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Direct linkGoh, Hock Huan; Wong, Hwei Ming; Kwek, Dennis – Educational Research for Policy and Practice, 2023
The outbreak of the COVID-19 pandemic in Singapore has resulted in the adoption of home-based learning (similar to remote or distance learning' worldwide) due to periodic school closures in Singapore. The media and academia have diverse views on the effectiveness of this alternative mode of education. This study draws data from teachers'…
Descriptors: Home Study, School Closing, Foreign Countries, COVID-19
Rudolph, Jürgen; Tan, Shannon; Crawford, Joseph; Butler-Henderson, Kerryn – Educational Research for Policy and Practice, 2023
The COVID-19 pandemic has significantly affected the higher education sector in Singapore. Existing tertiary studies seeking to understand the intraperiod response to COVID-19 often focus on single institutions, jurisdictions or stakeholder groups. This study is the first in-depth qualitative multi-stakeholder examination of the higher education…
Descriptors: COVID-19, Pandemics, Higher Education, Educational Technology
Kaur, Kiren; Lim-Ratnam, Christina – Educational Research for Policy and Practice, 2023
This study attempts to explore the links between research, policy and practice. Specifically, it investigated how teachers enact a national policy on the implementation of formative assessment practices and explored what affects their capacity and will to carry out educational reform. Using a case study approach, formative assessment-related…
Descriptors: Formative Evaluation, English (Second Language), Second Language Learning, Curriculum Implementation
Chan, Kwong Tung; Tan, Kelvin – Educational Research for Policy and Practice, 2022
Formative assessment (FA) has been a popular discourse in education, but its potential benefit is fundamentally dependent on teachers' willingness to make changes to their classroom practices. These changes bring about much assessment tension (AT). This paper argues that how well teachers experience and manage AT determines the efficacy of their…
Descriptors: Formative Evaluation, Test Anxiety, Teachers, Teaching Experience
Ng, Pak Tee – Educational Research for Policy and Practice, 2021
The COVID-19 pandemic has caused great disruption in schooling around the world. This has triggered me to reflect on educational change in Singapore and some related issues the pandemic has raised. Using "Timely Change, Timeless Constants" as an organizing framework, this paper examines the educational changes that are happening in…
Descriptors: Educational Development, Blended Learning, Independent Study, Student Development
Lim-Ratnam, Christina Tong-Li; Lee, Christine Kim-Eng; Jiang, Heng; Sudarshan, Akhila – Educational Research for Policy and Practice, 2019
The phenomenal spread of Japanese lesson study (LS) beyond Japan is indicative of the perception that the seemingly obvious routines of LS are transferable into foreign contexts. It is, however, to be expected, that various aspects of LS would be adapted to suit the culture of the adopting context. The diverse ways in which LS is adapted across…
Descriptors: Foreign Countries, Teacher Education, Faculty Development, Teaching Methods
Harris, Alma; Jones, Michelle – Educational Research for Policy and Practice, 2018
This article explores the significance of context within the process of contemporary education reform and policy-making. It draws upon evidence from a comparative study of educational change and transformation in seven education systems: Australia, England, Indonesia, Hong Kong, Malaysia, Russia, and Singapore. The article focuses on school…
Descriptors: Foreign Countries, Comparative Education, Context Effect, Educational Change
