Description of Task Force
This niche area engages in conducting system-level, ecological research into pedagogies in Singapore schools and educational outcomes. Drawing from the Core 1 (2004–2007) and Core 2 (2009–2013) research programmes, the Core research has always taken an ecological-systems approach into understanding the Singapore education system, that is, by examining the complex and inter-related arrangements of factors across all levels of the education system that combine to shape, influence and give meaning and significance to teaching and learning. Specifically, this includes generating empirical and descriptive responses to:
- classrooms as sites for disciplinary,
cognitive and metacognitive learning and growth that stimulates the
intellectual, dispositional, social, cultural and ethical demands of
contemporary local and global living;
- schools’ capacities to maximise
their intellectual, technological, human, moral and organisational resources as
responsive institutions; and
- systems as distribution sites for
economic, social, cultural, intellectual and moral resources.
The Core approach is based on an understanding of the interplays among all of these micro-, meso- and macro-level variables, and seeks to enhance the general educational environment for an entire system – that of the Republic of Singapore – by concentrating professional and research attention on everyday classroom pedagogies. Central aims of this task force are:
investigate what makes the Singapore education system successful yet
monitor trends in student behaviours and educational outcomes, trends in
teacher characteristics (including beliefs, values, knowledge, skills,
behaviours), and understand the relationships
between teacher factors, student behaviours and outcomes; and
examine what systemic pedagogical considerations are required to advance
Singapore’s education to the next level. This includes examining key aspects of
stability of practice, emerging hybridities of teaching and learning, and the
nature of systemic change initiatives that attempt to innovate pedagogical
For the past 10 years, two key research questions continue to drive the Core programmes:
- What are the factors contributing to success—and challenges—in school learning in key curriculum domains (English, Mathematics, Science, Social Studies)?
- How can students’ learning in the classroom be enhanced, in what ways and for what purposes?
Such research invariably encompasses a comprehensive range of methods and methodologies in order to examine an education system across different levels, layers and units of analysis. System studies in pedagogies and educational outcomes therefore attempts to develop a coherent, systematic and cumulative suite of studies employing cross-sectional and longitudinal, quantitative and qualitative, theoretically rich and sociologically driven research to provide a rich description of pedagogies and pedagogical change as the central dynamic of educational experience, as well as a redefinition of educational outcomes that extends beyond conventional institutional measures to include alternative forms of assessments, life pathways, and the acquisition of attitudes, values and dispositions that will contribute towards building a concerned and productive citizenry.
In the long term, the Core Research task force hopes to inform educational policy and practice as it seeks to engage in system studies that bridge the micro/meso/macro levels: between inside/outside schools, local/national/global, classroom/school/system.
List of team members:
List of team members' publications related to the research theme:
- David Hung Wei Loong
D., Lee, S.-S., & Lim, K. Y. T. (2012). Moving forward: key areas for
educational research in the Asia Pacific. Asia-Pacific
Educational Researcher, 4, 342–346.
D., Lee, S.-S., & Lim, K. Y. T. (2012). Teachers as brokers: Bridging
formal and informal learning in the 21st century. KEDI Journal of Educational Policy, 12, 344–356.
K. Y. T., Hung, D., & Huang, J. (2011). Towards a situative view of
extending and scaling innovation in education – a case study of the Six
Learnings Framework. Educational Review
for Policy and Practice, 10(2), 1.
- Teh Laik Woon
E., Fuller, B., Gonzalez, M-F., Huerta, L., Naughton, S., Park, S., & Teh,
L. W. (2008). Disparities in charter
school resources: The influence of state policy and community. Journal
of Education Policy, 23(1), 1–33.
L. W. (2005, April). Causal inference and school effectiveness. Paper presented at the American Education
Research Association Annual Meeting, Montreal, Canada.
L. W., Hogan, D., Dimmock, C. (2013).
Educational Knowledge Mobilisation and Utilisation in Singapore. In B.
Levin, J. Qi, & H. Edelstein (Eds.), The
impact of research in education: International perspectives on universities and
knowledge mobilization. Bristol, UK: The Policy Press.
- Paul Chua Meng Huat
P. (2006). Looking ahead: Values-based leadership,
systems leadership and curriculum leadership.
Paper presented at the N1 Cluster Retreat, Singapore.
P. (2011, March). A comparative study of
decision-making by Singaporean and English school leaders. Paper presented
at the Asia Leadership Roundtable, Thailand.
P. (2013, June). The relationship between
values and ill-structured problem-solving: A pilot study of experienced
secondary school principals in Singapore. Paper presented at the
Redesigning Pedagogy International Conference, Singapore.
- Dennis Kwek Beng Kiat
C., Kwek, D., & Comber, B. (2009). Editorial on subject English in
bilingual and multilingual settings: Embracing the linguistic other. English
Teaching: Practice and Critique, 8(2),
1–5. Available at http://education.waikato.ac.nz/research/files/etpc/files/2009v8n2ed.pdf
D., Kwek, D., Towndrow, P., Rahim, R., Tan, T. K., Yang, H. J., & Chan, M.
(2014). Visible learning and the enacted curriculum. In Z. Deng, S. Gopinathan
& C. Lee (Eds.), Globalization and the Singapore curriculum: From policy
to practice. Dordrecht, The Netherlands: Springer.
- Kwek, D. (2012). Weaving as
frontload and backend pedagogies: Building repertoires of connected learning.
In Day, C. (Ed.), International handbook on teacher and school development (pp.
335–350). London, UK: Routledge.
- Melvin Chan Chee Yeen
- Hogan, D., & Chan, M. (2012, September). Instructional
tasks, assessment and student achievement in secondary 3 mathematics and
English. Paper presented at the European Conference on Educational Research
(ECER), Cadiz, Spain.
D., Chan, M., Rahim, R., Kwek, D., Khin, M. A., Loo, S. C., Sheng, Y. Z., &
Luo, W. S. (2013). Assessment and the logic of instructional practice in
secondary 3 English and mathematics classrooms in Singapore. Review of Education, 1(1), 57–106.
- Hogan, D., Chan M., & Rahim, R. (2012,
September). The epistemic and cognitive framing of instructional tasks in secondary
3 mathematics and English. Singapore.
- Wong Hwei Ming
S. G., Yeung, A., Wong, H. M., & Luo, W. (2011). Global perspectives on education
during middle childhood. In K. R. Harris, S. Graham, & T. Urdan (Eds.), APA educational psychology handbook: Volume
3 application to learning and teaching. Washington, DC: American
A. L., & Wong, H. M. (2012). Didn’t get expected answer, rectify it:
Teaching science content in an elementary science classroom using hands-on
activities. International Journal of Science Education, 34(2),
H. M., Hogan, D., & Paris, S. (2013). Final
technical report of PERI Project. Singapore.
- Ridzuan Abdul Rahim
D., Rahim, R. A., Chan, M., Kwek, D., & Towndrow, P. (2012). Understanding classroom
talk in secondary 3 mathematics classes in Singapore. In B. Kaur (Ed.), Connections,
reasoning and communication: New directions in mathematics education.
D., Rahim, R. A., Chan, M., Towndrow, P., & Kaur, B. (2012). Disciplinarity
and the logic of Mathematical tasks in secondary 3 Mathematics lessons in
Singapore. In R. Gillies (Ed.), Pedagogy:
New developments in the learning sciences. New York, NY: Nova Science
R. A., Hogan, D., & Chan, M. (2012). The epistemic framing of mathematical
tasks in secondary 3 Mathematics lessons in Singapore. In B. Kaur (Ed.), Connections, reasoning and communication:
New directions in Mathematics education. Singapore: Springer.
- Lee Yew Jin
Y.-J. (Ed.). (2010). The world of science
education: Handbook of research in Asia. Rotterdam: Sense Publishers.
Y.-J. (2011). More than just story-telling: Cultural-historical activity theory
as underutilised methodology for educational change research. Journal of Curriculum Studies, 43, 403–424.
Y.-J., & Chue, S. (2013). The value of fidelity of implementation criteria
to evaluate school-based science curriculum innovations. International Journal of Science Education, 35, 2508–2537.
- Luo Wenshu
- Luo, W. S., Hogan, D., & Paris, S. G. (2011). Predicting Singapore students'
achievement goals in their English study: Self-construal and classroom goal
structure. Learning and Individual Differences, 21, 526–535. Luo, W. S., Paris, S. G., Hogan, D., &
- Luo, Z. (2011). Do performance goals
promote learning? A pattern analysis of Singapore students' achievement goals. Contemporary
Educational Psychology, 36, 165–176.
- Steven Tan Boon Seng
S., Shaznay-Sen, N., Hogan, D., Towndrow, P., & Kwek, D. (2013). Case study primary 5 English S3T1. Singapore: Centre for Research in
Pedagogy and Practice, Office of Educational Research, National Institute of
S., Shaznay, N., Hogan, D., Towndrow, P., & Kwek D. (2013). Case study secondary 3 literature in English
S21T4. Singapore: Centre for Research in Pedagogy and Practice, Office of
Education Research, NIE.
List of projects from this research group: