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Pey-Tee Oon 《International Journal of Science Education》2013,35(2):367-388
This study explored an under-researched area in science education—the university programmes preferred by high school students who take physical science subjects and the reasons that matter in their preferences. A total of 1,071 upper secondary and pre-university students in Singapore, who take physical science subjects among their range of subjects, participated in this study. A survey method was adopted and the Rasch model was used to analyse the data. Overall, Business Studies was ranked as the predominant choice; nonetheless, scientific programmes such as Science, Engineering, and Mathematics are generally still well liked by the students. When gender differences were examined, we found that students largely followed gender-typical programme preferences, in which males tend to incline towards Engineering while females tend to incline towards Arts and Social Sciences. Students prefer a university programme based on their individual interest and ability, with career aspiration and remuneration coming next. Interestingly, females place greater emphasis on career aspiration than males. Some implications of the study are discussed. 相似文献
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Ng Pak Tee 《Educational Research for Policy and Practice》2004,3(3):183-198
Schools in Singapore are now tasked to develop the spirit of innovation and enterprise in their students. This is in line with the national vision of ‘Thinking Schools, Learning Nation’. This policy initiative, which began in 2004, is set to change the fundamental nature of education in Singapore. This article discusses the innovation and enterprise (I&E) initiative, its major implications for schools in Singapore and the areas still to be addressed in the implementation of the policy. In particular, the article discusses the issues of teachers and school leaders as role models of I&E, I&E as an organic part of school business, the influence of the wider societal culture and values system, and the measurement of success of I&E. The challenge for schools is to go beyond the form of the initiative to bring real substantial and sustainable change through this movement. 相似文献
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Pak Tee Ng 《Educational Research for Policy and Practice》2007,6(3):235-247
This paper describes how Singapore attempts to balance the need for quality assurance and the need for educational diversity
and innovation. The Singapore experience shows that this is a delicate balance. On the one hand, to promote diversity and
innovation, the government attempts to decentralise its power to the schools. On the other hand, for quality assurance, the
government sets up quality structures that reassert the centrality of government control. This paper examines the implications
of such a strategy and the challenges that schools face in navigating a new paradigm of diversity and innovation while satisfying
the requirements of quality assurance. 相似文献
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高等教育资格框架作为各国高教质量保障的一环,在联系国际间学位文凭互认中是很必要的。英国的高等教育资格框架是一个授予不同类型高等教育学历、学位的学术资格框架。本文主要介绍英格兰、威尔士和北爱尔兰高等教育资格框架的形成机制与内容,然后举出其特点以期对中国在建立一个完善的高等教育框架时有所启示。 相似文献
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This paper presents the findings of an action research that examines teachers' perception of the quality of dialogue and how
it impacts on the quality of relationships in a primary school in Singapore. The paper explores how school leaders can facilitate
dialogue and also discusses the issues and factors that affect teachers' perception of dialogue. Analysis of the data obtained
through a questionnaire and face-to-face interviews shows that the more favourable the perception of dialogue amongst teachers,
the more favourable is their perception of the quality of relationships in the school. The implication for school leaders
is that by developing a higher quality of dialogue, a better school climate is fostered.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
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This paper deals with the on-going practice of a critical action learning set who come together to meet their needs for coaching supervision as a group of executive coaches working from, and within, the University sector in South Wales. The reasons for the successes of, and the challenges around, this practice of four years standing have been articulated using an academic backdrop. The use of multi-factorial supervision has been heralded as being able to give a more rounded form of supervision which, despite its challenges, has, in this example, stood the test of time. Further data are required to try to understand if this form of supervision provides better coaching to the executive field in South Wales and beyond, and what can be learnt from the practice of supervision in general. 相似文献
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Oon Pey Tee 《International Journal of Science Education》2018,40(3):268-290
We report here on a comparative study of middle school students’ attitudes towards science involving three countries: England, Singapore and the U.S.A. Complete attitudinal data sets from TIMSS (Trends in International Mathematics and Science Study) 2011 were used, thus giving a very large sample size (N?=?20,246), compared to other studies in the journal literature. The Rasch model was used to analyse the data, and the findings have shed some useful light on not only how the Western and Asian students responded on a comparative basis in the various scales related to attitudes but also on the validity, reliability, and unidimensionality of the attitudes instrument used in TIMSS 2011. There may be a need for TIMSS test developers to consider doing away with negatively phrased items in the attitudes instrument and phrasing these positively as the Rasch framework shows that response bias is associated with these statements. 相似文献
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