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دسته بندی: آموزشی ویرایش: نویسندگان: David Hung, Longkai Wu, Dennis Kwek سری: Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 61 ISBN (شابک) : 9811660336, 9789811660337 ناشر: Springer سال نشر: 2022 تعداد صفحات: 368 زبان: English فرمت فایل : PDF (درصورت درخواست کاربر به PDF، EPUB یا AZW3 تبدیل می شود) حجم فایل: 6 مگابایت
در صورت تبدیل فایل کتاب Diversifying Schools: Systemic Catalysts for Educational Innovations in Singapore به فرمت های PDF، EPUB، AZW3، MOBI و یا DJVU می توانید به پشتیبان اطلاع دهید تا فایل مورد نظر را تبدیل نمایند.
توجه داشته باشید کتاب متنوع سازی مدارس: کاتالیزورهای سیستمی برای نوآوری های آموزشی در سنگاپور نسخه زبان اصلی می باشد و کتاب ترجمه شده به فارسی نمی باشد. وبسایت اینترنشنال لایبرری ارائه دهنده کتاب های زبان اصلی می باشد و هیچ گونه کتاب ترجمه شده یا نوشته شده به فارسی را ارائه نمی دهد.
این کتاب استراتژیهایی را که سیستم آموزشی سنگاپور برای تشویق تغییرات و نوآوریهای مدرسه در پیش گرفته است، مورد بحث قرار میدهد. این کتاب سفر تغییر مدارس تخصصی و مدارس آینده در سنگاپور را با هدف درک اصول کلیدی که امکان تغییر و اصلاح در سطح مدارس را فراهم می کند، مستند می کند. هدف از تغییر و اصلاح، لنگر انداختن نظام آموزشی به مبانی و اصول اساسی تعلیم و تربیت و در عین حال توانمند ساختن سیستم به عنوان یک کل در برابر تغییر و جهانی شدن است. این نشان میدهد که چگونه سنگاپور تنوع را در یک محیط ساختاریافته از طریق نوآوریها در مدارس تخصصی و آینده امکانپذیر میکند، و منطق سیستمی پشت تلاشهای مختلف در مدارس تخصصی و آینده و انواع سازگاریهایی را که مدارس برای استفاده از ساختارها و ایجاد تنظیمات برای زمینههای خود انجام دادهاند، برجسته میکند.
This book discusses the strategies that the Singapore Education System has embarked to encourage school change and innovations. It documents the change journey of Specialized Schools and Future Schools in Singapore with a view to understand the key tenets that enable school wide change and reform. The intents for change and reform are to anchor the education system to the basic foundations and principles of education and yet enable the system as a whole to be malleable to change and globalization. It shows how Singapore enables diversity within a structured environment through innovations in Specialized and Future Schools, and highlights the systemic rationale behind various efforts in Specialized and Future Schools and the kinds of adaptations schools have made to leverage structures and make adjustments for their contexts.
Series Editors’ Introduction Preface Contents Part I Case Studies of Diversified Adoption of Innovation 1 Creating Sustainable Levers for ICT Integration: A Development Trajectory of an ICT-Enriched School 1.1 Introduction 1.2 Literature Review 1.3 Research Context 1.3.1 Use of ICT in Singapore’s Educational Landscape 1.3.2 The School 1.4 Data Collection 1.4.1 Data Analysis 1.4.2 Findings 1.5 Implications 1.6 Conclusion Appendix 1 References 2 Nurturing Maker Dispositions Among Children with Open-Source Tools: A Case Study of a Junior High School in Singapore 2.1 Introduction 2.2 Maker Culture 2.2.1 Homo Faber 2.2.2 Homo Ludens 2.3 The Maker Movement in Education 2.3.1 ‘Minds on’ and ‘Hands on’ 2.3.2 Planning and Playing 2.4 Background to the Case Study 2.5 Design of the Study 2.5.1 The Six Learnings Curriculum Design Framework 2.5.2 Dan—Working in an Interest-Driven Space 2.5.3 Adam—Being Driven by Interest and Becoming Motivated 2.5.4 Tim—Sharing and Interacting as Part of the Making Process 2.5.5 Designing a Student-Centred Learning Environment 2.6 Conclusion References 3 Scaling Community, Conditions, Culture and Carryovers Through Apprenticing and Ecological Leadership: The SCAEL Model 3.1 Introduction 3.2 SCAEL: An Ecological Approach 3.2.1 Sustaining Change 3.2.2 Mitigating Tensions and Obstacles 3.2.3 Patterns of Innovation Diffusion 3.3 Study and Methodology 3.4 Findings 3.4.1 Case Study 1—Productive Failure 3.4.2 Case Study 2—Knowledge Building 3.4.3 Case Study 3—Seamless Learning 3.5 Analysing the Case Studies 3.5.1 Operationalising SCAEL 3.5.2 Community Building 3.6 Discussion 3.6.1 The German School System: The German School Academy Project 3.7 Conclusion—Leadership from the Middle for the Middle References 4 Learning Initiatives for the Future of Education (LIFE): ‘It Takes a Village’ to Enable Research-Practice Nexus 4.1 Introduction 4.1.1 Background of the NIE 4.1.2 Learning Initiatives for the Future of Education (LIFE) 4.1.3 How Learning Occurs 4.1.4 Overcoming Challenges or Disadvantages Through Learning and Instruction 4.2 Grand Hope 4.3 The ‘It Takes a Village’ Project—Findings 4.3.1 Macro, Meso and Micro-layers of a System (in This Case, the System of a School) 4.3.2 LIFE’s Vision for Academically Challenged Students (Low Progress Students) 4.3.3 Data Analytics, AI and Assessment 4.4 Conclusion References Part II Diversified Changes from the School View 5 An Exploration of Contextual Factors in Enacting Making-Centred Learning Programmes in Singapore Schools 5.1 Introduction 5.1.1 Theoretical Underpinnings 5.2 Background of the Study 5.3 Methodology 5.4 Findings 5.4.1 Teacher Training and Development 5.4.2 Leadership 5.4.3 How Making-Centred Learning is Conceptualised and Implemented in Schools 5.5 Conclusion References 6 School-Based Niche Programmes in Singapore 6.1 Introduction 6.2 Niche and Its Relevance to Educational Setting 6.2.1 Niche Programmes Within the Singapore Education System 6.2.2 Informal Learning in Niche Programmes 6.2.3 Social Learning as Investigative Lens 6.3 Methodological Approach 6.3.1 The Case Study: Design and Innovation Club 6.3.2 Context for Identity Exploration 6.4 Conclusion References 7 Exploring Out-of-Classroom Structural Affordances for Learning: A Case Study of a Co-Curricular Activity 7.1 Introduction 7.1.1 The Niche Programme Policy in Singapore 7.1.2 CCAs in Schools 7.1.3 The Case of Henderson Secondary School 7.2 Literature Review 7.2.1 Classroom Structures 7.2.2 Out-of-Classroom Structures 7.2.3 Studying the Plausibility of Interaction Between the Classroom Structure and Out-of-Classroom Structure 7.2.4 Situated Learning in CCAs 7.2.5 Structural Affordances in Situated Learning 7.3 Methodology 7.4 Study Context 7.5 Data Analysis 7.6 Findings and Discussions 7.6.1 Examples of Multiplicity of Planes Imbued Within the Collective Structure 7.6.2 Individual Agent Structures 7.7 Implications for Learning 7.7.1 Structural Coupling (Fit)—How It Can Possibly Occur? 7.8 Conclusion 7.8.1 Practical Implications for Schools References 8 Fostering School-wide Knowledge Building Practice: Leadership by the Middle Managers 8.1 Introduction 8.1.1 Background 8.2 Method 8.3 Literature 8.4 Analysis 8.5 Findings 8.5.1 Professional Development: Redefining Goals and Purpose of Professional Learning Community 8.5.2 Bridging Pedagogy That Cantered on Students: Whats Now, What’s Not and What’s Possible 8.5.3 Assessment: Measuring Success in a Meaningful Way 8.5.4 Redesigning Curriculum 8.6 Discussion References Part III Diversified Changes from the Systems View 9 School-to-School Networks for Sustaining Education Innovation Change: Situating Teacher Leaders at Every Middle of the System 9.1 Introduction 9.2 Literature Review 9.3 Methodology 9.4 Findings from the Study 9.5 Discussion References 10 Addressing the Skills Gap: What Schools Can Do to Cultivate Innovation and Problem Solving 10.1 Introduction 10.1.1 Singapore’s Mathematics Performance in International Assessments: Status and Significance 10.1.2 Going to the Genesis of the Singapore’s Mathematics Education: Explaining Singapore’s Success in International Assessments and Its Trade-Offs 10.1.3 Observations from the Evolution of Singapore Mathematics Education that Explain Her Performance in Assessments Internationally 10.2 Transforming Mathematical Practice to Get Singapore to Stay Ahead of the Curve: Pedagogical Innovations and Their Trajectories 10.3 Discussion and Conclusion References 11 Leadership Supporting Innovation in Curriculum: Essential Lessons 11.1 Introduction 11.2 School Leadership Matters for Curriculum Innovation 11.2.1 Transformational Leadership 11.2.2 Instructional Leadership 11.2.3 Distributed Leadership 11.2.4 School-Based Curriculum Development (SBCD) 11.3 Method 11.4 Findings and Discussion 11.4.1 Strategic Leadership Supporting SBCD 11.4.2 Instructional Leadership Supporting SBCD 11.4.3 Distributed Leadership Supporting SBCD 11.5 Conclusion References 12 Teacher Learning Communities as Catalytic Levers for Educational Innovations in Singapore Schools 12.1 Introduction 12.2 Literature 12.2.1 Teachers’ Epistemic Learning as Underpinning Change Towards Innovation and Inquiry-Driven Learning 12.2.2 Challenges for Epistemic Learning and Innovation in the Singapore Classroom 12.3 Method 12.3.1 Network Learning Communities as the Contextual Space of Analysis 12.4 Findings and Discussion 12.4.1 Networked Learning Communities (nLCs) for Epistemic Learning 12.4.2 Case Illustration: Digital-Game-Based Learning Community 12.5 DGBLC as a ‘Vehicle’ for Innovation Diffusion 12.5.1 Scale Adaptations 12.5.2 Seed Teacher Champions 12.5.3 Shifts from Periphery to Core 12.5.4 Dialectics of ‘Convergence–Divergence’, ‘Takeways-Givebacks’ 12.5.5 Leveraging on the ‘Ecology’ and Socio-technological Affordances 12.5.6 Building Relations Through Commonality and Diversity 12.6 Framing of Innovation Scale Through the Lens of nLCs 12.6.1 School Leadership Support for Teachers to Be in nLCs 12.7 Conclusion References 13 An Exploratory Approach to Teacher Professional Development in a Secondary School in Singapore 13.1 Introduction 13.2 Research Agenda in Teacher PD in Global Contexts 13.2.1 The Fundamental Dimensions of Teacher PD 13.2.2 Characteristics and Operational Principles of Effective Teacher PD 13.3 Teacher Capacity and PD for the Twenty-First Century in Singapore 13.4 The Exploratory PD Approach in SSS 13.4.1 The School-Based PD Framework and Guiding Principles 13.4.2 The Structure, Cycles and Phases 13.5 Potentials and Challenges 13.6 Conclusion References 14 Capacity Building as a Driver for Innovation and Change: Different Contexts, Different Pathways 14.1 Introduction 14.2 Literature Review 14.2.1 Innovation and Change is a Tight-Loose Coupling Involving Subsystems 14.2.2 Innovation and Change Needs to Foreground Capacity Building and Context 14.3 Research Context 14.3.1 Macro-context: The Singapore Education Landscape 14.3.2 Meso Context: School Profiles 14.4 Methdology 14.4.1 Participants 14.4.2 Data Sources, Collection, and Analyses 14.5 Findings 14.5.1 Tenet 1: Creating Consensus and Tailoring Innovation for Schools’ Contexts 14.5.2 Tenet 2: Forming Communities and Building Capacity Through Lesson Designs 14.5.3 Tenet 3: Deepening Understandings Through In Situ Enactment and Refinement 14.6 Discussion 14.6.1 Balancing Tight-Loose Coupling and Partnerships Across Subsystems 14.6.2 Capacity Building as a Social Process that Considers School’s Context 14.7 Conclusion References 15 The Problem of Integration: How Schools Can Fill the Skills Gap 15.1 Introduction 15.2 Discussion 15.3 Findings References Part IV The International Perspective 16 Exemplary Career Educational Practices of Joetsu City in Japan 16.1 Introduction 16.2 Methods 16.2.1 Project-Based Career Education Study 16.3 Summary References 17 The Evolution of Efforts to Improve Education in New York City (2001–2016) 17.1 Introduction 17.2 The Problem: The Conditions for Improvement and Transformation Are Not the Same 17.2.1 The Changing Conditions for Educational Innovation in New York City 1990–2000: The Emergence of Systemic Reform and the Small Schools Movement 17.2.2 2001: Accountability Arrives 17.3 The Evolution of Educational Innovation in New York City in the Twenty-First Century 17.3.1 The Evolution of New Visions for Public Schools 17.3.2 NYC Outward Bound Schools 17.4 Discussion and Implications References 18 Doing Things Differently in Order to Do Them Better: An Assessment of the Factors that Influence Innovation in Schools and School Systems 18.1 Introduction 18.1.1 Quasi-Markets and Innovation 18.1.2 High-Autonomy–High-Accountability Systems and Innovation 18.1.3 England’s ‘Self-Improving School System’ Reforms Since 2010 18.2 Examples of Innovation: Pedagogy, Curriculum and School Improvement 18.2.1 Pedagogy Example 1: Piloting a 360° Classroom in One School 18.2.2 Pedagogy Example 2: Changes in Pedagogy in Primary Schools 18.2.3 Curriculum Example 1: Innovation in Free Schools and Academies 18.2.4 Curriculum Example 2: Developing the Capacity to Teach Chinese 18.2.5 School Improvement Example: School-to-School Support 18.3 Towards an Innovation Framework: Categorising and Analysing the Examples 18.4 Discussion and Implications: Conceptualising System-Wide Innovation Issues 18.5 Conclusion References Part V Conclusion 19 Building a Cohesive Twenty-First Century Learning-Orientated Community in Singapore—Summary and Conclusion 19.1 Introduction 19.2 Initiating Reforms Using the SCAEL Model 19.2.1 Local Perspective 19.2.2 International Perspectives 19.3 Implications 19.3.1 Changing Perspectives with Community Cohesion 19.3.2 Developing a Joy and Interest for Learning 19.3.3 Teachers’ Capacity Building 19.4 Conclusion References