Journal articles: '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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Ong, Chye Hin, and Clive Dimmock. "Principals’ Engagement of Low Ability Students in Singapore Secondary Schools." Educational Management Administration & Leadership 41, no. 2 (February 6, 2013): 214–32. http://dx.doi.org/10.1177/1741143212468345.

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Amin, Muhammad. "Kajian Komparasi Profil Pendidikan Kewarganegaran Sekolah Dasar Di Singapura Dan Indonesia." JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan 5, no. 2 (May 14, 2021): 356. http://dx.doi.org/10.26858/jkp.v5i2.20464.

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Abstract: The purpose of the study is to describe the profile of primary school citizenship education in Singapore and Indonesia. This study is literature research. The primary data of this study is a document of the primary school-level citizenship education curriculum that applies in Singapore and Indonesia, while secondary data is another source of literature that fits the focus of this study. The research data is collected through documentation techniques, then analyzed by content analysis method. The findings of this study are programmatically citizenship education of elementary schools in Singapore and Indonesia included in the separated approach and used as a core program of compulsory subjects and has its own uniqueness.

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Kaur, Berinderjeet, Eng Guan Tay, Tin Lam Toh, Yew Hoong Leong, and Ngan Hoe Lee. "A study of school mathematics curriculum enacted by competent teachers in Singapore secondary schools." Mathematics Education Research Journal 30, no. 1 (May 17, 2017): 103–16. http://dx.doi.org/10.1007/s13394-017-0205-7.

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Laxman, Kumar. "The Effectiveness of Electronic Information Search Practices of Secondary School Students in a Singapore Science Education Context." International Journal of Online Pedagogy and Course Design 2, no. 3 (July 2012): 67–84. http://dx.doi.org/10.4018/ijopcd.2012070105.

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The Internet is a complex repository containing a huge maze of information from a variety of sources. It has become a common fixture in school nowadays. Whether to use technologies such as the Internet to advance teaching in schools is not the issue since technology is already pervasively in use. Rather it is how to effectively capitalize upon technology and harness fully the new opportunities created for learning with the Internet to facilitate greater learning gains. Though in Singapore, Internet access is easily available and prevalent, be it in schools or at homes, this cannot be assumed to mean that effective use of the learning affordances of the Internet is being accomplished. This study attempted to investigate the Internet information search literacy skills of secondary school students in Singapore. The general information search techniques and strategies that were adopted by students during their information seeking interactions with the Internet were examined. It was found that students generally lacked robust Internet information searching skills and require instructional mediation in enhancing these critical skills essential for the electronic information-rich age that is now prevalent.

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Tan, Jason. "The rise and fall of religious knowledge in Singapore secondary schools." Journal of Curriculum Studies 29, no. 5 (September 1997): 603–24. http://dx.doi.org/10.1080/002202797183937.

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Chang, Yun-ke, Xue Zhang, Intan Azura Mokhtar, Schubert Foo, Shaheen Majid, Brendan Luyt, and Yin-leng Theng. "Assessing students’ information literacy skills in two secondary schools in Singapore." Journal of Information Literacy 6, no. 2 (November 17, 2012): 19. http://dx.doi.org/10.11645/6.2.1694.

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Appropriately measuring information literacy skills is essential to understand their educational impact as well as exploring pedagogies to improve teaching of these skills. This paper reports findings of a baseline study to understand the information literacy level of secondary school students in Singapore. A comprehensive instrument encompassing a new dimension of ethical usage of information as well as major IL principles and guidelines was developed for data collection. A total of 298 responses were gathered through the online survey. The findings indicate that overall there was a scope to improve students’ IL skills. That stated, higher order IL skills (such as information use, synthesis, and evaluation) demand more attention, as comparatively lower levels of proficiency were observed in this study.

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Wong, Angela F. L., and Barry J. Fraser. "Cross-Validation in Singapore of the Science Laboratory Environment Inventory." Psychological Reports 76, no. 3 (June 1995): 907–11. http://dx.doi.org/10.2466/pr0.1995.76.3.907.

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This paper reports the cross-validation in Singapore of the Science Laboratory Environment Inventory, which assesses students' perceptions of psychosocial aspects of their science laboratory classroom environments. The sample consisted of 1,592 final year secondary school, i.e., Grade 10, chemistry students from 56 intact classes from 28 randomly selected coeducational government secondary schools in Singapore. This instrument, which has separate forms measuring students' perceptions of the actual and ideal (preferred) learning environment, comprises five scales: Student Cohesiveness, Open-endedness, Integration, Rule Clarity, and Material Environment. The study provided cross-validation support for use in Singapore in either its actual or preferred form and with either the individual student or the class mean as the unit of analysis. Each scale exhibited satisfactory internal consistency reliability, discriminant validity, factorial validity, predictive validity, and ability to differentiate among classes.

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West, John, Stephen Houghton, Myra Taylor, and Phua Kia Ling. "The perspectives of Singapore secondary school students with vision impairments towards their inclusion in mainstream education." Australasian Journal of Special Education 28, no. 1 (January 2004): 18–27. http://dx.doi.org/10.1017/s1030011200025100.

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Students with vision impairments in Singapore are educated in segregated settings from an early age. On completing primary school these students continue their education in mainstream secondary school settings. This transition requires considerable adjustment on the part of students with vision impairments. The present research explored the social and emotional needs of students with vision impairments in mainstream secondary schools in Singapore. Data were gathered from nine students through semi‐structured interviews and casual observations. Individuals were also asked to record their experiences using a diary. Four propositions were developed. One, students with vision impairments express a need to have their feelings and abilitiesacknowledgedby significant others. Two, the initial experience of students with vision impairments is such that they have to make majoradjustmentsto adjust to their new learning environment. Three, students with vision impairments state they benefit from receivingsupport and assistancefrom their peers. Four, students with vision impairments state they benefit from theassistanceof teachers who act as a “bridge” in their social relationships with peers. The findings of this research have implications for the inclusion of students with special needs in Singapore.

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Majid, Shaheen, Schubert Foo, and Yun Ke Chang. "Appraising information literacy skills of students in Singapore." Aslib Journal of Information Management 72, no. 3 (May 18, 2020): 379–94. http://dx.doi.org/10.1108/ajim-01-2020-0006.

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PurposeTo investigate information literacy (IL) skills of secondary students in Singapore after integration of these skills into school curriculum. The study also explored cyber wellness skills of the students.Design/methodology/approachA survey questionnaire was used to collect data from 14 secondary schools, located in different geographical zones of the country. A total of 3,306 secondary students participated in this survey. A scoring scheme was devised to assess IL skills of the students.FindingsThe students achieved an overall mean score of 52.6%, which is considered as a “middle” level of IL competency. The students obtained high mean scores for two IL skills: “defining information task and analysing information gaps” (60.5%) and cyber wellness (60.1%). Lowest scores were achieved for two IL skills: “selecting information sources” (47.4%) and “appraising the information process and product” (48.0%).Research limitations/implicationsThis study has not investigated IL knowledge of teachers, responsible for teaching IL components. Similarly, content analysis of school textbooks, integrating IL skills, could be useful.Practical implicationsIt appeared that integration of IL skills into school curriculum showed limited success in imparting these skills. This paper suggests measures for improving the integration of IL skills into school curriculum. Findings of this survey will be useful to curriculum planners, education administrators, instructors teaching IL skills and school librarians.Originality/valueThis study was unique as, in addition to standard IL skills, it also investigated cyber wellness skills. It was desirable as now social media have become a popular source for information seeking and sharing.

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Chua, Siew Lian, Angela F. L. Wong, and Der-Thanq V. Chen. "The nature of Chinese Language classroom learning environments in Singapore secondary schools." Learning Environments Research 14, no. 1 (April 2011): 75–90. http://dx.doi.org/10.1007/s10984-011-9084-0.

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Stimp, Joseph. "Growing Up Malay in Singapore." Asian Journal of Social Science 25, no. 2 (1997): 117–38. http://dx.doi.org/10.1163/030382497x00202.

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AbstractThis article discusses the specific articulations of Malay identity for Malay secondary school students in one housing estate in Singapore. It focuses on the tensions and cultural processes in national identity formation as they affect Malay students. This discussion is facilitated through the juxtaposition of the concepts of Malay and non-Malay identity in Singapore. The article also deals with the issue of lower levels of achievement by Malay students. Schools in Singapore provide a myriad combination of choices for many students that result in interpretations and reinterpretations of identity based on situations that vary in place, participation and purpose. Being Malay in Singapore is a complex process that requires a negotiation of identity in the context of competing and sometimes conflicting models which change according to the situation. The choices presented to Malay school students reflect the same choices available in broader society; however, the school provides a common venue for those identity forms to interact. Being a Malay in Singapore is a compromise. The instances of this compromise are articulated on a continuum that runs from the hegemony of an overarching Malay ethnicity to the dissolution of this Malayness into a hybrid cultural identity. Lower performance may be an adaptive response for Malays in Singapore. The real issue may be that for many Malays, co-operation in the system of schooling means an acknowledgment of social inferiority.

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Sim, Jasmine B. Y., and Malathy Krishnasamy. "Building a democratic society: exploring Singapore students ' understandings of democracy." Asian Education and Development Studies 5, no. 1 (January 4, 2016): 37–58. http://dx.doi.org/10.1108/aeds-07-2015-0033.

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Purpose – One would not commonly associate democracy with Singapore, instead scholars have often described Singapore as an illiberal democracy and an authoritarian state. At the same time, all Singaporean school students recite the national pledge of allegiance in school every morning, in which they pledge “to build a democratic society based on justice and equality”. What do students know about democracy? Are they able to distinguish the characteristics of democratic systems from non-democratic ones? The purpose of this paper is to report on Singapore students’ understandings of democracy. Design/methodology/approach – Using a qualitative instrumental case study design, 64 students from three secondary schools were interviewed and the social studies curriculum was analysed. Findings – Overall, students had poor knowledge of democracy. Consistent with a lack of knowledge of democracy, most students also showed a relatively uncritical acceptance of hierarchy and deference to authority, and held a superficial understanding of citizenship. Civics lessons through social studies, and the school environment did little to promote students’ engagement with democracy. Research limitations/implications – The authors argue that it is important that students be given the opportunities to develop a basic conceptual knowledge of democracy, as they are not capable of discriminating democratic characteristics from non-democratic ones without it. At the very least, students should know the relevance of what they pledge relative to their nation’s model of democracy, or in the absence of a clear model, be encouraged to struggle with the various existing models of democracies so that, as the future of Singapore, they might determine and adapt the ideals that they deem best for the nation. Originality/value – This paper is an original study of Singapore students’ understandings of democracy.

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HASLAM, Ian R. "Psychological Skills Training: A Qualitative Study of Singapore Coaches." Asian Journal of Physical Education & Recreation 10, no. 1 (June 1, 2004): 37–47. http://dx.doi.org/10.24112/ajper.101294.

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LANGUAGE NOTE | Document text in English; abstract also in Chinese.This is a qualitative study of the concerns that Singapore secondary school coaches have with psychological skills training (PST). Two hundred and three coaches were asked to complete the Stages of Concern Questionnaire. The coaches were categorized into four coaching levels. The survey data demonstrated high levels of informational and personal concerns of the lower level coaches and high consequence concerns for the club level and national youth coaches. A group of four coaches, one from each level of coaching agreed to be interviewed in connection with the study. The interview questions were based on an analysis of the survey data. Results of the study revealed three dominant lines of discourse which went beyond the use of PST in schools and which appeared to be systemic concerns about teaching physical education and coaching in public schools. These included issues were closely aligned to existing concepts prevalent in the professional socialisation literature including marginality, isolation and wash-out. It was considered that these concerns would have a negative effect on the likelihood of coaches introducing PST in local schools.本文嘗試探討星加坡中學體育敎練的心理技能訓練，203位敎練接受訪問，結果發現專業的社會化過程可能會影嚮敎練人員的心理技能訓練。

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Chua, Vincent, Eik Leong Swee, and Barry Wellman. "Getting Ahead in Singapore: How Neighborhoods, Gender, and Ethnicity Affect Enrollment into Elite Schools." Sociology of Education 92, no. 2 (March 5, 2019): 176–98. http://dx.doi.org/10.1177/0038040719835489.

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Is education the social leveler it promises to be? Nowhere is this question better addressed than in Singapore, the emblematic modern-day meritocracy where education has long been hailed as the most important ticket to elite status. In particular, what accounts for gender and ethnic gaps in enrollment into Singapore’s elite junior colleges—the key sorters in the country’s education system? We consider how the wealth of neighborhoods has combined with the elite status of schools to affect the social mobility of gender and ethnic groups. Analyzing data from 40 years of junior college yearbooks (1971–2010), we find persistent differences in educational opportunity. Women and Malays have historically experienced inequality in Singapore, and their student routes to becoming elites differ markedly. For female students, attending an elite junior college in a wealthy neighborhood is associated with wealthy neighborhoods that have a disproportionate number of elite girls’ secondary schools that feed into the junior colleges. By contrast, for Malays, not attending an elite junior college in a wealthy neighborhood has more to do with wealthy neighborhoods underrepresenting Malays in demographic composition. Elite families thus now include better educated women as well as men, yet Malays still rarely become better educated elites. These results underscore the need to carefully map the complex associations and mechanisms between gender and ethnic categorizations, the status of schools, and the characteristics of neighborhoods.

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CHIA, Michael, and Bervyn LEE. "Do Levels of Physical Activity among Pupils in Primary and Secondary Schools Explain the Number of Hours of Computer Use?" Asian Journal of Physical Education & Recreation 8, no. 2 (December 1, 2002): 44–50. http://dx.doi.org/10.24112/ajper.81269.

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LANGUAGE NOTE | Document text in English; abstract also in Chinese.The purpose of the study was to examine if the levels of physical activity predict the number of hours of computer use among pupils of healthy body weight from primary and secondary schools in Singapore. 120 primary school participants (mean age: 10.6 yrs) and 120 secondary school participants (mean age: 18.8 yrs), with the appropriate consents were involved in the study. Information number of hours of computer use, computer accessibility, how it is used for work and leisure and self-reported levels of current physical activity was gleaned from questionnaire responses Results showed that the number of hours spent per week using the computer increased with age (6.0±5.0 vs. 8.6±7.7 hrs, p

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Lu, Luke. "Academically elite students in Singapore." AILA Review 29 (December 31, 2016): 141–72. http://dx.doi.org/10.1075/aila.29.06lu.

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This paper draws on a Linguistic Ethnography (Blommaert & Rampton 2011) of a group of academically elite students in Singapore. The group comprises locals born in Singapore, as well as immigrants from China and Vietnam. My informants all attended a top-ranked secondary school in Singapore. I present data from interviews and a focus group discussion with them about their aspirations and educational pathways. These academically elite students describe a conventional aspiration amongst their peers involving transnational mobility and attending top-ranked universities in the US and UK. My informants discursively construct this aspiration as preferred, with a sense that they are expected to conform to such a trajectory. I argue that their consistent orientation toward the ideal trajectory and production of discourse about it denotes a collective moral stance (Ochs & Capps 2002), and hence a disposition embedded in a social field (Hanks 2005). In response to Archer’s (2012) theorisations that dominant modes of reflexivity have changed, my informants’ relatively stable orientations and ways of acting demonstrate how Bourdieu’s notion of habitus continues to be relevant in late-modernity. In practical terms, this study also shows a clear link between elite schools, and the aspirations and resultant trajectories of individuals. This has direct implications for policy-makers in Singapore where the Ministry of Education has been attempting to curb elitism in the education system.

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Wah Elena, Lui Hah. "The Development of a New Measure of Pupils' Self-Esteem in Singapore Secondary Schools." Singapore Journal of Education 9, no. 1 (January 1988): 48–54. http://dx.doi.org/10.1080/02188798808547633.

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BAUTISTA, Alfredo, Joanne WONG, and Saravanan GOPINATHAN. "Teacher Professional Development in Singapore: Depicting the Landscape." Psychology, Society, & Education 7, no. 3 (April 30, 2015): 311. http://dx.doi.org/10.25115/psye.v7i3.523.

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ABTRACT: This article depicts the landscape of teacher professional development (PD) in Singapore, one of the world’s top-performing countries in education. We provide an overview of the resources available to the approximately 30,000 teachers within the 350 primary and secondary schools run by the Ministry of Education (MOE). We focus on the three main PD providers: the National Institute of Education, the Academy of Singapore Teachers and six Centers of Excellence, and schools themselves. Guided by the “Teacher Growth Model,” these providers aim at making PD coherent with teachers’ interests, the needs of schools, and the national curriculum. Teachers in Singapore are given the exceptionally high allotment of 100 voluntary hours of PD per year. There are multiple types of activities teachers can engage in, ranging from formal/structured courses and programs to more informal/reform-based initiatives (action research, lesson study). Teachers with different levels of expertise and career paths have access to different PD opportunities. Most PD is subject-specific and provides teachers with opportunities for networked learning, collegial sharing, and collaboration. In fact, all MOE schools have been recently mandated to become Professional Learning Communities (PLC). We conclude that this comprehensive set of PD resources, considered as a whole, presents the features of “high-quality” PD described in the international literature. However, we suggest that more research is needed to examine the extent to which such an ambitious PD model is enhancing teachers’ knowledge and pedagogies, and ultimately students’ learning.

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Xia, Xianwei. "Empowerment: The Teacher Training Model in Primary and Secondary Schools—A Case Study of Singapore." OALib 07, no. 05 (2020): 1–14. http://dx.doi.org/10.4236/oalib.1106329.

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Lee, Rachel N. F., and Ann-Marie Bathmaker. "The Use of English Textbooks for Teaching English to 'Vocational' Students in Singapore Secondary Schools." RELC Journal 38, no. 3 (December 2007): 350–74. http://dx.doi.org/10.1177/0033688207085852.

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Butsyk, S. V. "“Digital” generation in the educational system of the Russian region: problems and solutions." Open Education 23, no. 1 (March 21, 2019): 27–33. http://dx.doi.org/10.21686/1818-4243-2019-1-27-33.

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The purpose of the research is to analyze pedagogical problems stemming from the emergence of a new “digital” generation in Russian educational organizations of various levels (secondary schools, universities), and search for possible solutions to these problems primarily aimed at reducing the negative impact of digital devices in students’ activities.Materials and research methods are based on a number of foreign publications in the field of pedagogy, psychology, neurophysiology, conducted in the USA, Great Britain, Singapore and other countries since the 2000s, as well as studies of the “digital” generation of Russia in the mid-2010s. This research applied a specially developed technique that enabled conducting a relative assessment of the impact of digital devices on the activities of various students’ groups of an educational system (secondary schools - university) in one of the major Russian regions.Results of the study conducted in 2018 in one university and several schools of various types in a region of the Russian Federation reveals that the ninth grade lyceum students show a noticeably lower degree of the effect of digital devices on their daily activities compared to the first-year students of the same university. A similar indicator of a ninth-grade students’ group of a comprehensive secondary school, on the contrary, is significantly higher when compared to that of the first-year university students. The author substantiates two main reasons that lead to this result: 1) a more optimal workload of learning and cognitive activity of lyceum students, which, as a result, significantly reduces their free time, that could be spent on entertainment/ communication; 2) better control from the parents of lyceum students.Conclusion. The article describes two pedagogical models that allow, according to the author, to reduce the negative impact of digital devices on the younger generation. The first model (demonstrated at the Singapore Institute of Education), aimed at encouraging students to use gadgets for educational purposes, suggests a number of pedagogical conditions, both artificial (organizational and technological) and natural (age restrictions). The second model, on the one hand, does not impose strict age restrictions, but, at the same time, requires an educational organization to implement the training system that would effectively motivate students to learning and cognitive activity (with or without gadgets) on school days.

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Ho, Li-Ching, Jasmine B. Y. Sim, and Theresa Alviar-Martin. "Interrogating differentiated citizenship education: Students’ perceptions of democracy, rights and governance in two Singapore schools." Education, Citizenship and Social Justice 6, no. 3 (October 27, 2011): 265–76. http://dx.doi.org/10.1177/1746197911417417.

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Across and within democratic societies, youth experiences of education for citizenship vary widely. A growing body of research suggests that students’ experiences of democratic citizenship education will differ according to how academic programmes, community culture, socio-economic status and gender intersect with prevailing conceptions of equality, mutual respect and reciprocity. This qualitative study explores how democratic citizenship education is enacted in two secondary schools with very dissimilar academic programmes and policies. A key finding in the study is fissures in perceptions of civic engagement and democratic rights between students from the two schools, thus suggesting that academic programmes and policies can differentiate the manner in which students are prepared to fulfil their roles as citizens.

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Mokhtar, Intan Azura, and Shaheen Majid. "An exploratory study of the collaborative relationship between teachers and librarians in Singapore primary and secondary schools." Library & Information Science Research 28, no. 2 (June 2006): 265–80. http://dx.doi.org/10.1016/j.lisr.2006.03.005.

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Chan, Kwong Tung. "Embedding Formative Assessment in Blended Learning Environment: The Case of Secondary Chinese Language Teaching in Singapore." Education Sciences 11, no. 7 (July 19, 2021): 360. http://dx.doi.org/10.3390/educsci11070360.

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The fast global spread of COVID-19 has resulted in the mass disruption of teaching, learning, as well as assessment, in mainstream schools in Singapore. Teachers were caught unprepared and this jeopardised the quality of classroom delivery and assessment. The Ministry of Education has since shifted to an online asynchronous mode of teaching whilst attempting to keep the face-to-face method of lesson delivery, to which it is called ‘blended learning’ (BL) in the local context. Besides being propelled to learn and use new technology tools for online lessons, teachers also need to quickly explore to embed formative assessment (FA) in the new BL environment to substitute traditional classroom assessment. In this context, I argue that teachers’ language assessment literacy (LAL), pedagogical content knowledge (PCK) and e-pedagogy are vital to the success of embedding FA in BL. Following, I also describe some tentative predictions for future challenges and opportunities of embedding FA in the BL environment of secondary Chinese Language (CL) teaching in Singapore. On this basis, I discuss the ways in which current conceptualisations of language assessment literacy will need to shift in response to these challenges. Finally, I make some recommendations for practice based on this argument.

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Lee, Hee-Sook. "A Comparative Study on Private Tutoring in Primary and Secondary Schools -Focusing on Korea, China, Japan and Singapore-." Korean Journal of Youth Studies 26, no. 5 (May 31, 2019): 469–88. http://dx.doi.org/10.21509/kjys.2019.05.26.5.469.

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Abdullah, Kamsiah. "Attitudes and Motivation of Malay Students in Secondary Schools in Singapore towards the Learning of English and Malay." Singapore Journal of Education 7, no. 1 (January 1985): 45–55. http://dx.doi.org/10.1080/02188798508548560.

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Fulmer, Gavin W. "VALIDATING PROPOSED LEARNING PROGRESSIONS ON FORCE AND MOTION USING THE FORCE CONCEPT INVENTORY: FINDINGS FROM SINGAPORE SECONDARY SCHOOLS." International Journal of Science and Mathematics Education 13, no. 6 (May 13, 2014): 1235–54. http://dx.doi.org/10.1007/s10763-014-9553-x.

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McLay, Katherine Frances, and Vicente Chua Reyes Jr. "Problematising technology and teaching reforms: Australian and Singapore perspectives." International Journal of Comparative Education and Development 21, no. 4 (October 31, 2019): 277–94. http://dx.doi.org/10.1108/ijced-10-2018-0045.

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Purpose The purpose of this paper is to compare and problematise technology and teaching reform initiatives in Australia and Singapore, demonstrating the importance of adopting a critical stance towards technology-rich education reform. In the Australian context, the tensions and challenges of the Digital Education Revolution and the Teaching Teachers for the Future programme are illustrated. In the Singapore context, the implications of the ways in which teachers exercise their agency over technological imperatives are examined. Design/methodology/approach The first section of the paper draws on interview and observational data generated during a microethnographic investigation into secondary school students’ use of iPads as a learning tool in an independent school in South-East Queensland. Data “snapshots” illustrate the lingering challenges of reform designed to achieve technology-rich learning environments. The second section of the paper draws on a retrospective study of current ICT initiatives in Singapore through case studies of two schools that are heavily involved in ongoing ICT integration programmes. Findings While reforms are usually borne out of careful studies among policy makers and politicians to develop solutions to problems, the final version often reflects compromise between various stakeholders championing their respective agendas. As such, problematisation is imperative to develop critical and nuanced understandings. In both Australia and Singapore, it is suggested that failing to account for such ontological matters as teacher and learner identity and agency prevents meaningful change. Originality/value Global reform to achieve technology-rich teaching and learning environments reflects the ubiquity of such initiatives across geographical and cultural boundaries. Such reforms have been driven and supported by a substantial body of research, much of which has uncritically accepted the view that technology-rich reform is inherently “good” or necessary. Learning technology research has thus tended to focus on epistemological matters such as learning design at the expense of ontology. This paper engages with emerging research into technology as an identity issue for learners and teachers to explore the implications of technology-driven education reform on educational institutions, policies and practices.

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Rubdy, Rani, and T. Ruanni F. Tupas. "Research in applied linguistics and language teaching and learning in Singapore (2000–2007)." Language Teaching 42, no. 3 (July 2009): 317–40. http://dx.doi.org/10.1017/s026144480900576x.

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In this review of research in applied linguistics and language teaching and learning in Singapore, more than one hundred national publications for the period 2000–2007 will be reviewed. Since this period encompasses certain changes that were introduced in Singapore schools at the start of the new millennium, it would be appropriate to take stock of the studies that showcase these changes. These studies fall under five main areas of local research: norms, standards and models; English language curriculum and policy; reading and writing instruction and research; mother tongue teaching and learning; and the teaching of English to international students. In this review, representative work under each research area will be discussed, and this will be done within the broad historical and sociopolitical context of research in Singapore. The results of the review suggest that practical concerns assume priority over theoretical issues, which are relegated to secondary importance. This can be explained in terms of the role of the state in education reform and governance and its top–down decision-making processes, the impact of globalization on education, and the role of education in the management of race relations in the country.

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Hashim, Rosnani. "Secularism and Spirituality." American Journal of Islam and Society 24, no. 3 (July 1, 2007): 116–18. http://dx.doi.org/10.35632/ajis.v24i3.1531.

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This compilation provides a systematic overview of the development andchallenges of Islamic education in Singapore. After the introduction by NoorAishah and Lai Ah Eng, Chee Min Fui focuses on the historical evolution ofmadrasah education (chapter 1) and Mukhlis Abu Bakar highlights the tensionbetween the state’s interest and the citizens’ right to an Islamic education(chapter 2). In chapter 3, Noor Aishah elaborates on the fundamental problemof the madrasah’s attempt to lay the educational foundation of both traditionaland rational sciences. Azhar Ibrahim surveys madrasah reforms inIndonesia, Egypt, India, and Pakistan in chapter 4, while Afiza Hashim andLai Ah Eng narrate a case study of Madrasah Ma`arif in chapter 5. Tan TayKeong (chapter 6) examines the debate on the national policy of compulsoryeducation in the context of the madrasah, and Syed Farid Alatas (chapter 7)clarifies the concept of knowledge and Islam’s philosophy of education,which can be used to assess contemporary madrasah education.Formal madrasah education in Singapore began with the establishmentof Madrasah Iqbal in 1908, which drew inspiration from Egypt’sreformist movement. This madrasah was a departure from traditionalIslamic education, which was informal and focused only on the traditionalsciences and Arabic. The madrasah’s importance and popularity in Singaporewas attested to by the fact that at one point, Madrasah al-Junied was“the school of choice for students from the Malay states, Indonesia and thePhilippines” (p. 10). After the Second World War, there were about 50-60such schools, mostly primary, with about 6,000 students using Malay asthe medium of instruction. The number declined with the introduction ofMalay-language secondary schools in the 1960s ...

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Pereira, Andrew J. "Caring to Teach: Exploring the Affective Economies of English Teachers in Singapore." Chinese Journal of Applied Linguistics 41, no. 4 (November 27, 2018): 488–505. http://dx.doi.org/10.1515/cjal-2018-0035.

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Abstract The ethical project of education hinges on the ideal of caring relations between teachers and students, an ideal that entails deep emotional commitments on the part of teachers. Drawing on interview data from a larger study of teachers’ lived experiences in Singapore’s secondary schools, this paper examines the cultural politics of caring as an emotional practice in teaching. The ethic of care serves to construct normative accounts of good teaching based on “feeling rules,” and becomes a disciplinary technology for evaluating the professional, social and emotional competencies of teachers. I suggest that this project in turn entails an ideological effort to mobilize teachers’ emotional attachment to this ethical ideal. The ethic of care shapes the subjectivities, beliefs, and practices of English teachers, particularly as they circulate through the neoliberal imperatives of educational accountability regimes.

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Ng, Hoon Hong. "Towards a synthesis of formal, non-formal and informal pedagogies in popular music learning." Research Studies in Music Education 42, no. 1 (October 2, 2018): 56–76. http://dx.doi.org/10.1177/1321103x18774345.

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Informal pedagogy is closely associated with popular music practices, its methods known to engage students in authentic music learning that develops critical and independent thinking skills, social skills, creativity and self-identity, among others. However, formal and non-formal pedagogies also have relevant roles to play in popular music learning in the classroom, though their roles and interactions with informal pedagogy may require exploration. A recent survey conducted in Singapore schools suggests that a significant number of music teachers have never engaged their students in popular music practices, and they have no confidence in adopting appropriate pedagogies to effectively enable popular music learning. This article seeks to address the issue by reviewing relevant pedagogies and how they are employed in popular music programmes in two Singapore secondary schools. I will first examine the current discussion on formal, non-formal and informal pedagogies and their implications for music teaching and learning. Secondly, I will relate the discussion to two empirical case studies which adopt these learning approaches in popular music classes to examine their applications and how they interact in actual classroom situations. Based on this, I will suggest that a synthesis of these pedagogies in constant, complementary dialogue within and beyond the classroom paves the way towards a complete and holistic curriculum and learner experience.

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Zhang, Lawrence. "Reflections on the pedagogical imports of western practices for professionalizing ESL/EFL writing and writing-teacher education." Australian Review of Applied Linguistics 39, no. 3 (December 31, 2016): 203–32. http://dx.doi.org/10.1075/aral.39.3.01zha.

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The teaching of writing in English as a second/foreign language (ESL/EFL) has been a challenging task for many teachers due to its multifaceted nature. This paper is a reflection on ESL/EFL writing teaching in three countries, namely China, Singapore, and New Zealand, with particular reference to professionalizing ESL/EFL writing and ESL/EFL writing-teacher education. It first addresses issues facing EFL writing and writing-teacher education that relate to the offering of English at various levels in China. It then moves on to elaborate on how western pedagogical practices have been implemented in Singapore, especially that of a genre-based pedagogy. Nestled in the context of globalization, I focus on New Zealand, positing that globalization has exacerbated the challenge in teaching ESL writing because of large numbers of students who are seeking higher education in western countries in English as the medium of instruction, and yet their first language is not English. I conclude the paper with recommendations that professionalizing L2 writing (even in school settings) is a mission for all those who are in this enterprise. Proper teacher preparation programs for training L2 writing teachers should be in place in order for this to happen. China needs to critically appraise, and learn from, successful experiences such as Singapore and many institutions in the USA and Canada. New Zealand is yet to formalize ESOL writing teacher preparation programs, where English-as-an-L2 writing-teacher education for primary and secondary schools is still not a priority in most teacher-education institutions.

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Han, Christine, Bryony Hoskins, and Jasmine Boon-Yee Sim. "The relationship between civic attitudes and voting intention: an analysis of vocational upper secondary schools in England and Singapore." Compare: A Journal of Comparative and International Education 44, no. 5 (April 12, 2013): 801–25. http://dx.doi.org/10.1080/03057925.2013.780874.

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Bennett, Dawn, and Eddy K. M. Chong. "Singaporean pre-service music teachers’ identities, motivations and career intentions." International Journal of Music Education 36, no. 1 (May 6, 2017): 108–23. http://dx.doi.org/10.1177/0255761417703780.

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This article explores pre-service music teachers’ professional identities during pre-service training. Its focus is a student cohort whose studies are funded by the Singaporean Ministry of Education in return for a commitment—a teaching bond or contract—to work as teachers in schools. An overview of pre-service teacher education and the challenges of attraction and retention in Singapore is followed by discussion of the literature relating to identity formation, with a focus on music teacher and musician identities. Next, analysis and discussion of the findings highlight that participants’ teacher identities did not align with their level of performance proficiency. Teacher identity did, however, align with participants’ intentions to remain in teaching; participants who defined themselves first and foremost as music teachers were more likely than their peers to plan long-term teaching careers. The article considers the influence of teaching bonds, or contracts, signed by students in advance of their post-secondary studies. It concludes by considering the implications for recruitment and for developing professional identity among pre-service music teachers.

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Želvys, Rimantas. "Autonomy of Schools and Quality of Education in Lithuania." Pedagogika 114, no. 2 (June 10, 2014): 54–63. http://dx.doi.org/10.15823/p.2014.004.

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This article discusses the relationship between autonomy of schools and quality of education. The results of the Lithuanian students who participated in the international PISA 2012 study were officially announced by the end of 2013. According to the presented report, they were rather mediocre. Lithuanian 15 year-old students were 30th in science, 37th in mathematics and 39th in reading among the 65 countries and territories which participated in the study. Countries and territories of South East Asia – Shanghai, Taiwan, Hong Kong and Singapore – were on the top of the ratings. On the other hand, among the European nations the two Nordic countries – Finland and Estonia – seemed to show the best results. Some authors tend to explain the success of these countries by indicating the rational character of the Nordic people or the successful implementation of the welfare state model. However, other Nordic countries – Sweden, Norway, Denmark and Iceland – showed results similar to those of Lithuania. A number of other authors, e. g., Pasi Sahlberg, claim that the outstanding results of Finland were achieved due to the high professionalism of teachers and wide autonomy of the Finnish schools. In many aspects Estonia follows the Finnish example, in particular, by ensuring the wider autonomy of schools. However,in Lithuania, according to our judgment, situation is rather different. The opinion surveys of school principals conducted in 1996, 2001 and 2009 show that majority of secondary heads consider Lithuanian education system as being too much centralized and think that school leaders should gain more decision-making powers. Analysis of key national educational documents, e. g. Education Acts and long-term educational strategies, show that there are no observable tendencies of striving towards greater autonomy of schools. If the assumption that greater school autonomy leads to a better quality of education is true, Lithuania has no reason to expect any major improvement in student achievements in the nearest future.

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Lim, Peng Han. "The changing role of school/media resource libraries in secondary schools in Singapore and the need to implement mandatory standards, 1946–2010: Issues, challenges and opportunities." International Information & Library Review 43, no. 4 (December 2011): 250–56. http://dx.doi.org/10.1080/10572317.2011.10762907.

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Hyder, Huma. "The Pedagogy of English Language Teaching using CBSE Methodologies for schools." Advances in Social Sciences Research Journal 8, no. 3 (March 14, 2021): 188–93. http://dx.doi.org/10.14738/assrj.84.9839.

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Progressive Globalization established the necessity of workforce to possess excellent communication skills in multiple languages. Areas such as tourism, trade, media, technology, science, and others use common languages. However, countries like China, South Korea, and so forth discussed the need to teach one foreign language at primary as well as secondary school level and hence developed education policies that focused on teaching English as a foreign language or second language. Some countries like Malaysia, Philippines, Singapore, and India already have English language as a second official language. Hence, English Language Education was considered as second foreign language which was accepted and now it is considered as a symbol of aspiring quality education in a national as well as international perspective. In 21st century, English is considered as an international link language which is been widely accepted by people across the world. Although, English language has a historical heritage of British Empire, it is best used to develop an individual’s cultural, technological, scientific and material needs that competes with the society. It is believed that language learning is not just acquiring the skills of listening, speaking, reading, and writing. Language learning is also about the language competence and the ways communicative competence has been applied in an integrated manner. English language learning is not just an educational issue, it also addresses the issues of the society, national development, and personal advancement. In the present scenario, English Language acquired an inclusive place in most of the societies, especially in India. As a result, English Medium Schools have gained immense popularity which responds to aspiration of the people. This paper tries to present the significance of English as a Second language. The main purpose of this paper is to explore the significant pedagogies or methodologies used in schools to teach English as English language plays a crucial role in the education sector.

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Danis, Kostas, Olivier Epaulard, Thomas Bénet, Alexandre Gaymard, Séphora Campoy, Elisabeth Botelho-Nevers, Maude Bouscambert-Duchamp, et al. "Cluster of Coronavirus Disease 2019 (COVID-19) in the French Alps, February 2020." Clinical Infectious Diseases 71, no. 15 (April 11, 2020): 825–32. http://dx.doi.org/10.1093/cid/ciaa424.

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Abstract Background On 7 February 2020, French Health authorities were informed of a confirmed case of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) in an Englishman infected in Singapore who had recently stayed in a chalet in the French Alps. We conducted an investigation to identify secondary cases and interrupt transmission. Methods We defined as a confirmed case a person linked to the chalet with a positive reverse-transcription polymerase chain reaction sample for SARS-CoV-2. Results The index case stayed 4 days in the chalet with 10 English tourists and a family of 5 French residents; SARS-CoV-2 was detected in 5 individuals in France, 6 in England (including the index case), and 1 in Spain (overall attack rate in the chalet: 75%). One pediatric case, with picornavirus and influenza A coinfection, visited 3 different schools while symptomatic. One case was asymptomatic, with similar viral load as that of a symptomatic case. Seven days after the first cases were diagnosed, 1 tertiary case was detected in a symptomatic patient with from the chalet a positive endotracheal aspirate; all previous and concurrent nasopharyngeal specimens were negative. Additionally, 172 contacts were monitored; all contacts tested for SARS-CoV-2 (N = 73) were negative. Conclusions The occurrence in this cluster of 1 asymptomatic case with similar viral load as a symptomatic patient suggests transmission potential of asymptomatic individuals. The fact that an infected child did not transmit the disease despite close interactions within schools suggests potential different transmission dynamics in children. Finally, the dissociation between upper and lower respiratory tract results underscores the need for close monitoring of the clinical evolution of suspected cases of coronavirus disease 2019.

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Lee, Kok Sonk, and Stewart G. Trost. "Physical Activity Patterns of Singaporean Adolescents." Pediatric Exercise Science 18, no. 4 (November 2006): 400–414. http://dx.doi.org/10.1123/pes.18.4.400.

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The purpose of this study was to document the level of physical activity and sedentary behavior in a representative sample of Singaporean adolescents. A random sample of 1,827 secondary school students from six secondary schools (929 boys, 898 girls, mean age 14.9 ± 1.2 yr) completed the Three-Day Physical Activity Recall (3DPAR) self-report instrument. Approximately 63% of Singaporean high school students met current guidelines requiring 60 min of moderate to vigorous physical activity daily. Just over half (51.6%) met the guideline calling for regular vigorous physical activity. Across all grade levels, boys were consistently more active than girls. More than 70% of Singaporean high school students exceeded the recommended 2 hours per day of electronic media use. Collectively, these findings suggest that a significant proportion of Singaporean adolescents are not sufficiently active and are in need of programs to promote physical activity and decrease sedentary behavior.

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Journal articles on the topic 'Singapore secondary schools'

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