Search results for: Singapore
Page 3/3 28 items
Professional Development of Teachers for Computer-Supported Collaborative Learning: A Knowledge-Building Approach
This study was situated in Singapore, which aims to achieve engaged learning in P–12 schools with the use of educational technology. One of the foci of study among Singaporean educational researchers is a computer-supported collaborative learning (CSCL) environment. Such an environment emphasizes collaboration among learners for the coconstruction of knowledge. The goal of this case study is to gain insights into how negotiation and coconstruction of knowledge occurs among participating teachers during their participation in a knowledge-building community.
Updated: Mar. 16, 2009
In 1997, Singapore's Ministry of Education (MOE) committed itself to an ambitious program of pedagogical reform in Singaporean schools in anticipation of the kind of institutional challenges that young Singaporeans were likely to face in the coming decades. Since then, the Ministry has designed and implemented a series of initiatives that will go a considerable distance to achieve its objectives. These initiatives focus on substantial changes in the system of 'instructional governance' in Singapore over the past decade, and efforts to change the pattern of classroom pedagogy. But the authors argue that these initiatives do not go quite far enough to close the gap between policy and practice.
Updated: Feb. 16, 2009
A mixed methods approach was used to investigate secondary teachers’ motivation beliefs in Canada and Singapore. The results from Study 1 revealed that socio-economic status (SES) was the strongest predictor of school climate in Canada. The results from Study 2 revealed that the range of the social problems was greater in Canada than in Singapore.
Updated: Jan. 28, 2009
Catalyzing Student–Teacher Interactions and Teacher Learning in Science Practical Formative Assessment with Digital Video Technology
This paper reports how a teacher–researcher partnership examined a biology teacher's existing pedagogical practices. Furthermore, the paper attempted, through a task design innovation, to create the circumstances under which more interactive and emergent assessment for learning practices could flourish in her classroom. This work involved the use of digital video playback technology as the trigger or catalyst for reflection on concrete experiences by the teacher and her students to occur. Results suggest that the digital video innovation brought about changes in student–teacher interactions in science practical work and assisted the teacher in reflecting on her professional learning.
Updated: Jan. 07, 2009
This article examines how preservice teachers acquire knowledge through asynchronous discussion. Preservice teachers engaged in collaborative critiquing of videos before they embarked on their video projects to illustrate what constitutes good and bad video production. The online discussion log was content-analyzed together with data from an online survey, reflection log, and interviews. Participant perceptions revealed that their knowledge of video production improved substantially after the discussion.
Updated: Oct. 29, 2008
This article examines how an experienced elementary school teacher in Singapore, becomes an expert technology user. It highlights major milestones in the teachers trajectory of learning and explain how structural factors at the policy, district and classroom levels afforded and constrained Cassie's learning and how she, in turn, slowly changed her pedagogy incorporating technology.
Updated: Aug. 27, 2008
The article examines a study into early childhood education in Singapore regarding language and literacy development, given its importance to subsequent academic achievement. 79 teachers of 4-6 year-old children were surveyed. Findings indicate that almost all teachers viewed their primary goal as fostering the children's ability to communicate and express themselves.
Updated: Jan. 09, 2008
Pre-service Teachers' Conceptions about Teaching and Learning: A closer look at Singapore cultural context
A study regarding conceptions about teaching and learning was conducted with 313 teacher education students in Singapore. The study identified two primary concepts: traditional and constructivist. Findings show that there was a greater tendency for students to hold constructivist conceptions and multivariate data analysis found race groups and qualifications as the significant differences between the two groups.
Updated: Jan. 09, 2008