational outcomes for its students. Among these are READ! Singapore, Teach Less, Learn More and the School Excellence Model. In this context, we review an MOE initiated Extensive Reading (ER) programme in one school. Despite such innovative policies, Dewey Secondary School’s [The names of the school and individuals have been changed to protect their privacy.] pedagogical and literacy practices continue to be largely influenced by other dominant features of Singapore’s and the school’s own educational culture—an exam-oriented focus that prioritises outcome and skill-based pedagogy and the school’s historical practice of restricting literacies. Competing policies as interpreted by the school and diverse stakeholders result in a morphed ER programme—an adaptation of a reading programme that reflects the programme intent overtly but one that collides at other times, and as a result, is pulled in different directions. The story is, thus, one of ‘policies of promise and practices of limit’.  相似文献   

20世纪80年代以来新加坡华文文学研究综述     

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   

数学建模视角下的新加坡小学数学书Learning Maths     

王丽美 《教育教学论坛》2021,(13):147-150

新加坡数学在TIMSS和PISA两大测试中脱颖而出,备受国际数学教育界关注。新加坡数学练习书Learning Maths将新加坡数学教育的精髓数学建模融入其中,而且在解题方法、编排方式、学习效果检测、家庭教育、信息技术的应用等方面具有独特之处。通过对新加坡小学数学书Learning Maths的剖析,进一步挖掘新加坡数学教育的内涵,探讨其中可资借鉴之处。  相似文献   

新加坡小学《公民与道德教育课程标准》的特点及启示     

王天桥  刘红 《贵州教育学院学报》2008,24(10):16-19

新加坡十分注重道德教育并取得了较好的效果,通过分析新加坡小学《公民与道德教育课程标准》（2007）的主要特点,进一步指出新加坡小学道德教育对推动我国小学道德教育课程改革和发展的积极作用。  相似文献   

“Countability not answerability?” Accountability in Hong Kong and Singapore universities   总被引：1，自引：1，他引：0  

Jan Currie  Lesley Vidovich  Rui Yang 《Asia Pacific Journal of Education》2008,28(1):67-85

Singapore and Hong Kong are vying to be the principal educational hub for the Asia-Pacific region and have begun to compete with Australia, Britain, Canada and the USA in providing cross-border education. Although these four Anglo-American countries still dominate cross-border education, Singapore and Hong Kong hope to make inroads into this export market and compete on the global stage. To create “world-class” universities, Singapore and Hong Kong have introduced quality assurance mechanisms, diversified funding sources, and restructured their university governance systems. This article compares the accountability measures introduced into Hong Kong and Singapore universities, and the responses of academics and administrators to these measures. The results indicate that both countries introduced greater autonomy as they augmented accountability for their universities, and the term “decentralised centralism” describes the kind of government control exerted in these Asian universities in the twenty-first century.  相似文献   

Motivation beliefs of secondary school teachers in Canada and Singapore: A mixed methods study   总被引：1，自引：0，他引：1  

Robert M. Klassen  Wan Har Chong  Vivien S. Huan  Isabella Wong  Allison Kates  Wanwisa Hannok 《Teaching and Teacher Education》2008

A mixed methods approach was used to explore secondary teachers’ motivation beliefs in Canada and Singapore. Results from Study 1 revealed that socio-economic status (SES) was the strongest predictor of school climate in Canada, and that collective efficacy mediated the effect of SES on school climate in Singapore, but not in Canada. In Study 2, interviews were conducted with 10 teachers in Canada and 14 teachers in Singapore. Teachers in both settings discussed students’ social and behavior problems, but the range of the social problems was greater in Canada than in Singapore, and had a stronger impact on teachers’ motivation beliefs.  相似文献   

Teaching critical thinking: Cultural challenges and strategies in Singapore          下载免费PDF全文

Charlene Tan 《British Educational Research Journal》2017,43(5):988-1002

Among the challenges faced by educators in promoting critical thinking is that of cultural compatibility. Using Singapore as an illustrative case study, this paper explores the cultural challenges and recommended strategies for the teaching of critical thinking in schools. The research for this study is based on a theoretical framework that focuses on two dominant practices of critical thinking: confrontational and individualistic on the one hand, and collegial and communal on the other. Research data shows that the main cultural challenges are the social expectations of teachers as knowledge transmitters and a perception that critical thinking is essentially adversarial. The recommended strategies are the utilisation of cooperative learning strategies and the provision of a safe learning environment. There are two major implications arising from this research study. The first is a need for policymakers and educators to be cognisant of cultural constraints in the teaching of critical thinking. The second is the significance of teacher efficacy to engender student engagement and successful learning within socio‐cultural constraints. The Singapore experience adds to the existing literature by highlighting the existence and significance of communitarian practices of critical thinking in an Asian context.  相似文献   

职业技术教育与新加坡现代化     

魏炜 《赣南师范学院学报》2004,25(5):51-53

新加坡的职业技术教育卓有成效 ,有力地推动着国家现代化的进展。新加坡职业技术教育对国家现代化的促进体现在几方面 :职业技术教育的发展密切配合国家经济发展战略 ;多层次职业技术教育体系培养多层次人才 ;正规职业技术教育与非正规职业技术教育相结合 ;政府高度重视 ,确保职业技术教育的发展  相似文献   

Taking Human Capital Investment Seriously: Reflections on Educational Reform     

Trivina?KangEmail author 《Educational Research for Policy and Practice》2004,3(1):63-76

This paper presents the 2002 Junior College/Upper Secondary Review in Singapore in the context of the nation-states commitment to human capital investment. It discusses how these changes have led to a radically altered upper secondary educational landscape through the implementation of the Integrated Programme, the establishment of Specialized Schools in Sports, Maths and Science, and the Arts, and the introduction of Privately Funded Schools. These rapid changes have greatly diversified the educational opportunities available to students in this relatively centralized educational system in a short period of time. The concluding thoughts section concludes with implications of such educational change for parents, students and teachers and issues to be considered while they negotiate such educational change.  相似文献   

Racialised Education in Singapore   总被引：2，自引：0，他引：2  

Michael D. Barr 《Educational Research for Policy and Practice》2006,5(1):15-31

The Singapore education system plays a central role in the mythology of the young country’s nation building project. The education system is portrayed as the cradle of Singapore’s multiracialism, fostering racial harmony and understanding. Yet this historical study of primary school English textbooks from the 1970s to the present reveals that since the beginning of the 1980s they have been systemically designed in such a way that they evoke high levels of racial consciousness, and at their worst have displayed a pro-Chinese bias that has deprived non-Chinese children of inspiring role models. This study helps to explain the results of recent sociological research that has cast doubt on the effectiveness of the Singapore education system as an instrument for promoting racial harmony.  相似文献