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ERIC Number: EJ992165
Record Type: Journal
Publication Date: 2012
Pages: 22
Abstractor: As Provided
Reference Count: 62
ISBN: N/A
ISSN: ISSN-0313-7155
How Singapore Junior College Science Teachers Address Curriculum Reforms: A Theory
Lim, Patrick; Pyvis, David
Issues in Educational Research, v22 n2 p127-148 2012
Using grounded theory research methodology, a theory was developed to explain how Singapore junior college science teachers implement educational reforms underpinning the key initiatives of the "Thinking Schools, Learning Nation" policy. The theory suggests Singapore junior college science teachers "deal with" implementing curriculum reforms by engaging in a three-stage process of individualised amelioration of teaching and learning. The argument is made that individual amelioration takes place because of an absence of fit between the reform initiatives and the demand on teachers to prioritise preparation of students for national examinations. This paper also discussed the teaching practices of Singapore junior college science teachers with regards to curriculum implementation in light of other scholarly works. (Contains 3 tables and 9 figures.)
Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au
Publication Type: Journal Articles; Reports - Research
Education Level: Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Singapore