Jessie Ee

2009

CENGAGE Learning

This book focuses on infusing metacognition through the five Social-Emotional Learning (SEL) core competencies such as, self-awareness, self-management, social awareness, relationship management and responsible decision-making besides providing the processes and strategies for developing children’s character and values in life. Some lesson plans in English, Science and Social Studies for both primary and secondary levels are also provided for teachers to use.

Jessie Ee & Tan Oon Seng

2009

CENGAGE Learning

This book is a practical guide for teachers in facilitating and designing PBL experiences for their students. It provides the different processes involved in problem-based learning so as to encourage flexibility of thinking, not only for teachers, but also students. Sample lessons for primary, secondary and tertiery levels are also included for teachers to adapt or modify to suit their students’ needs.

Lui Hah Wah Elena

2008

Candid Creation Publishing

In this book Associate Professor Lui Hah Wah Elena presents her Singapore lifelong learning model “OPAL” and new concept “Self-Literacy” for self-development. She also advocates for Service-Learning and good wills. For her readers, she carefully selected 8 authentic refl ections of lifelong learning and crafted 5 guiding questions for enhancing “Self-Literacy”. Her main mission is to motivate Singapore youth, adults and older persons to engage in lifelong learning and reflect on their learning journeys. “Self-Literacy” , coined by A/P Lui at the dawn of 21st Century, is the new basic literacy for everyone in the new era. The concepts and applications of “Self-Literacy” and “OPAL” are illustrated by the real life stories of the 8 contributors who are Singaporeans actively engaged in continuing education for personal growth and career development.

Oon-Seng Tan & Alice Seng Seok Hoon

Jan 2008

CENGAGE Learning

Cognitive Modifiability in Learning and Assessment is a radical concept based on the belief that humans have the rare capacity of becoming modified in a variety of cognitive abilities. In view of the recent developments in cognitive science, this book captures how such positive cognitive changes and development can come about. It provides valuable information that discusses cognitive modifiability in the learning and assessment process. The book is multidisciplinary in nature and written by a pool of experienced and qualified researchers and practitioners from several well known research institutions and universities.

Ai-Girl Tan

2007

World Scientific

Lui Hah Wah Elena and Wong Shyh Shin

2007

Pearson Education

Angeline Khoo, Albert Liau & Esther Tan

2006

McGraw Hill

Parents today have a lot to be concerned about. To add to this list is the worry of what their children are doing on the Internet. This book highlights some of the problems, risks and dangers on the Internet. It is not written with the aim of worrying parents, but to help them communicate better with their children on Internet safety issues.

It is possible that our Net-savvy children have more knowledge, but they may lack wisdom regarding the use of what they have learned. They may have more experience, but lack the maturity and discernment to make good decisions. So, parents contine to play an important role in their children's upbringing. But this is not an easy role. What parents learned from their parents about parenting no longer applies in this digital era.

The authors hope that as parents become better acuainted with such issues as protection of privacy, Internet pornography, chat rooms, cybersex and sexual predators, and digital gaming and addiction, they can better converse and dicuss these with their children. This way, they can not only offer guidance, but learn from their children.

Ong Ai Choo & Gary Borich

2006

McGraw Hill

Teaching Strategies that Promote Thinking offers teachers and educational decision makers a repertoire of methods for teaching thinking that is underpinned by sound theories, with guidelines for the design and implementation of a well thought-out thinking curriculum. This book is written with a strong practical orientation, and classroom examples created by noted and experienced classroom practitioners that demonstrate how the various methods may be applied across a broad range of content areas and grade levels.

There is no dearth of books on teaching thinking. Much has been written that reflects the discussions, implications and applications of the current emphasis on thinking. Taking the best of theory and practice from America and Asia, the authors extend  the discussions and applications to educational contexts in Asia and beyond, where the thinking movement has gained strong interest. Teaching Strategies that Promote Thinking is an invaluable guide for teachers everywhere who desire to transform their classrooms into exciting learning environments.

Quek Choon Lang, Shanti Divaharan, Liu Woon Chia, Jarina Peer, Michael D. Williams, Angela F.L. Wong & Azilawati Jamaludin

2006

McGraw Hill

This book is designed for researchers, educators, and teachers who are keen to learn about the research on Project-based Learning, the teachers and students in the project-based classroom learning environment (inclusive of both face-to-face and online) as well as the curriculum, resources and instructional strategies for project-based learning.

Four themes are described in this book:

• Setting the stage for Project Work
• Teachers and teaching
• Students and learning
• Designing project tasks
  
  

Oon-Seng Tan and Alice Seok-Hoon Seng

May 2005

McGraw Hill (Asia)

Enhancing Cognitive Functions: Applications across Contexts  focuses on the mind of the learner-particularly the nature and characteristics of cognitive functioning.

This book, based on the theories of  Reuven Feuerstein and  pioneers in memory research, is written by cognitive education, psychology and child development professionals and practitioners who all believe in the power and potential of applying the theory of structural cognitive modifiability in schools, homes and the community.

Ho Boon Tiong, Jo-Ann Netto-Shek, and Agnes Chang Shook Cheong

2004

Pearson-Prentice Hall

The chapters in this book seek to identify, discuss and provide educationally productive solutions for both theory and school-based practices to the many questions related to the management of project-work in schools.  Issues dealing with the implementation of Project Work, maximizing it for in-depth and inspired students learning and appropriate assessment are discussed and written by both researchers and practitioners from schools.

Jessie Ee, Agnes Chang Shook Cheong, and Oon-Seng Tan

2004

McGraw-Hill Education (Asia)

The new millennium calls for a breakthrough in the way we learn and think. How can we enhance the flexibility of the mind so that the spirit of innovation and enterprise can flourish and flow in those we nurture and teach? What do we know about the important roles played by attitudes, dispositions, intellectual habits, and motivation in the development of thinking? This book captures the latest research and applications in these fields with contributions by some of the most renowned researchers and practitioners intimately involved in research and pedagogy in self-regulated learning and metacognition.

Part 1 provides the Theory and Research which includes:

• key features of the classroom that can facilitate the learning of self-regulated learning strategies
• how teachers can be effective as reflective practitioners
• research on the relationship between teachers' classroom practices and the different ability groups that they teach
• research on cross-cultural practices of teachers

• problem-based learning approaches in enhancing self-directed learning and metacognition
• need for teachers to scaffold learning
• application of self-regulation in reading, science, and mathematics problem-solving
• how assessment, teachers, and instruction interact in helping students to be self-regulated and strategic learners
• strategies for helping attention deficit hyperactivity disorder (ADHD) adolescents in self-regulation

Esther Tan

2004

McGraw-Hill Education (Asia)

Written by a team of experienced counsellor educators, academics and researchers, this book is a comprehensive guide and useful resource for teachers, counsellors, parents and educators who believe that nuturing the social and psychological well-being of students is just as important as challenging their minds and maximising their intellectual potential.

Key Features

• First indigenous resource book on student counselling developed and published in Singapore.
• Extensive and comprehensive coverage of different aspects of couselling in schools.
• Good balance between theory and practice, with everyday examples and case illustrations to explain psychological concepts and theories.
• Manimal use of psychological jargon for easy reading.
• Practicial tips for teachers and counsellors.
  

Lee Peng Yee, Tan Seng Chee, Kerry Lee, Tan Oon Seng and Agnes Chang Shook Cheong

2003

Graduate Programmes and Research Office, National Institute of Education, Nanyang Technological University

The objective of this collection is to make available the research findings of studies on thinking conducted by the staff and postgraduate students at the National Institute of Education.  This collection of over 100 items consists of research projects done and papers published between 1991 and 2003.  These studies are divided into four sections:

Section 1: Teaching of Thinking in Science and Mathematics.
Section 2: Thinking, Learning and IT.
Section 3: Teaching of Thinking in Languages.
Section 4: Interdisciplinary and Generic Studies on Thinking.

Tan Oon Seng, Richard D. Parsons, Stephanie Lewis Hinson & Deborah Sardo-Brown

2003

Thomson Learning

Most of the textbooks on educational psychology are written in the context of the school culture and educational practices in the United States of America. Whist most of the theories of psychology and their applications to the classroom may have universal and cross-cultural applications they may not appear particularly relevant to the beginning classroom teacher. Bridging the gap between theory and practice is a perennial challenge in teacher edication and the Western contexts presented in many educational psychology textbooks are not too helpful in addressing this gap for Asian readers.

This book presents a different picture to meet the needs of the Asian teacher. It was born out of the many interactions in secondary and primary schools in Singapore as well as the National Institute of Education, Nanyang Technological University. The claim as an Asian edition may appear exaggerated but in this country the national anthem is in Malay, the language of education and administration is English , while Mandarin, Malay and Tamil are compulsory second langagues of the respective races. Not only is this city Asian but the culture and approach to education is Asian. Furthermore many Asian cities are emulating Singapore's educational system and in this book one gets a glimpse into what Singapore classrooms are like and perhaps what Sinagporean teachers do.

Alice Seok-Hoon Seng, Lucy Kwee-Hoon Pou and Oon-Seng Tan

June 2003

McGraw Hill (Asia)

This book is based on the theories of pioneer psychologist Dr Reuven Feuerstein, who developed his theory on Mediated Learning Experience (MLE) in the late 1940s through his work with children who were orphaned or separated from their parents as a result of the Holocaust. The theory of MLE is based on the belief that intelligence is modifiable and not fixed, and intervention programs can be designed to enhance the cognitive skills necessary for independent thinking.
Written by certified trainers from the International Center for the Enhancement of Learning Potential (ICELP), this book presents a fresh view of MLE theory and applications to educators and practitioners working with children. The contributors build on the current theoretical framework of MLE with a series of rich and relevant illustrations of MLE interventions at different developmental stages from preschool to primary levels.

Agnes Chang Shook Cheong and Cheah Yin Mee

2002

Prentice Hall

The articles in this volume are all aimed at putting thinking skills and process to work in the primary and secondary classrooms.  The writers have adopted a pedagogical and practical perspective in discussing and teaching of thinking and presented their ideas as practitioners rather than academicians.  The subjects covered range from Chinese Language teaching to Physical Education to grammar teaching.

Agnes Chang Shook Cheong and Christine Goh Chuen Meng

2002

Prentice Hall

The volume focuses on generic thinking skills.  It explains concepts for the teaching of thinking and provides examples of how these concepts can be applied in classroom learning.  The skills are ‘generic’ in the sense that they are not confined to any one subject area.  Readers will find by examples used that the concepts discussed are readily adapted for their own curriculum subject.