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.
Full textTan, 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.
Full textOng, 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.
Full textLim-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.
Full textTan, 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.
Full textChua, 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/.
Full textVial, 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/.
Full textKweh, 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/.
Full textAng, 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.
Full textMcNeill, Michael Charles. "Sport specialisation in a Singapore secondary school : a case for legitimisation." Thesis, Loughborough University, 1999. https://dspace.lboro.ac.uk/2134/32918.
Full textSim, Seok-hwa, and 沈淑華. "The use of blogging to enhance the learning of chinese writing in secondary school students in Singapore." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B40888022.
Full textAbdullah, Kamsiah Binte. "The critical reading and thinking abilities of Malay secondary school pupils in Singapore." Thesis, Boston Spa, United Kindom : British Library Document Supply Centre, 1994. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.301393.
Full textLee, Chai-yen. "An error analysis of Singapore's secondary school student's Chinese language compositions." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37274338.
Full textLee, Chai-yen, and 李彩燕. "An error analysis of Singapore's secondary school student's Chinese language compositions." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37274338.
Full textKok, Jin-Kuan. "Dilemmas or no dilemmas : the role and experience of eleven counsellors working in the Singapore secondary school system." Thesis, Durham University, 2008. http://etheses.dur.ac.uk/2187/.
Full textLeong, Wei Shin. "Teachers' conceptions and practices of classroom assessment : case studies of Singaporean primary and secondary school teachers." Thesis, University of Cambridge, 2014. https://www.repository.cam.ac.uk/handle/1810/283952.
Full textSim, Seok-hwa. "The use of blogging to enhance the learning of chinese writing in secondary school students in Singapore Zhong wen wang zhi xie zuo dui ti sheng Xinjiapo zhong xue sheng xie zuo neng li yu tai du zhi cheng xiao yan jiu /." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B40888022.
Full textLee, Yi-Fang, and 李懿芳. "A Comparative Study on English Curriculum Development for Secondary Schools in Singapore and Junior High Schools in Taiwan." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/99532870533786752748.
Full text國立暨南國際大學
比較教育學系
87
The purpose of this study is to compare the development of English language syllabus of junior high schools in Singapore and Taiwan. The main methods used in this study are documental analysis, comparative study and semi-structure interview approaches. This study aims to achieve the following goals: (1) To analyze and compare the background of English education of junior high schools in Singapore and Taiwan. (2) To analyze and compare the English education and the framework of English language syllabus of junior high schools in Singapore and Taiwan. (3) To analyze and compare the procedure of developing English language syllabus of junior high schools in Singapore and Taiwan. (4) To synthesize the above-mentioned and provide suggestions to improve the development of English language syllabus of junior high schools in Taiwan. The main findings of this study are shown as follows: (1) In the background of English education of junior high schools, the relationship of political and economic development in Singapore/Taiwan goes closely with the Britain/America. Taiwan and Singapore countries have various races and languages. They all have centralization system in education and strive to promote citizens’ English ability. However, English acts as official language in Singapore and as the first foreign language in Taiwan. (2) In the English education and the framework of English language syllabus of junior high schools, Singapore adopts bilingual policy (English and mother tongue) with frequent reforms according to intra/inter national situations. The foreign language (English) policy in Taiwan lasts for a long time without significant changes. Nevertheless the communicational approach becomes the main trend in English language syllabus and instruction in both countries. (3) In the procedure of developing English language syllabus of junior high schools, Curriculum Planning Division is a regular institution responsible for the curriculum development in Singapore. The procedure includes the following stages: planning, design, development, experiment, popularization, and evaluation. And there exists a feedback system among each other. The working team of revising English language syllabus in Taiwan is temporarily organized and pays less attention to research, experiment, evaluation and popularization aspects. Finally, this study presents some proposals as follows for Taiwan to improve the development of English language syllabus of junior high schools. (1) To establish a regular institution responsible for the curriculum development. (2) To fulfill the tasks of experiment, popularization and evaluation and to set up a systematical procedure of the curriculum development. (3) To reorganize the related institutions in order to have better link between junior and senior high schools’ English language syllabuses. (4) To strengthen the peripheral coordination of developing the English language syllabus. (5) To establish a regular inspection system to collect direct feedback of syllabus enforcement. (6) To keep the balance of syllabus development among national, school, and classroom level. (7) To attach importance to the formative and summative evaluation of syllabus. (8) To develop the syllabus and the instructional material at the same time.
Hsu, Janice, and 許明純. "Shaping Political Socialization:The Case of Historic Textbooks of Secondary School in Singapore." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/00097840197304918901.
Full text國立暨南國際大學
東南亞研究所
96
This research provides an overview of the topic in relation to the concepts of political socialization for the historic textbooks of secondary school in Singapore. The meaning of“Political Socialization”refers to the human beings in the progress of acquisition associated with values、attitude、acts etc. in the field of political affairs. That is,political socialization leads human beings into a systematic place on the one hand,and conservation of political affairs for the society on the other. One main obstacle for Singapore depending in 1956 is the lack of the concept about national identity. Therefore the Prime Minister of Singapore, Lee Kuan Yew, treated the way to reconcile the conflict among the various races in Singapore and form a national identity as the main issues. Owing to the lack of collective conscious of culture and historic understand for people in Singapore, the national education plays a leading part related to the concept of national identity shaping. The History Syllabus Singapore demonstrates that the historic education has the responsibility for the accomplishment of Singapore national development because of its role as the main part of national education. That is, students in Singapore can not devote their soul and life wholeheartedly without historic education. The idea of “Singaporean”is strongly shaped by Singapore government. It refers to people regardless of living in Singapore or not,as long as he / she is willing to soul and life devotion for Singapore and has a great exception for Singapore,then,he / she is a Singaporean. In words, owing to harmony with the national development of Singapore, the concepts of political socialization are controlled firmly by the government via historic education so as to achieve the goal below: 1. One can pledge loyalty to Singapore and to be proud of being a Singaporean. 2. One will appreciate Singapore because it conquered all the obstacles. 3. One will treasure historical remains of Singapore so as to realize the progress of Singapore development. 4. A Singapore will process the great thinking in order to live in the near future properly.
Chiou, Yin-jie, and 邱音潔. "A Study on the Teacher Professional Development System ofPrimary and Secondary School Teachers in Singapore." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/31914731329726178425.
Full text銘傳大學
教育研究所碩士在職專班
98
The purposes of this study were to perceive the teacher pre-service education system and the teacher in-service education system of primary and secondary school teachers in Singapore, to perceive the evaluation system of primary and secondary school teachers in Singapore, to conduct the Singapore teacher professional development system’s implication for Taiwan, to summarize the finding of the study and make recommendations for the competent educational authority and future research. To achieve the study purposes, the study adopted document analysis and secondary data analysis. The crucial findings of the study are summarized as follows: 1. Teacher pre-service training in Singapore cultivates high quality teachers. (1) A single training center ensures the consistent quality; (2) That Singapore government supports students in NIE attracts excellent students to be trained as teachers. 2. That teacher in-service training is legislated enhances teacher professional development. (1) Teachers are forced to take training for at least 100 hours each year according to the law. (2) Teachers can choose their own in-service training track. (3) Teachers’ right to work is protected during training period. (4) That teacher evaluation combines with teacher in-service training ensures the effectiveness of teacher education. 3. The process and result of teacher assessment in Singapore are open. 4. Bonus is given according to the result of teachers’ assessment. 5. Teachers of poor performance should be counseled.
XIAONAN, WANG, and 王曉楠. "A Study of the life adjustment issues of students from China in Singapore secondary school." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/49740311451646108112.
Full text國立暨南國際大學
輔導與諮商研究所
96
Title of Thesis:A Study of the life adjustment issues of students from China in Singapore secondary school Name of Institute:National Chi Nan University. Graduate Institute of Guidance and Counseling Pages:60 Graduation Time:06/2008 Degree Conferred:Master Student Name:Wang Xiaonan Advisor Name:Wen Hsiao, Ph.D Abstract This study aims to explore the level of the students from mainland China studying in Singapore in various aspects including adapting the environment, managing the emotions, maintaining good relationships and good results. The purpose for this study is to provide other researchers more information, ideas and advices. The research approach of the study is qualitative and the researcher conducted in-depth interview among 4 individual Chinese secondary students who is now pursuing there studies at Singapore. The conclusions of this study are as follows: 1. The Students who came to Singapore usually have over illusory impression of Singapore, and also do not have adequate preparation. 2. The Students also feel the financial difficulties and pressure from their families. 3. The greatest challenge living in Singapore is the problem of accommodation. 4. The Students interviewed perform differently in their study. The satisfaction level of their study is depend on their level of expectation on themselves. 5. The Students interviewed agreed that the lifestyle and interests of local students are different from theirs. They also felt discriminated by the local students, and some had even been bullied. 6. The Students feel that they have experienced more vision widened and a sense of responsibility is built inside them, as well as making them more mature and independent. Key words: Chinese students in Singapore; life adjustment
Kee, Keng-Ling, and 紀慶聆. "Application of Task-based Approach to a Chinese Oral Course—in the case of a Secondary School in Singapore." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/we8hv3.
Full text國立臺灣師範大學
華語文教學系
106
Earlier discussion of Singapore’s Chinese socio-linguistic environment acknowledges its stark difference from other Chinese-majority counterparts and non-Chinese nation states, whereby Chinese in Singapore is not positioned as a first language nor a foreign language. Over the last forty years of educational reform, Chinese teaching in Singapore has been positioned as ‘teaching of Chinese as a second language’. In order to keep up with the evolving linguistic landscape, the 2011 Chinese Language (Secondary) Syllabus, developed by Curriculum Planning and Development, continues to highlight the development of communicative competence, humanistic accomplishment and general ability as part of its curriculum goals, and significantly raises ‘communicative competence’ to its core focus. The paper examines the development of Chinese education in Singapore and how the teaching of oral skills is designed in the current syllabus, and it is found that the oral content in the textbooks is still lacking in communicative nature. The paper attempts to discuss characteristics of Singapore’s Chinese oral syllabus at the secondary level and seeks to apply the principles of task-based approach (TBA) to the design of a Chinese oral course in Singapore. A learner questionnaire and post-course discourse analysis are put in place to better understand how learners use communicative strategies in the Chinese course design based on TBA approach. Analysis of the results suggest that students in the lower secondary class exhibits (1) more use of negotiation of meaning in the second lesson where the course was re-designed; (2) an improvement in providing substantial examples; (3) an ability to differentiate views when relating to one’s own experience. For the higher secondary class, there is (1) increased familiarity with the usage of meaning negotiation and expression of disagreement; (2) better ability to summarize others’ viewpoints with the use of real examples; (3) occurrence of self-repair and stronger response awareness. It is found that learners give positive feedback about the designed course, especially in terms of practical use, interactivity, interest, and learning objectives.