School Leadership in Decentralized Centralism of Singapore Education

Hairon, Salleh; Loh, Soon How

doi:10.1007/978-981-16-9982-5_13

Cited by 2 publications

(1 citation statement)

References 26 publications

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“…Through the curriculum decision‐making process during SBCD, teachers experienced processes on planning, review, design, implementation and evaluation. In other words, SBCD empowered teachers without formal leadership roles to lead curriculum innovations (Hairon & Loh, 2022; Law et al, 2007).…”

Section: Literature Reviewmentioning

confidence: 99%

The ecology of dialogic interactions towards sustainability of school‐based curriculum development

Wang

Victor

Neo

2022

The Curriculum Journal

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The 21st century education requires schools to provide students with better support in their learning. One way to facilitate this change is through school-based curriculum development (SBCD). Much in the literature talked about SBCD outcomes on respective key stakeholders in schools, but little has been said about the interactions amongst the stakeholders in the process of implementing SBCD. This study examined the interactions amongst school leaders, key personnel and teachers in implementing curriculum innovation in a newly founded government school in Singapore. The findings reveal that the dialogic interactions amongst the stakeholders were reflexively shaping and shaped by the culture of collective sharing and learning in the school. These dynamic, reflexive interactions were coexisting and interplaying with the chains linking one with another, forming an ecology of dialogic interactions amongst the stakeholders. We argue that with an effective enactment of distributed leadership, topdown visioning could be embraced and practised by teachers, and the ecology of dialogical interactions has great potential to sustain SBCD in schools.

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Section: Literature Reviewmentioning

confidence: 99%

The ecology of dialogic interactions towards sustainability of school‐based curriculum development

Wang

Victor

Neo

2022

The Curriculum Journal

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Education System and Organization of Education in the Case of Uzbekistan and Finland

Marjona

2024

jtp

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This article sheds light on education, educational systems, and the educational system of Uzbekistan and Finland, a unique tool, and what factors need to be paid attention to in the organization of education. The method used is descriptive analysis. The aim or objective of a study is to analyze and compare the education systems of Uzbekistan and Finland, understand their structures, identify similarities and differences, or evaluate the effectiveness of certain educational policies. The results show a discussion of the insights gained from the comparative analysis of the education systems.

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School Leadership in Decentralized Centralism of Singapore Education

Cited by 2 publications

References 26 publications

The ecology of dialogic interactions towards sustainability of school‐based curriculum development

The ecology of dialogic interactions towards sustainability of school‐based curriculum development

Education System and Organization of Education in the Case of Uzbekistan and Finland

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