This inquiry interrogates linkages between civic capital broken down into beliefs, dispositions a... more This inquiry interrogates linkages between civic capital broken down into beliefs, dispositions and agency with the notion of the school as a civic community. Using data generated from a longitudinal study on a stratified random sample of two cohorts of students belonging to the primary and secondary levels of the Singapore education system, this paper attempts to establish meaningful relationships between the students' conceptions and practices of civic capital with their perceptions of an active civic community in school.
Education is a key institution for understanding gender in society because it mirrors social rela... more Education is a key institution for understanding gender in society because it mirrors social relationships in societies as well as being a fulcrum for struggles and changes occurring within them. Is education a source of liberation, empowerment, and advancement for women, as liberal feminists tend to assume, or does education tend to reproduce gender inequalities in society, as some gender-centered theorists argue? Our thesis is that education both empowers women and reproduces gender inequalities. The question is. In what ways and in what situations is education liberating and when is it more likely to reproduce unequal power relations between men and women? This more general concern with gender and education raises two distinct but interrelated questions: (1) What is the relationship between gender and educational access, experiences, achievement, and attainment? and (2) Does education affect gender equity in society, and if so, how? We address the first question in Sections 1 and 2 of this chapter, and the third in Section 3. Historically, women's limited social roles were reflected in their highly restricted access to education. As societies changed and as women and cross-national influences shaped conceptions of the state and citizenship, the education of women began to change
Educational Management Administration & Leadership
This article examines how principals socially construct the leadership configuration of principal... more This article examines how principals socially construct the leadership configuration of principals and vice-principals in Singapore and what factors influenced the principal's shaping of this configuration. The qualitative study, involving the interview of 10 principals, sought to understand how principals made sense of their vice-principals roles vis-a-vis their own roles, as well as what influenced their perspectives. Coding involved a mix of codes from the literature and grounded from the interviews. Findings revealed that principals perceived themselves as the main and final decision maker, guarding certain responsibilities, and needing to be in the know. They perceived the vice-principal's role to be mainly a supporting role, while simultaneously expecting the latter to challenge the principal's thinking. Principals varied in how they include vice-principals in work perceived as more the principal's responsibility. A high-power distance culture and the principal...
This paper analyzes the relationship between ethnic group, language use and social class in Singa... more This paper analyzes the relationship between ethnic group, language use and social class in Singapore in light of implications for performance in the national school system. Using a Bourdieusian theoretical framework we argue that though Singapore equitably distributes the linguistic capital of English through its bilingual language in education policy, children from low income homes are disadvantaged. For the Chinese and Malay ethnic groups there is a correlation between dominant home language and social class though this is not the case for the Indians. Correspondence analysis shows that SES is correlated to English test scores. Multilevel analysis shows that SES is related to aspects of linguistic capital like language choice in reading, watching TV, choosing types of friends and learning about religion. Data for these claims come from The Sociolinguistic Survey of Singapore 2006 (SSS 2006).
NOTE: Parts of this document have been removed due to the confidential nature of the data. ... CE... more NOTE: Parts of this document have been removed due to the confidential nature of the data. ... CENTRE FOR RESEARCH IN PEDAGOGY AND PRACTICE ... Principal Investigators: Professors David Hogan and Allan Luke, Associate Professor Anneliese Kramer-Dahl, Assistant ...
As children become adolescents and adolescents become adults, they learn and they have to learn... more As children become adolescents and adolescents become adults, they learn and they have to learn new roles, competencies, and identities. While contemporary researchers recognize the importance of biological maturation in this process, the transition of mod-ern ...
Education is a key institution for understanding gender in society because it mirrors social rela... more Education is a key institution for understanding gender in society because it mirrors social relationships in societies as well as being a fulcrum for struggles and changes occurring within them. Is education a source of liberation, empowerment, and advancement for women, as liberal feminists tend to assume, or does education tend to reproduce gender inequalities in society, as some gender-centered theorists argue? Our thesis is that education both empowers women and reproduces gender inequalities. The question is. In what ways and in what situations is education liberating and when is it more likely to reproduce unequal power relations between men and women? This more general concern with gender and education raises two distinct but interrelated questions: (1) What is the relationship between gender and educational access, experiences, achievement, and attainment? and (2) Does education affect gender equity in society, and if so, how? We address the first question in Sections 1 and 2 of this chapter, and the third in Section 3. Historically, women's limited social roles were reflected in their highly restricted access to education. As societies changed and as women and cross-national influences shaped conceptions of the state and citizenship, the education of women began to change
This study used latent class analysis to examine whether multiple subgroups can be identified bas... more This study used latent class analysis to examine whether multiple subgroups can be identified based on rule-breaking and aggressive behavior in school-based and at-risk adolescent samples. These groups were tested for differences in behavioral, emotional, personality and interpersonal correlates. Rule breaking and aggressive behavior co-occurred across all classes. School-based adolescents were classified as having minimal, minor or moderate antisocial problems. At-risk adolescents were classified as having mild, medium or severe antisocial problems. Generally, at-risk adolescents had higher levels of antisocial behavior, and greater severity of antisocial behavior was associated with more problems in various domains. Results differed however, for the school-based and at-risk samples with respect to emotional problems, sensation-seeking and peer conformity pressure. There is a need to jointly consider both non-aggressive rule-breaking behavior and aggressive behavior in prevention a...
書名: THE CHANGING ACADEMIC PROFESSION IN ASIA: THE CHALLENGES AND THE TRANSFORMATION OF ACADEMIC P... more 書名: THE CHANGING ACADEMIC PROFESSION IN ASIA: THE CHALLENGES AND THE TRANSFORMATION OF ACADEMIC PROFESSION IN ASIA
This study used latent class analysis to examine whether multiple subgroups can be identified bas... more This study used latent class analysis to examine whether multiple subgroups can be identified based on rule-breaking and aggressive behavior in school-based and at-risk adolescent samples. These groups were tested for differences in behavioral, emotional, personality and interpersonal correlates. Rule breaking and aggressive behavior co-occurred across all classes. School-based adolescents were classified as having minimal, minor or moderate antisocial problems. At-risk adolescents were classified as having mild, medium or severe antisocial problems. Generally, at-risk adolescents had higher levels of antisocial behavior, and greater severity of antisocial behavior was associated with more problems in various domains. Results differed however, for the school-based and at-risk samples with respect to emotional problems, sensation-seeking and peer conformity pressure. There is a need to jointly consider both non-aggressive rule-breaking behavior and aggressive behavior in prevention a...
This is the final draft, after peer-review, of a manuscript published in Journal of Educational A... more This is the final draft, after peer-review, of a manuscript published in Journal of Educational Administration. The published version is available online at https://doi.org/10.1108/JEA-05-2020-0123
This inquiry interrogates linkages between civic capital broken down into beliefs, dispositions a... more This inquiry interrogates linkages between civic capital broken down into beliefs, dispositions and agency with the notion of the school as a civic community. Using data generated from a longitudinal study on a stratified random sample of two cohorts of students belonging to the primary and secondary levels of the Singapore education system, this paper attempts to establish meaningful relationships between the students' conceptions and practices of civic capital with their perceptions of an active civic community in school.
Education is a key institution for understanding gender in society because it mirrors social rela... more Education is a key institution for understanding gender in society because it mirrors social relationships in societies as well as being a fulcrum for struggles and changes occurring within them. Is education a source of liberation, empowerment, and advancement for women, as liberal feminists tend to assume, or does education tend to reproduce gender inequalities in society, as some gender-centered theorists argue? Our thesis is that education both empowers women and reproduces gender inequalities. The question is. In what ways and in what situations is education liberating and when is it more likely to reproduce unequal power relations between men and women? This more general concern with gender and education raises two distinct but interrelated questions: (1) What is the relationship between gender and educational access, experiences, achievement, and attainment? and (2) Does education affect gender equity in society, and if so, how? We address the first question in Sections 1 and 2 of this chapter, and the third in Section 3. Historically, women's limited social roles were reflected in their highly restricted access to education. As societies changed and as women and cross-national influences shaped conceptions of the state and citizenship, the education of women began to change
Educational Management Administration & Leadership
This article examines how principals socially construct the leadership configuration of principal... more This article examines how principals socially construct the leadership configuration of principals and vice-principals in Singapore and what factors influenced the principal's shaping of this configuration. The qualitative study, involving the interview of 10 principals, sought to understand how principals made sense of their vice-principals roles vis-a-vis their own roles, as well as what influenced their perspectives. Coding involved a mix of codes from the literature and grounded from the interviews. Findings revealed that principals perceived themselves as the main and final decision maker, guarding certain responsibilities, and needing to be in the know. They perceived the vice-principal's role to be mainly a supporting role, while simultaneously expecting the latter to challenge the principal's thinking. Principals varied in how they include vice-principals in work perceived as more the principal's responsibility. A high-power distance culture and the principal...
This paper analyzes the relationship between ethnic group, language use and social class in Singa... more This paper analyzes the relationship between ethnic group, language use and social class in Singapore in light of implications for performance in the national school system. Using a Bourdieusian theoretical framework we argue that though Singapore equitably distributes the linguistic capital of English through its bilingual language in education policy, children from low income homes are disadvantaged. For the Chinese and Malay ethnic groups there is a correlation between dominant home language and social class though this is not the case for the Indians. Correspondence analysis shows that SES is correlated to English test scores. Multilevel analysis shows that SES is related to aspects of linguistic capital like language choice in reading, watching TV, choosing types of friends and learning about religion. Data for these claims come from The Sociolinguistic Survey of Singapore 2006 (SSS 2006).
NOTE: Parts of this document have been removed due to the confidential nature of the data. ... CE... more NOTE: Parts of this document have been removed due to the confidential nature of the data. ... CENTRE FOR RESEARCH IN PEDAGOGY AND PRACTICE ... Principal Investigators: Professors David Hogan and Allan Luke, Associate Professor Anneliese Kramer-Dahl, Assistant ...
As children become adolescents and adolescents become adults, they learn and they have to learn... more As children become adolescents and adolescents become adults, they learn and they have to learn new roles, competencies, and identities. While contemporary researchers recognize the importance of biological maturation in this process, the transition of mod-ern ...
Education is a key institution for understanding gender in society because it mirrors social rela... more Education is a key institution for understanding gender in society because it mirrors social relationships in societies as well as being a fulcrum for struggles and changes occurring within them. Is education a source of liberation, empowerment, and advancement for women, as liberal feminists tend to assume, or does education tend to reproduce gender inequalities in society, as some gender-centered theorists argue? Our thesis is that education both empowers women and reproduces gender inequalities. The question is. In what ways and in what situations is education liberating and when is it more likely to reproduce unequal power relations between men and women? This more general concern with gender and education raises two distinct but interrelated questions: (1) What is the relationship between gender and educational access, experiences, achievement, and attainment? and (2) Does education affect gender equity in society, and if so, how? We address the first question in Sections 1 and 2 of this chapter, and the third in Section 3. Historically, women's limited social roles were reflected in their highly restricted access to education. As societies changed and as women and cross-national influences shaped conceptions of the state and citizenship, the education of women began to change
This study used latent class analysis to examine whether multiple subgroups can be identified bas... more This study used latent class analysis to examine whether multiple subgroups can be identified based on rule-breaking and aggressive behavior in school-based and at-risk adolescent samples. These groups were tested for differences in behavioral, emotional, personality and interpersonal correlates. Rule breaking and aggressive behavior co-occurred across all classes. School-based adolescents were classified as having minimal, minor or moderate antisocial problems. At-risk adolescents were classified as having mild, medium or severe antisocial problems. Generally, at-risk adolescents had higher levels of antisocial behavior, and greater severity of antisocial behavior was associated with more problems in various domains. Results differed however, for the school-based and at-risk samples with respect to emotional problems, sensation-seeking and peer conformity pressure. There is a need to jointly consider both non-aggressive rule-breaking behavior and aggressive behavior in prevention a...
書名: THE CHANGING ACADEMIC PROFESSION IN ASIA: THE CHALLENGES AND THE TRANSFORMATION OF ACADEMIC P... more 書名: THE CHANGING ACADEMIC PROFESSION IN ASIA: THE CHALLENGES AND THE TRANSFORMATION OF ACADEMIC PROFESSION IN ASIA
This study used latent class analysis to examine whether multiple subgroups can be identified bas... more This study used latent class analysis to examine whether multiple subgroups can be identified based on rule-breaking and aggressive behavior in school-based and at-risk adolescent samples. These groups were tested for differences in behavioral, emotional, personality and interpersonal correlates. Rule breaking and aggressive behavior co-occurred across all classes. School-based adolescents were classified as having minimal, minor or moderate antisocial problems. At-risk adolescents were classified as having mild, medium or severe antisocial problems. Generally, at-risk adolescents had higher levels of antisocial behavior, and greater severity of antisocial behavior was associated with more problems in various domains. Results differed however, for the school-based and at-risk samples with respect to emotional problems, sensation-seeking and peer conformity pressure. There is a need to jointly consider both non-aggressive rule-breaking behavior and aggressive behavior in prevention a...
This is the final draft, after peer-review, of a manuscript published in Journal of Educational A... more This is the final draft, after peer-review, of a manuscript published in Journal of Educational Administration. The published version is available online at https://doi.org/10.1108/JEA-05-2020-0123
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