1. Teacher Learning and Development in Professional Learning Communities
1.1 Lesson Study as a Teacher-directed Form of Improving Instruction and Classroom Practices
Co-Principal Investigators: Fang Yanping and Christine Lee
Pilot School: Cedar Primary School (from 2006 to 2007)
Scaling Up to a Cluster of Schools in 2008
Lesson Study is a form of professional development that is common in Japanese schools and is rapidly gaining attention in other countries like US, Hong Kong and more recently in Singapore. Teachers involved in Lesson Study immersed themselves in a cycle of activities which involved planning, observing and refining research lessons (Lewis & Tsuchida, 1998). The research lessons at the heart of lesson study processes are actual classroom lessons which provide opportunities for teachers to bring their ideas about effective teaching to life as they learn how to carefully record student learning in order to evaluate the research lesson, the students, and their own understanding of teaching and learning (Lewis, 2002). We see potential in Lesson Study in developing teachers' subject matter knowledge, pedagogical content knowledge, curriculum understandings and the "eyes" to see their pupils learn. The Curriculum, Teaching and Learning Academic Group was working with CRPP in a pilot project in implementing Lesson Study in a Singapore primary school. IThe research included:
- Examine the factors affecting the sustainability and scalability of the implementation of Lesson Study in Singapore schools
- Document carefully teacher teams as they experience the full cycle of Lesson Study processes of collaborative planning of research lessons, observing and discussing research lessons over the school year and its impact on teacher learning and development
- Examine the effect of research lessons on student learning
- Develop locally training materials which serve to introduce Lesson Study processes to schools.
1.2 Enhancing Professional Competency of Teachers through Building Professional Learning Communities
The concept of "professional learning communities" (PLCs) has been used as a tool to improve teachers' professional competency and students' learning outcomes since the mid 1990s. It encourages teachers' learning through their peers by a collaboration based on shared values and goals. In such a community, teachers can share their individual practices with the aim of searching for "good practice" based on the outcome of collective inquiry. Such a learning process will result in a re-culturing of the school community by reshaping the existing values and cultures and resolving problems such as teacher isolation and individualism. In other words, professional learning communities can help teaching develop as a "learning profession".
However, a number of studies in the West show that the culture of individualism and the isolation of teachers form a stumbling block for schools and teachers to develop a collaborative professional learning approach (e.g. Hargreaves, 1994, 2003; Lieberman & Miller 1992a, 1992b; Lortie, 1975). This research is an attempt to access teachers' lenses in order to explore the issue of professional learning communities. Three research questions were put forward:
- What kind of professional learning communities have been developed especially in TLLM prototype schools?
- In what ways does teachers' collaboration result in the re-culturing of schools?
- What factors can foster or hinder the development of a professional learning community?
1.3 Exploring and Understanding Teachers' Beliefs and Knowledge about Early Childhood Education and Development
Principal Investigator: Christina Ratnam
An important element in any teaching and learning situation are the teacher's beliefs and attitudes, which shape their practices and affect educational outcomes for their students. Many researchers have noted that tensions arise when Western notions of best practice in literacy teaching and learning are applied in social and cultural contexts where they do not easily conform with local conditions, expectations and values (Canagarajah, 1999; Ellis, 1996; Holliday, 1994; O'Sullivan, 2001; Tickoo, 1996). This research has raised awareness of the significance sociocultural milieu has in the learning context (Barton & Hamilton, 2000; Gee, 2000, 2001; Luke, 2004). Following a method of language teaching designed in another country, without a situated understanding of the lived experiences of the participants in the learning context, could lead to frustration and failure.
Recent research by Asian early childhood educators in countries such as Hong Kong, South Korea and Taiwan have illustrated that while government authorities have embraced pedagogical approaches such as Developmentally Appropriate Practices (DAP) and child directed teaching, the philosophy underlying these approaches may be contrary to the prevailing ideologies and assumptions about teaching and learning (Ang, 2006; Hsieh, 2004; Kim, 2004; Li, 2004). Teachers are torn between practising what they have been taught about early childhood development that originate from Western philosophies, and meeting expectations of parents that are driven by the pragmatics of preparation for formal schooling and Asian philosophies concerning the relationship between the teacher and the learner (Ang, 2006; Cheah, 1998; Hsieh, 2004; Kim, 2004; Sharpe, 2002).
There has been little empirical research which has investigated whether, and if so how, Singaporean preschool teachers experience conflict between Western pedagogical practices and their own beliefs about what is most effective in the kindergarten classroom. This study has been designed to explore the beliefs that Singaporean preschool teachers hold about young children's literacy development and pedagogy. Specifically, we sought to explore what teachers from different cultural and professional backgrounds believe are effective practices for teaching English language and literacy to young children in a multilingual context. How do they negotiate the sometimes competing demands of parents' expectations, government standards, cultural values and norms, and their own perspectives of the pedagogical process? The use of semi-structured interviews gave these teachers the opportunity to reflect upon their practice and to voice their beliefs. The challenge was to open a window to the teachers' mental worlds, their opinions and their beliefs. Thus far, no such study had been done in Singapore, and the respondents were surprised that someone was interested in finding out what they believed in, or even what they thought.
2. Curriculum & Pedagogy: Intervention Projects
2.1. Singapore Big Math for Little Kids: Developing Understanding of Foundation Mathematics Among Identified Low-Achieving Primary 1 Students
Principal Investigators: Mary Anne Heng (CTL), Yeap Ban Har (MME) and Herbert Ginsburg (Consultant, Teachers College, Columbia University)
Period: 2009 – 2011
Research has shown that all children are capable of learning mathematics at a young age (Greenes, 1999). Children possess basic mathematics concepts and skills and engage readily in mathematics through play and through informal and incidental learning opportunities. Moreover, young children are capable of dealing with a comprehensive and challenging mathematics curriculum (Ginsburg, 1999). When children commence formal schooling in Primary 1 and are presented with more advanced concepts and skills, knowledge gaps emerge between children who have strong mathematics (and language) competencies and those with weak competencies in these areas.
The Big Math for Little Kids (BMLK) curriculum programme (Balfanz, Ginsburg, & Greenes, 2003) is a research-based and developmentally appropriate early childhood mathematics programme for pre-kindergarten and kindergarten children. Key features of BMLK: (a) “Big Math” concepts make strong connections between mathematics, language and literacy so that “math talk” develops important language skills and helps children acquire fundamental metacognitive abilities, and (b) assessment of children’s mathematical development through observing and talking to children over an extended period of time and asking probing questions to elicit deeper understanding of mathematics. The aims of this research project are to: (a) adapt the BMLK curriculum for use with identified, low-achieving Primary 1 students who are not in the Learning Support for Mathematics Programme to develop, extend and enrich the mathematics and literacy skills of academically weaker students who do not have strong grounding in foundational mathematics knowledge and skills, and (b) engage in collaborative work with teachers to co-plan and co-develop the curriculum, provide mentorship to teachers, as well as help teachers become comfortable with and proficient in the use of clinical interviewing (Ginsburg, 1997) so as to provide better instruction.
The research team worked with nine mathematics teachers teaching in Primary 1 in two case schools in Singapore and examined their perceptions and understandings as they learned to use clinical interviews to understand students’ mathematical thinking. Data were obtained from task-based interviews that teachers conducted with students, teacher interviews and lesson observations. The findings from this project show that the knowledge and skills of mathematics teachers can be enhanced through: (a) deepening awareness and understanding of students’ constructions of mathematical knowledge in the foundation years in school and the strategies students use to solve problems, (b) understanding what it means to seek critical exploration of students’ understandings in terms of what students know and do not know through one-to-one and small group teacher-student interactions, (c) learning from the interviews as well as reflections on teaching and learning a model for the kinds of questions and tasks that elicit students’ understandings, and (d) learning from authentic, in-situ professional learning communities to develop teacher capacity for planning, teaching and assessment in the lower primary mathematics classroom.
2.2 Pedagogical Change in the Normal Technical Classroom
Principal Investigators: James Albright (CRPP), Mary Anne Heng (CTL) and Karen Harris (Consultant, Educational Testing Service)
Period: 2006 - 2008
The purpose of this project was to improve student performance and engagement in the Normal Technical (NT) classroom as a consequence of teachers’ improved capacity to plan and teach according to the strengths and specific pedagogical needs of NT students. Teachers in this project were trained and mentored in the Understanding by Design (UbD) curriculum framework by Wiggins and McTighe’s (2004). The research team worked closely with 18 participating teachers who taught Secondary 1 and Secondary 2 Normal Technical students. While engaged in professional development work, the research team collected baseline data: student artefacts, observations, teacher interviews, audio recordings and field notes of classroom and UbD module lessons, mentoring sessions, and team meetings.
Teachers’ participation in this project had a significant impact on their commitment to planning for NT students. The UbD framework demanded the teachers to pay adequate attention to learning objectives, essential questions on the unit to be taught and on the modes of assessment even before crafting the learning activities. Also, the participation in the project helped the teachers see the benefits of collaboration which was absent during the pre-intervention phase. Recommendations were made for NT classrooms.
3. Citizenship Education in Singapore
Towards Engaged Citizens: Understanding Singaporean Students’ Civic Knowledge, Participation, Attitudes, and Perceptions
Principal Investigators: Jasmine B-Y Sim (CTL) & Theresa Alviar-Martin (CTL)
Period: April 2009 to April 2011
Civic engagement is a growing priority of governments everywhere, including Singapore. Civic engagement is understood to mean actions and efforts, either individual or collective, designed to identify or address issues of public concern. The interest in civic engagement has been stimulated by a concern with a lack of civic knowledge, decreasing confidence in political institutions, decline in civic participation, and growing youth disengagement from their societies. Against this background, the project examines Singaporean students’ citizenship-related qualities and their performance on the survey utilized in the Civic Education Study of the International Association for the Evaluation of Educational Achievement (IEA CivEd).
The objectives of the project are:
- To provide baseline data to describe Singaporean students’ civic knowledge, their conceptions of democracy and good citizens, attitudes toward our country, perception of governments’ responsibilities, perceptions of school and classroom climate, as well as their present and future civic participation;
- To build a model depicting how students’ conceptions of democracy and citizenship, perceptions of government’s responsibilities and of school, school curriculum, and classroom climate, singly or interactively, predict students’ present and future civic participation;
- To obtain culture-specific information on sociocultural factors embedded in the Singapore context that facilitate or impede students’ present and future civic participation.
4. Assessment in Curriculum and Teaching
4.1 Improving Teachers' Assessment Literacy in Primary Schools (CRPP-funded project)
Principal Investigator: Koh Kim Hong (CTL), Kelvin Tan (PLS) and Madonna Stinson
The research is in the areas of teacher assessment literacy and professional development in alternative assessment. The study examines the extent of professional development in alternative assessment on the Singaporean teachers' assessment literacy.
It is a longitudinal intervention study designed for tracking the Singaporean teachers' assessment practices over two years (before and after intervention). The study aims to enhance teacher capacities in designing high-quality classroom assessment tasks and in using reliable and valid scoring rubrics to look at student work based on the CRPP authentic intellectual standards (Koh and Lee, 2004). In essence, the scoring rubrics of assessment and student work as well as teacher moderation could serve as a heuristic for designing classroom assessment tasks aligned with the authentic intellectual standards, as a structure to help guide discussion of assessment tasks and student work, as a way for teachers to adopt the authentic intellectual standards in their teaching and testing for higher-order thinking as well as a tool for teachers' professional development. In addition, we aim to empower Singaporean teachers to build their professional learning communities within schools. This will enhance teachers' collective intelligence and social capital - including ways of sharing and developing knowledge and skills in alternative assessment among fellow teachers (Hargreaves, 2000).
This research project aims to:
- Examine the patterns of teacher assessment practices before and after participating in the professional development sessions in alternative assessment
- Examine the variations of teacher assessment practices by subject areas before and after participating in the professional development sessions in alternative assessment
- Investigate the mediating effects of the relevant organizational contextual variables on teacher assessment practices
- Examine the change of the quality in teacher assessment tasks before and after participating in the professional development sessions in alternative assessment
- Examine the change of the quality in student work in response to the teacher assessment tasks before and after participating in the professional development sessions in alternative assessment
- Examine the structural relationship between the quality of teacher assessment tasks and the quality of student work before and after intervention in task design
- Determine the impact of teacher assessment practices on student learning and performance over time
- Compare the quality of teacher assessment tasks between intervention and comparison schools
- Compare the quality of student work between intervention and comparison schools, and
- Promote the design and use of authentic intellectual assessment tasks in the classrooms.
4.2 Development of the Singapore Diagnostic Reading Assessment: Primary One (CRPP-funded research)
Principal Investigator: Koh Kim Hong and Team
Early intervention needs to be facilitated by assessment tools which are not only accurate and psychometrically sound but should also be designed to assess the essential reading skills. Although there are standardized reading tests such as the Singapore Wechsler Objective Reading and Language Dimensions (WORLD, Rust, 2000), the norm-referenced test scores derived from these instruments do not provide enough information to determine students' specific strengths and weaknesses in early reading. The reading domains assessed are limited to decoding, spelling, oral expression, reading and listening comprehension. Phonemic awareness, an essential skill for early reading acquisition, is not assessed by these tests. Additionally, many of the existing tests are developed for the registered psychologists who have to undergo rigorous training in test administration and test score interpretation/reporting before they can administer the tests to children. There is a lack of assessment tools developed for the classroom teacher, who may require practical rather than clinical information about their students so that classroom instruction could be planned accordingly.
The objectives of the research project are as follows:
- Develops a pedagogically and psychometrically sound reading assessment and instructional/intervention package that reflects current and scientifically proven methodologies, which are well aligned with the MOE STELLAR/SEED-EL mission of improving reading skills through curricular and assessment reforms. By incorporating technology (the use of a new digital pen) into the Sing*Read assessment in 2008, our research ideas are also well aligned with the IDM 2015 mission of empowering learners and engaging minds through the use of innovative technology to promote student learning (Infocomm, 2006). All three key components: iAccess, iLearn, and iExperience, will be implemented in the learning to read processes of P1 students in Singapore classrooms.
- Designs validated diagnostic reading assessment and intervention package that can be commercialized.
- Develops an effective and user-friendly formative assessment system that allows teachers to diagnose specific learning needs for each student as well as to use the assessment information for planning and designing instruction.
- Improves all students' reading skills by closing the learning gap between high- and low-achieving students for low achievers, by concentrating on specific problems with their reading and giving them immediate feedback on how to improve their reading.
What Stage the Project is at
The project is divided into two phases: Field trial and item selection, and actual assessment phase. A total of 24 primary schools were selected to participate in the field trial. They were selected from four school clusters (east, west, north, and south) and represented different school types based on the Ministry of Education's ranking. The items in the five tests were reviewed by the test development team after the field trial. Revisions were made and the best set of items was selected for the version of the tests in the actual assessment phase in 2007. Seventeen primary schools are involved in the second year of assessment. Reading intervention is conducted with a Learning Support Teacher in one of the participating schools.
4.3 Literature Review of Project-inquiry Based Assessment
Principal Investigator: Koh Kim Hong
The project focuses on a comprehensive review of the theoretical and empirical studies of project work in Singapore and other countries.
4.4 Development and Validation of Instruments to Measure Level of Innovation and Enterprise in Secondary School Students in Singapore (CRPP-funded project)
Principal Investigator: Koh Kim Hong
The research project aims to develop and validate a new measuring instrument to assess Singaporean students' level of innovation and enterprise. Rasch measurement will be used to select the items to be included in the instrument. It will also be used to establish the technical quality of the instrument.
The project started in June 2007. Hence, schools have not been identified for our field test and actual assessment.