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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Sim, 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.
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Abdullah, 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.
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Lee, 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.
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Lee, 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.
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Kok, 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/.
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The role definition of school counsellors has always presented a variety of difficulties. This is especially true when changes occur because of local counselling movements or educational reforms which are closely linked to the contextualized socio-economic or political agenda. This is well documented in the literature. This study is an attempt to make a critical enquiry into the ways in which school counsellors describe and experience their role working in the Singapore secondary school system. It is essentially exploratory and qualitative in nature. The aim of this study is to explore the internal landscape, their feelings and thoughts; their perceptions about their roles and work, and to examine the factors that contribute to their role descriptions and experience. The unique environmental factors that shaped and define their role and experience will be explored. In-depth face to face interviews were carried out with the eleven participants involved in this study, two sessions for each participant. An adapted grounded theory methodology was used to guide the data collection and data analysis process. The findings show that the role experienced by the 11 counsellors was less restricted to role-base and operates on a flexible role description regime. Most counsellors described their role as being defined by pupils' profiles, and by the counselling approach they used. These interviews revealed that role and job scope were ill defined, there was a mis-match of expectations held by the counsellors and within the overall educational climate, and some uncontrollable factors from the wider environment were found. The emergent over-arching theme of dilemmas was identified and factors that enable and inhibit the role of the counsellors as described by the participants were also highlighted. As a result of this study, an ecosystemic approach is proposed.
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Leong, 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.
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Sim, 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.
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Lee, 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.
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碩士國立暨南國際大學
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.
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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.
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碩士國立暨南國際大學
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.
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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.
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碩士銘傳大學
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.
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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.
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碩士國立暨南國際大學
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
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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.
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碩士國立臺灣師範大學
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.