Relevant bibliographies by topics / Singapore secondary schools

Academic literature on the topic 'Singapore secondary schools'

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Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Singapore secondary schools"

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Yeo, Robert. "Teaching Singaporean Literature in Secondary Schools: A Singapore Case Study." Singapore Journal of Education 11, no. 2 (January 1991): 54–61. http://dx.doi.org/10.1080/02188799108547672.

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Majid, Shaheen, Yun-Ke Chang, and Shubert Foo. "Auditing information literacy skills of secondary school students in Singapore." Journal of Information Literacy 10, no. 1 (June 9, 2016): 44. http://dx.doi.org/10.11645/10.1.2068.

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The aim of this study was to assess the information literacy (IL) and cyber-wellness skills of secondary 3 (grade 9) students, who are aged 14-15, in Singapore. The Ministry of Education in Singapore has introduced aspects of IL in schools through incorporating components into the syllabi of various subjects. A pilot-tested online survey, validated by IL experts from Canada, Hong Kong, Kuwait and Thailand, was used for data collection. The survey was taken by 2,458 students from 11 secondary schools in different geographical zones of Singapore. It was found that the use of school libraries and their resources was at a very low level. The majority of the students approached classmates and friends for help in solving their information-related problems. Only a small fraction consulted their school librarian. The overall IL assessment score showed that the students possessed a ‘middle’ level of IL skills which is better than previous (pre-curriculum integration) IL assessment studies in Singapore. As curriculum-embedded IL skills are taught by subject teachers, their level of preparedness could be a matter of concern. Similarly, fragmentation of IL concepts in different subject textbooks may cause co-ordination problems among teachers. This paper highlights the need for developing a roadmap for providing IL skills at different grade levels and in different subject areas. It is expected that the findings of this study will be useful to curriculum planners, teachers, schools librarians and others involved in IL education.
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Foo, Schubert, Shaheen Majid, Intan Azura Mokhtar, Xue Zhang, Yun-Ke Chang, Brendan Luyt, and Yin-Leng Theng. "Information literacy skills of secondary school students in Singapore." Aslib Journal of Information Management 66, no. 1 (January 14, 2014): 54–76. http://dx.doi.org/10.1108/ajim-08-2012-0066.

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Purpose – This study aimed to acquire knowledge about Singapore secondary school (ages 13 to 16 years old) students' skills in searching, evaluating and using information. Design/methodology/approach – A comprehensive instrument encompassing the basic information literacy (IL) skills, as well as a new dimension of ethical usage of information and collaborative information seeking was used for data collection. From August to November 2010, a total of eight schools comprising 3,164 students participated in this study. Findings – It was a matter of concern that various kinds of libraries, including school libraries, were found to be under-utilized. From the test that was administered to assess the IL skills of students, the results were found to be generally unsatisfactory as each of the major categories of IL skills recorded a score that is below 50 (out of a maximum of 100) except for “task definition”. For skills related to “information seeking strategies”, “location & access” and “information use”, the types of schools, academic streams of study, and students' family background seemed to have significant influences. Originality/value – This study is the first large-scale survey conducted in Singapore that sought to test the IL skills of secondary school students. The findings are useful in assessing the current effectiveness of IL integration, and the need for a more planned approach towards IL competency training within the school curriculum in Singapore.
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Ng, Hoon Hong. "Enabling Popular Music Teaching in the Secondary Classroom – Singapore Teachers' Perspectives." British Journal of Music Education 35, no. 3 (March 19, 2018): 301–19. http://dx.doi.org/10.1017/s0265051717000274.

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The pervasiveness of popular music and its associated practices in current youth cultures brings into question the relevance and effectiveness of more traditional music pedagogies, and propels a search for a more current and engaging music pedagogy informed by popular music practices. With this as the basis, this study seeks to explore factors that may enable the success and effectiveness of popular music programmes in public schools through the lenses of three Singapore secondary school teachers as they conducted their popular music lessons over seven to ten weeks. In the process, the study also describes how these teachers pragmatically negotiated the execution of these programmes within Singapore's unique educational context. The findings may serve to inform music teachers and school leaders keen to establish similar programmes as a matter of on-going dialogue.
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Boon Tiong Ho and Guat Tin Low. "Singapore secondary school teachers' perceptions of the characteristics of effective schools." Management in Education 13, no. 5 (November 1999): 14–16. http://dx.doi.org/10.1177/089202069901300505.

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CHEO, ROLAND K. "RANKING AND SCHOOL AUTONOMY: EFFICIENCY EFFECTS OF NEW INITIATIVES ON THE SINGAPORE EDUCATION SYSTEM." Singapore Economic Review 54, no. 02 (June 2009): 197–215. http://dx.doi.org/10.1142/s0217590809003264.

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From 1979, the Singapore government started to transform the nature of secondary education in Singapore. In 1979, nine schools were chosen as Special Assistance Plan (SAP) schools. After the call towards reforming the school system in the 1980s, the development of Independent schools evolved. In 1994, a new category — the autonomous school — was established. Besides reforming the school structure, in 1992, the "ST Schools 100" (first published by The Straits Times on 19 August 1992) started to rank the top 50 schools in the Special/Express stream and the top 40 schools in the Normal stream, along with separate tables listing the top value-added schools in both streams. Until quite recently, this ranking scheme had been endorsed by the Ministry of Education since 1992 and published on their website annually since 1995. This paper looks at how these new initiatives have affected secondary school outcomes. Comprising a panel data set of 30 of the top 50 schools in Singapore over the 1991–2001 period, the study looks at the technical efficiency of schools as a response to the introduction of new initiatives using two methodologies. The first baseline approach is that of a Corrected Ordinary Least Squares (COLS) multiple-output distance function. The second methodology used is the technical efficiency frontier effects model as described by Battese and Coelli (1995) and Coelli and Perelman (1996) which is a maximum likelihood estimation technique.
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Kiat, SIM Choon. "Meritocracy at Post-secondary Schools in Japan and Singapore." Journal of Educational Sociology 76 (2005): 169–86. http://dx.doi.org/10.11151/eds1951.76.169.

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Hah Wah, Elena Lui. "A Measure of Self-Esteem in Singapore Secondary Schools." Singapore Journal of Education 7, no. 1 (January 1985): 22–26. http://dx.doi.org/10.1080/02188798508548557.

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Heck, Ronald H. "School context, principal leadership, and achievement: The case of secondary schools in Singapore." Urban Review 25, no. 2 (June 1993): 151–66. http://dx.doi.org/10.1007/bf01137796.

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KANAI, Satomi. "The Condition of Religious Studies in Secondary Schools in Singapore:." Comparative Education 2014, no. 48 (2014): 46–67. http://dx.doi.org/10.5998/jces.2014.48_46.

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Dissertations / Theses on the topic "Singapore secondary schools"

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Yeo, Kei Choo Patricia. "Communication in Singapore secondary schools." Thesis, University of Leicester, 2003. http://hdl.handle.net/2381/30835.

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This study sought to gain some insights into the communication system in Singapore secondary schools, particularly the so-called 'neighbourhood schools', larger in number than the independent or the autonomous schools. The dearth of research on communication in Singapore schools makes it timely for this study to be undertaken, with electronic communication or e-mail, as a communication tool. This is probably the result of, among other factors, the implementation of the IT Masterplan in Education (Teo, 1997), and the concept of Thinking School, Learning Nation (TSLN, 1997), both national initiatives, which have shaped the communication process in schools, with attendant influences such as school organisation, communication climate and school culture (Refer to Table 7, p. 125). In this study, both quantitative and qualitative data were collected. 152 self-reporting questionnaires, (Appendix B), each with an introductory letter explaining the purpose and scope of the survey, were sent to teachers of three secondary schools. The principals consented to the administration of the questionnaire in their schools. Of these, 117 questionnaires were returned. However, two were incomplete, and thus, invalid. Findings were based on the responses in the remaining 115 questionnaires, which constituted 75.66% of the questionnaires sent out. The Statistical Package for the Social Sciences, SPSS, was used to generate the statistical tables, for frequency, correlations and, Analysis of Variance, ANOVA. The Cronbach alpha on the 185 items in the questionnaire was 0.97 and, for the standardized items, the reliability was 0.96. Qualitative data was gathered by means of person-to-person interviews, based on the Interview Schedule (Appendix C). Teachers' responses served as corroboration of the quantitative data gathered from the survey, and enhanced the research study on the communication climate in their schools. They also highlight how the national policy above has shaped, not only the culture, covered in the survey, but also the climate in which sharing and transfer of information take place, amidst a hierarchical organisational structure, with its authority vested mainly in the Principals and Vice-Principals. Grounded in this set-up is a highly work-oriented cultural ethos, envisioned with the ultimate 'value-addedness' in the performance of the pupils. Such is the communication climate and culture that information flows mainly downwards. Hence, message content would inherently be directives from school management - the Principals, Vice-Principals and the HODs to the teaching staff. Also highlighted was the use of the e-mail as a communication medium. While the younger teachers are computer-literate, the more senior experienced teachers voiced their concerns with IT-phobia, and see IT as a hindrance to communication. Organisational structure and IT-phobia are both issues to be managed for improvements to the communication process in Singapore schools.
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Tan, Penny Peng Leng. "Music education in the knowledge-based economy of Singapore : designing a music curriculum framework for neighbourhood secondary schools." University of Western Australia. Graduate School of Educationd%695 Electronic theses, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0240.

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Education in Singapore is seen as a key instrument to equip the next generation with resources to meet the needs of a Knowledge-Based Economy in a globalize world. The goal of this study is to develop a Music Education Curriculum Framework consistent with a Knowledge-Based Economy (KMCF) for Singapore neighborhood secondary schools. It provides the general context of music education in Singapore and conducts research to reveal the perspectives of key cross-sector stakeholders in music education, namely: The Ministry of Education (MOE) music and curriculum planning and development officers, National Institute of Education music academics, principals, general classroom music teachers and over 600 students. The curriculum framework will focus on the desirable qualities of Knowledge-Based Economy (KBE), particularly creativity, innovation, risk-taking, entrepreneurship and lifelong learning which have been strongly emphasized by the Singaporean government. In the light of their vision of thinking Schools, Learning Nation, the Ministry of Education is repositioning and reorienting the education system by implementing numerous initiatives and policies. The intention is to foster flexibility and diversity in a broad-based and holistic education, but the main focus to date has been on information technology, problem-solving and core subjects rather than on the creative aspects of the arts. By surveying students, this research aims to find out to what extent students find their music lessons satisfactory and whether their perspectives is compatible with those of other stakeholders. Students generally do not take music seriously, and the public perception is that a music career is limited to performing and teaching. The model curriculum framework will indicate further related careers, and the personal growth that comes through a genuine engagement with music. The Ministry of Education controls the school curriculum, structure of education, examinations, teacher qualifications and conditions of service. In 2005 it initiated a Teach Less, Learn More initiative which promoted student engagement. However, despite the rhetoric of classroom-based, teacher-owned and school-driven learning, it did not consult teachers or students and therefore failed as a vital learning organization which involved all participants in deciding future directions. For Senge (1994, p.13), a learning organization is a place where people are continually discovering how they create their reality. The curriculum design is an example of an example of an open system which this thesis addresses the issue of providing a structured programme flexible enough to adapt to contextual needs while providing the standards and outcomes needed in a competitive knowledge-based economy. This thesis makes its original contribution to knowledge by applying an open system model from organisational theory to a conventional music curriculum.
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Ong, Chye Hin. "Principals' management of lowest stream (normal technical) students in Singapore secondary schools." Thesis, University of Leicester, 2008. http://hdl.handle.net/2381/9621.

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This thesis investigates how principals in neighbourhood secondary schools in Singapore manage their lowest stream, the Normal Technical (NT) students, in their schools. The study was guided by three research questions: (1) What are principals’ perceptions of streaming as a way of organising students in secondary schools?; (2) What perceptions and expectations are held by principals in neighbourhood secondary schools regarding NT students?; and (3) Do the principals' perceptions and expectations of NT students influence their school management with regards to streaming and the provision of opportunities for curricular and co-curricular programmes? The aim of the study and the research questions made the use of the interpretivist paradigm and qualitative research methods most appropriate. The study also adopted a symbolic interactionist perspective, realising that people make sense of their lives and experiences through interaction with others around them. The study exemplifies the methods proposed by grounded theorists (Glaser, 1992; Strauss & Corbin, 1990). Participants were principals of neighbourhood secondary schools. Data were collected using semi-structured interviews and documents over a period of approximately 36 months. Through the series of interviews a picture emerged of principals’ management approaches of their NT students. The grounded theory that emerged – the theory of ‘selective engagement’ – comprises a threefold typology of principals and three categories. The three categories are respectively: (1) Paradigms; (2) Conceptions; and (3) Management. The theory proposes that principals can be classified as ‘realists/pragmatists’, ‘innovators/improvisers’ and ‘nurturers’ according to the extent they selectively engage their students in the eight management areas: (1)Streaming/Lateral Movement; (2) Monitoring; (3) Deployment of Resources; (4) Subject Offerings; (5) Enrichment Programmes; (6) Managing Discipline; (7) Leadership Opportunities; and (8) Treatment of Students. The study shows how participants manage their NT students selectively in answer to the third research question. This gives rise to three discernible patterns of responses forming the basis of the threefold typology.
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Lim-Chan, Grace Cheow Yong. "The role of heads of department in cluster secondary schools in Singapore." Thesis, University of Leicester, 2007. http://hdl.handle.net/2381/30923.

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This study investigated the role of heads of department in Singapore cluster secondary schools against the backdrop of a major educational reform in the Singapore education system, namely, the implementation of the School Cluster system in 1997, and a host of new initiatives including self-appraisal of schools and performance appraisal in the education service. Heads of department in a school cluster participated in a questionnaire survey, and the findings were triangulated with data from interviews as well as documentary analysis. The study found that external educational policy changes such as the School Cluster system have transformed the management of schools with the formation of administrative school clusters and expanded the scope of the middle managers' role with the creation of a collaborative cluster role for heads of department; and changing expectations in the internal appraisal of schools and the performance management of education officers have resulted in increasing emphasis on the leadership role of heads of department. However, the increasing demands and expectations on the role of heads of department have not been matched with a corresponding increase of time and adequate training and professional development for heads of department to effectively carry out their role. The study has incorporated the findings within the unique internal and external contexts in which heads of department operate to propose a Singapore model of the role of heads of department in cluster secondary schools. The model which has used contingency theory in explaining the work that heads of department do and built its components on the impact of recent policy changes in the Singapore Education Service provides a snapshot of the scope and complexity of the heads of department's role and its key determinants.
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Tan, Chin Kern Joseph. "Leadership and the strategic planning process in two government secondary schools in Singapore." Thesis, University of Leicester, 2009. http://hdl.handle.net/2381/7808.

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This thesis centres on the research problem of leadership and strategic planning processes in two Singapore government secondary schools, both of which were engaged in the strategic planning guided by the School Excellence Model (SEM) Framework launched in 2000. Many schools are apprehensive toward this mandatory requirement. They are unclear of the strategic planning approach, process, or model to adopt. This study investigates how the strategic planning process was established and managed in two contrasting case schools, and expounds on the factors influencing the strategic planning processes in each school. Emanating from the aims, the study seeks to address the following research questions: First, what do school leaders and teachers understand by strategic planning? Second, what are leaders’ and teachers’ perspectives on how schools develop their strategic plans? Third, what are leaders’ and teachers’ perspectives on how the strategic plan is implemented, managed and led? Fourth, what are the perceived helping and hindering factors engaging in strategic planning? In addressing the research questions, a case study approach and qualitative research methods using interviews, non-participative observations, and documentary analysis were employed to elicit in-depth information from school leaders and teachers of two contrasting schools, one deemed successful and the other less so, in implementing, leading and managing the strategic planning spectrum. Key findings, inter alia, suggest that the principal’s approach to leadership of the process of strategic planning greatly influenced the likelihood of successful implementation, influencing and shaping the approach of other senior staff and teachers. In particular, a more democratic and consultative approach inspired staff more to execute the plan compared to command and control –something of a paradox for Singaporean schools, given their centralised culture. Findings also affirmed that time allocated for strategic reviews at planning meetings, coupled with effective communication strategy to involve stakeholders, can enhance strategic thinking and capability of staff.
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Chua, Poh Yi (Joey). "Dance curriculum for a Renaissance Singapore: A framework for Dance elective Programme in secondary schools." Queensland University of Technology, 2003. http://eprints.qut.edu.au/16447/.

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Within the social, cultural and political contexts for arts education in Singapore today, this thesis describes a framework for the development of a dance curriculum for 13 to 16 years old secondary school students. This study considers the question: What kind of Dance Elective Programme will address the needs of the diverse communities in Singapore? The framework for the Dance Elective Programme that emerges from the research describes rationale, content, and approaches as identified by the research participants. Research data collected includes dance syllabi; dance journals; questionnaires and interviews with various individuals in Singapore. The significance of dance in the school curriculum is accentuated by several Singapore government reports where the issue of the promotion of arts education is raised. Currently in the secondary school curriculum in Singapore, the arts subjects offered are visual art and music; dance has yet to be offered as an academic subject. A comprehensive arts education should encompass other disciplines, so as to provide a holistic learning environment in schools. It is hoped that this suggested framework will provide an impetus for further development and implementation of dance curriculum in Singapore schools in the near future.
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Vial, David G. "Journeys and border crossings : emerging issues facing the expatriate teacher : an " Ang Moh" art teacher in Singapore." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16323/.

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This qualitative research study analyses the causal conditions of educational, cultural and ideological issues that emerged as a result of Expatriate teaching experiences in secondary schools in Singapore. The study also examines how the foreign educational environment affects the performance of the Expatriate Teacher (ExT). Specifically, the results provide insight into how Expatriate Teachers (ExTs) conceive of notions of work, teaching and learning and how they come to terms with, and adjust to employment within a foreign teaching environment. Seven teacher-participants were selected on the basis of their individual experiences as an ExT or experiences working alongside ExTs. Semi-structured interviews were conducted in the UK, Singapore and Australia to explore teacher-participants' teaching conceptions and experiences. Two Pilot interviews were conducted prior to the Interview Schedules being made available to the participants. One pilot interview was subsequently included in the analysis. Aspects of Grounded Theory methodology, in particular the Constant Comparison method, were utilised to categorise and analyse data. Analysis of the data was also facilitated using the computer software programme NUD*IST 6. The findings identified three related and interwoven themes which categorised the issues as experienced by the seven teacher-participants. One is the Conditional Variables of the physical, structural and organizational setting. The second is the resident Proficiencies and Attributes of the ExT, which includes ideologies, values and expectations. The third includes Configurations of Culture such as work culture, subject culture and cultural adaptations. The study outlines how Incongruity and Dissonance can operate within and between these three themes and indicates implications for improving the experiences of ExTs and other stakeholders.
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Kweh, Soon Han. "The use of stories as a means of teaching moral development in two Singapore secondary schools." Thesis, Durham University, 2016. http://etheses.dur.ac.uk/11749/.

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Presently, the Singapore’s Ministry of Education requires the teaching of a set of values in its “Civics & Moral Education” 2007 syllabus (“CME”) for all students in the primary (7 years old to 12 years old), secondary (13 years old to 16 years old) and junior college (17 years old to 18 years old) academic levels. Although there are presently no prescribed or standardized methods in teaching these values, it was inferred from the findings collected from the two schools in this research study that the didactic approach to teach such values to the students is commonly employed by most teachers. This qualitative research study explored the use of stories to teach the CME and moral development in schools as an alternative to the present didactic approach. This research study was carried out on a group of 18 secondary 2 students (14 years old) at two government-funded schools located within a 5-km radius and in one of Singapore’s ubiquitous public housing estates. The aim of this research is to introduce and use stories to teach values as prescribed in the CME in these schools. In so doing it was important to select the appropriate qualitative methods to achieve this and three methods were selected. These involved principally the use of in-depth interviewing methods together with focus-group discussion and non-participant observation methods to collect, understand and present the data of the rich, diverse and detailed responses, reactions and interpretations of the students when and after listening to a set of six stories at two different periods with a three-month interval in between them. The next was to use Kohlberg’s and Biggs and Collis’ taxonomies to assess and evaluate for students’ learning outcomes and whether there has been any apparent or initial evidence of moral or character development. The importance of this research study is that from the positive findings, discussions were carried out and recommendations made to contribute to these schools for their consideration on the use of stories for their teaching of values as prescribed in the CME.
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Ang, Wek Cheng Vivien. "Leadership in Singapore secondary schools : a multi-case study of school principals' influence on the process of improving student learning outcomes." Thesis, University of Leicester, 2014. http://hdl.handle.net/2381/29134.

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This thesis investigates the contribution and influence of Singapore secondary school principals to the process of improving student learning outcomes by examining the phenomena at three levels: • perspectives of school principals on how they think they have influenced student learning outcomes in their respective schools ; • what they actually have done, according to their own accounts, set up or implement measures in their schools in regard to improving student learning outcomes; and • how the stakeholders in their respective schools perceive what they have done or not done in regard to improving student learning outcomes. Using the interpretivist paradigm, multi-case study approach and modified analytic inductive analysis, semi-structured interviews were conducted with 66 participants comprising principals, vice-principals, HODs, teachers and students. The major outcome of the study is the model ‘Leadership Influence to Improving Student Outcomes’ (LIISO). LIISO provides insights on the complex practices involved when secondary school principals influence the process of improving student outcomes. There is no single influence that impacts the way case principals exercise their leadership practices; rather it is the cumulative effects of all the relevant influences that matter. Leadership practices both influence and are influenced by context (knowledge of context of the leaders and context of organization), perception of leaders on their influence, social relations between leaders and the stakeholders, personal dispositions of leaders and stakeholders ‘view. The model shows that leadership does not directly impact student learning outcomes; rather, it is mediated by the ways in which leadership is practiced in each context. Crucially, the degree of success of principals’ leadership practices is dependent on five dimensions - clarity, consistency, commitment, flexibility and scalability of the practices. In addition, the findings suggest that leadership practice is also influenced by the personal dispositions of the principals, and their perception of their leadership influence.
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McNeill, Michael Charles. "Sport specialisation in a Singapore secondary school : a case for legitimisation." Thesis, Loughborough University, 1999. https://dspace.lboro.ac.uk/2134/32918.

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This evaluation study of a curriculum innovation in sport specialisation was conducted in Singapore from 1994 to 1997. The longitudinal design provided scope for a comprehensive analysis of the school, the staff, the pupils and the implementation of the sports programme, known as the Sports Class. The use of qualitative as well as quantitative paradigms enabled data to be triangulated within the inquiry, which added security to the interpretation of the subjective data. Surveys, interviews and non-participant observations provided the qualitative data whilst established, validated inventories from the field produced the scientific data. A control/experimental group design was selected as a means of removing any maturational data that might have interfered with the results. The study examined the implementation of the programme as an innovation from its inception and provided formative feedback to the school from its findings through annual reports. As background research, the study considered the historical development of sport in Singapore from its colonial past through to its current status as a 'developing' nation to better understand the dominant values for sport within the culture. Elitism, gender and a pre-occupation with fitness were notions that initially directed the investigation. The study also examined the level of intrinsic motivation and assessed the task and ego profiles of the players in the programme. As well as assessing the programme outcomes against the original goals prescribed by the Principal, the study sought out unanticipated effects that made an impact on the school. The study addressed the influence this elitist initiative had on physical education from an egalitarian perspective. The study found that the programme had been successful in improving sporting as well as academic success, two of the original goals, but found that modifications made to the programme design impaired the final structure that created concerns about the future success of the initiative.
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Books on the topic "Singapore secondary schools"

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Kaur, Berinderjeet, and Yew Hoong Leong, eds. Mathematics Instructional Practices in Singapore Secondary Schools. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-8956-0.

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Koh, William. I believe I can fly: The story of Xinmin Secondary. Singapore: McGraw-Hill, 2003.

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Wo neng gao fei: Xin min zhong xue de cheng gong jing yan. [Singapore]: Ba fang wen hua qi ye gong si, 2003.

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O'Neill, Marnie, Anne Chapman, and Rozita Dass. Literature in English: How Students and Teachers in Singapore Secondary Schools Deal with the Subject. Nova Science Publishers, Inc., 2013.

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(Singapore), Raffles Institution, ed. Under the banyan tree: Collected memories of some inspiring Rafflesians, 1961-1964. Singapore: Raffles Institution, 2007.

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Ai, Joy Chew Oon. Moral Education in a Singapore Secondary School. Taylor & Francis, 1991.

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McNeil, Michael Charles. Sport specialisation in a Singapore secondary school: A case for legitimisation. 1999.

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Koh, William. I Believe I Can Fly: The Story of Xinmin Secondary. McGraw-Hill Education (Asia), 2002.

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Koh, William. I Believe I Can Fly: The Story of Xinmin Secondary. McGraw-Hill Education (Asia), 2002.

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Tan, Esther. A study of the career development of secondary school pupils in Singapore. 1988.

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Book chapters on the topic "Singapore secondary schools"

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Tan, Chee Lay, Lynn Dee Puah, and Hee San Teoh. "Facilitating Creative Writing Instruction Using iPads in Secondary Schools: A School-Based Research." In Teaching Chinese Language in Singapore, 135–58. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8860-5_10.

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Zhang, Limei, and Kaycheng Soh. "Assessment Literacy of Singapore Chinese Language Teachers in Primary and Secondary Schools." In Teaching Chinese Language in Singapore, 85–103. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0123-9_6.

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Kaur, Berinderjeet, Eng Guan Tay, Tin Lam Toh, Yew Hoong Leong, and Ngan Hoe Lee. "A Study of the Enacted School Mathematics Curriculum in Singapore Secondary Schools." In Mathematics Education – An Asian Perspective, 17–43. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-8956-0_2.

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Wong, Lai Fong, Berinderjeet Kaur, and Cherng Luen Tong. "Meaningful Mathematics Talk That Supports Mathematics Learning in Singapore Secondary Schools." In Mathematics Education – An Asian Perspective, 163–81. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-8956-0_9.

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Liu, Yan, Geok Chin Ivy Tan, and Xi Xiang. "Singapore: The Information Technology Masterplan and the Expansion of GIS for Geography Education." In International Perspectives on Teaching and Learning with GIS in Secondary Schools, 215–24. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2120-3_24.

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Lee, Ngan Hoe, Berinderjeet Kaur, and Liyana Safii. "The Enacted Curriculum—Students’ Perspectives of Good Mathematics Lessons in Singapore Secondary Schools." In Mathematics Education – An Asian Perspective, 183–201. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-8956-0_10.

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Yeo, Joseph B. W. "Use of Technology by Experienced and Competent Mathematics Teachers in Singapore Secondary Schools." In Mathematics Education – An Asian Perspective, 303–16. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-8956-0_15.

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Kaur, Berinderjeet, Eng Guan Tay, Cherng Luen Tong, Tin Lam Toh, and Khiok Seng Quek. "The Instructional Core That Drives the Enactment of the School Mathematics Curriculum in Singapore Secondary Schools." In Mathematics Education – An Asian Perspective, 45–59. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-8956-0_3.

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Ng, Kit Ee Dawn, Ngan Hoe Lee, and Liyana Safii. "Facilitation of Students’ Metacognition: Some Insights Gleaned from Mathematics Classrooms in Singapore Secondary Schools." In Mathematics Education – An Asian Perspective, 105–22. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-8956-0_6.

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Yeo, Joseph B. W. "Cultivation of Positive Attitudes by Experienced and Competent Mathematics Teachers in Singapore Secondary Schools." In Mathematics Education – An Asian Perspective, 123–39. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-8956-0_7.

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Conference papers on the topic "Singapore secondary schools"

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"Impact of Teachers Capacity Building on Students Academic Performance in Secondary Schools A Partial Least Square (PLS-SEM) Approach." In March 2017 Singapore International Conferences. EAP, 2017. http://dx.doi.org/10.17758/eap.eph317006.

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Shankar, Sunita, Muthu Kumar, Uma Natarajan, and John G. Hedberg. "A Profile of Digital Information Literacy Competencies of High School Students." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2878.

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Information literacy is the ability to access, evaluate, and apply information from a variety of sources in appropriate contexts to construct knowledge. In the current digital age, information literacy has inevitably been influenced extensively by developments in technology with the emergence of digital information literacy. The Internet has become a prominent source of digital information and students need to be competent and critical users of the information hosted by the Internet. This paper describes the baseline findings of the digital curricular literacy research project undertaken by the Centre for Research in Pedagogy and Practice in Singapore. Seven Secondary schools in Singapore participated in this preliminary study. Student participants were grouped together in pairs to be collaboratively engaged in Internet information seeking tasks. The student pairs were assigned History-based and Science-based tasks and their online movements were captured using a screen capture software, Snapzpro. The findings of this study have been analyzed and will be presented in this paper based upon Ellis’ information seeking behaviors model. Patterns and characteristics of students’ information seeking processes were investigated according to the different stages of Ellis’ model. Our findings revealed that the majority of Singapore students primarily focused on the following phases of Ellis’ model: starting, browsing, chaining, differentiating and extracting. We have observed two levels of starting, differentiating and extracting which we would like to term as primary and secondary in this study. No significant trends were observed in relation to the monitoring component in his model.
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Liew, Warren. "THE PERSONAL IS THE POLITICAL: AN INQUIRY INTO THE LIVED EXPERIENCES AND EMOTIONS OF ENGLISH TEACHERS IN SINGAPORE SECONDARY SCHOOLS." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1727.

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LAVANIE DAVID, REBECCA. "Development of the adolescent brain: thinking and learning pedagogical content and coursework investigative skills on food and nutrition in Singapore Secondary Schools." In Annual International Conference on Language, Literature & Linguistics. Global Science & Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2251-3566_l312101.

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Lai, Theresa, Mark Wee, Andrew T. Sabaratnam, and Gopalkrishna M. Hegde. "Establishing a photonics teaching facility and program in a Singapore secondary school." In Education and Training in Optics and Photonics 2001. SPIE, 2002. http://dx.doi.org/10.1117/12.468689.

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Toh, Chin Hwee. "Assessing adoption of wikis in a Singapore secondary school: Using the UTAUT model." In 2013 IEEE 63rd Annual Conference International Council for Educational Media (ICEM). IEEE, 2013. http://dx.doi.org/10.1109/cicem.2013.6820158.

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Rahim, Siti Rashidah Binte Abdul. "Teachers' attitudes towards a learning management system, MC Online: An exploratory study in a Singapore secondary school." In 2013 IEEE 63rd Annual Conference International Council for Educational Media (ICEM). IEEE, 2013. http://dx.doi.org/10.1109/cicem.2013.6820191.

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Khan, Sumbul, Khushbu Maheshwary, Ryan Arlitt, and Lucienne Blessing. "Assessment of Conceptual Design Problems Comprising Design Rationale and Sketches." In ASME 2020 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/detc2020-22376.

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Abstract Conventional forms of design assessment are time consuming for instructors. Crowdsourced assessment of students’ design concepts raises the need of efficient rubrics that facilitate novices to score similar to experts, in reduced time. We investigate rubrics in the context of conceptual design problems, that comprise open-ended questions, requiring students to express their design concepts and supporting rationale using text and sketches. We conducted exploratory post-hoc analysis on assessment data collected by instructors of a Design program at a Singaporean secondary school. Our results suggest that integrated rubrics — that consider both text and sketch component together — are better suited for the assessment of conceptual design problems, than task-specific rubrics, that consider textual and sketch components separately. Evidence from both novice assessors as well as experts suggests that the articulation of design rationale using text is crucial for the assessment of conceptual design problems as it provides assessors input into why design decisions were taken, thus aiding in the evaluation process. Our insights are relevant for developing frameworks that employ crowdsourcing for the assessment of conceptual design problems.
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