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Advancing the science and practice of school psychology internationally: Transnational leadership cultivating diversity, equity, innovation, inclusion, and global impact
No full textThis paper provides a comprehensive overview of Psychology in the Schools (PITS), the second-longest-running journal in the field of school psychology. Since its founding in 1964, PITS has served as a central outlet for research and practice focused on the intersection of psychology and education, with an emphasis on advancing the practice of school psychology. The paper highlights the enduring legacy of PITS in advancing school psychology practice, including the journal's origins, editorial leadership, and evolving scope, including contributions from editors William A. Hunt, B. Claude Mathis, Gerald B. Fuller, LeAdelle Phelps, David E. McIntosh, and the incoming editor Shane R. Jimerson. A decade-by-decade analysis illustrates the major themes represented in the journal, including role definition and assessment in the 1960s, consultation and behavior change in the 1970s, mainstreaming and intervention research in the 1980s, data-based decision-making and discipline in the 1990s, workforce issues and Response to Intervention (RTI) in the 2000s, equity and prevention science in the 2010s, and mental health, crisis readiness, and Multi-Tiered Systems of Support (MTSS) in the 2020s. The article also highlights the contemporary emphasis of PITS in advancing the practice of school psychology internationally. Representative articles from each decade are cited and summarized, demonstrating how PITS has consistently bridged research and practice to support students, educators, and the profession of school psychology. The article also describes the vision of the leadership team, emphasizing three intertwined priorities: strengthening the quality and timeliness of the peer review process, advancing rigorous scholarship that directly informs practice, and expanding diversity, equity, and inclusion across the journal's leadership, contributors, and published research
Enhancing young learners’ metacognitive awareness through feedback in writing classrooms
No full textFeedback plays a pivotal role in promoting writing proficiency and, as such, there is a need for it to be effective in order to move writing forward. Currently, feedback practices related to writing in Singapore have largely focused on error correction or on evaluating the written product based on a predetermined set of assessment criteria. Such practices may be neither impactful nor useful to young learners who are at the formative stages of their writing development. Moreover, the literature indicates that teachers lack an awareness of the importance of the feedback they give, and often fail to give feedback aimed at heightening the metacognitive awareness of their learners. Feedback aimed at enhancing young learners’ metacognitive awareness is also an area that has generally been underexplored where writing is concerned. This article aims to address these areas as it discusses how teachers can innovate or improve upon their existing feedback practices in order to foster young learners’ metacognitive awareness in writing. Such an orientation is critical as emphasis is placed on assisting young learners in thinking about the ‘what’ and ‘how’ of the processes involved in writing and also on developing their self-regulated thinking. In adopting such a practice, feedback provided progresses beyond the form-focused or product-oriented practices that teachers usually subscribe to. Learners also become actively involved in ways they can develop their writing further. Provision of feedback in such a manner can effectively move writing forward. The paper concludes with suggestions on how teachers can be supported in their efforts towards more effective feedback approaches alongside articulating future pedagogical directions that can be explored for writing
NIE-NTU Best Foot Forward 2025 (21 Feb 2025)
No full textA section of the participants at the Best Foot Forward 2025
International students’ experiences of technology-enhanced differentiated instruction in higher education: Promises, pitfalls, propositions
No full textHigher education institutions (HEIs) worldwide have been hosting an increasing number of international students in pursuit of internationalisation. However, scholars have observed the inequitable relationship between international students and HEIs, particularly the dearth of classroom pedagogies that equitably support international students. This qualitative study illuminates the lived experiences of 13 international graduate students encountering the philosophy and practices of technology-enhanced differentiated instruction in Singapore. Findings show that international students appreciated the use of technology-enhanced differentiated instruction to support their learning, particularly its promises to foster inclusivity, offer choices to meet learning needs, provide scaffolding, and use assessment to deepen learning. However, pitfalls emerged around contextual and cultural differences, with participants suggesting the need to balance autonomy with guidance and rationalise pedagogical decisions. By foregrounding international students’ voices, this study argues for changing not just the pedagogical strategy but the stance HEIs adopt to create more inclusive and equitable classrooms.Accepted versionI3G 12/20 HT
Directors Address 2025 (26 Sep 2025)
No full textA section of the audience at the Director's Address 2025
Culturally nuanced distributed leadership practices of middle leaders in Singapore schools
No full textDistributed leadership (DL) has gained traction in school leadership research in recent times in view of its positive links to organizational change and outcomes. This is because leadership responsibilities are shared among multiple individuals in an organization and not relying solely on a single leader. While existing theories have provided us with the bases for discourse on this dispersed form of leadership in schools, most have however originated in Western societies (i.e. the United States, the United Kingdom and Australia). This has raised concerns over the transferability of such Western-based leadership theories into other cultural contexts (such as, in Singapore schools). Surely, cultural nuances play a critical role in shaping how leadership practices are enacted. Despite initial attempts to examine the phenomenon of DL within Asian contexts, a more nuanced exploration of the cultural underpinnings and implications of these practices is essential for a comprehensive understanding of their efficacy. This qualitative investigation aims to uncover the culturally embedded understandings and interpretations of DL practices among middle leaders in Singapore schools. The study reveals that middle leaders’ approach to DL is characterized by a strong emphasis on collectivism and hierarchical relationships, driven by pragmatic considerations and a focus on efficiency
Investigating diverse research orientations in smart learning ecosystems: Uncovering positive and negative impacts on learners’ learning smartness
No full textThe open access publication is available at https://doi.org/10.55612/s-5002-064-001scIn response to the TIMISOARA declaration on the future of smart learning ecosystems, this stimulated paper critically examines the potential impacts of smart learning environments/ecosystems on learners’ agency beyond content and skill mastery. The declaration emphasizes the role of technology in achieving people-centred smartness in education, but the core issue to scrutinise is the differences between “smartness of technology” and “smartness of learners”. I would like to approach this issue in two dimensions: three major orientations of educational technology research, and the distinction between system adaptivity and adaptability in the context of software engineering