Exploring assessment reform in Malaysian primary schools
<p>This study aims to explore the implementation of assessment reform initiatives known</p><p>as the National Education Assessment System (NEAS) from the perspectives of</p><p>school adminstrators and teachers and in two primary s...
Saved in:
Main Author: | |
---|---|
Format: | thesis |
Language: | eng |
Published: |
2022
|
Subjects: | |
Online Access: | https://ir.upsi.edu.my/detailsg.php?det=9502 |
Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
id |
oai:ir.upsi.edu.my:9502 |
---|---|
record_format |
uketd_dc |
institution |
Universiti Pendidikan Sultan Idris |
collection |
UPSI Digital Repository |
language |
eng |
topic |
LB Theory and practice of education |
spellingShingle |
LB Theory and practice of education Shanusi Ahmad Exploring assessment reform in Malaysian primary schools |
description |
<p>This study aims to explore the implementation of assessment reform initiatives known</p><p>as the National Education Assessment System (NEAS) from the perspectives of</p><p>school adminstrators and teachers and in two primary schools. The objectives of the</p><p>study were: (a) to explore the approaches developed by schools in response to NEAS,</p><p>(b) to explore the factors which affect the implementation of NEAS, and (c) to</p><p>identify the factors in schools which impact upon the implementation of NEAS. The</p><p>main model used in this study was Concern-Based Adoption Model (CBAM). This</p><p>model explained about the teachers concern within a context of assessment reform.</p><p>This study used a qualitative case study which involved 8 informants from two</p><p>primary schools. Semi-structure interview protocol and document analysis were the</p><p>insruments used to collect qualitative data. Qualitative data analysis using thematic</p><p>analysis was also utilised in this study. The supportive result shows that the</p><p>relationship among the teachers, management team, students, parents and community</p><p>are crucial to facilitate the implementation of the NEAS. In addition, teachers beliefs,</p><p>leadership quality, and school culture were also critical elements. However, the</p><p>suppressive factors for NEAS implementation such as low teachers morale and</p><p>negative students attitude were the emerging themes from the study. In other words,</p><p>there is a need to improve not only the system but also the delivery of the NEAS. In</p><p>conclusion, the study found that the critical factors such as school leaderships</p><p>support, teachers beliefs and training are pertinent to facilitate the implementation of</p><p>NEAS. In implication, the framework developed by this study can be used by the</p><p>Malaysian Examination Syndicate, school administrators, and teachers to revamp or</p><p>redesign the current NEAS implementation.</p> |
format |
thesis |
qualification_name |
|
qualification_level |
Doctorate |
author |
Shanusi Ahmad |
author_facet |
Shanusi Ahmad |
author_sort |
Shanusi Ahmad |
title |
Exploring assessment reform in Malaysian primary schools |
title_short |
Exploring assessment reform in Malaysian primary schools |
title_full |
Exploring assessment reform in Malaysian primary schools |
title_fullStr |
Exploring assessment reform in Malaysian primary schools |
title_full_unstemmed |
Exploring assessment reform in Malaysian primary schools |
title_sort |
exploring assessment reform in malaysian primary schools |
granting_institution |
Universiti Pendidikan Sultan Idris |
granting_department |
Fakulti Pembangunan Manusia |
publishDate |
2022 |
url |
https://ir.upsi.edu.my/detailsg.php?det=9502 |
_version_ |
1783730268901736448 |
spelling |
oai:ir.upsi.edu.my:95022023-09-14 Exploring assessment reform in Malaysian primary schools 2022 Shanusi Ahmad LB Theory and practice of education <p>This study aims to explore the implementation of assessment reform initiatives known</p><p>as the National Education Assessment System (NEAS) from the perspectives of</p><p>school adminstrators and teachers and in two primary schools. The objectives of the</p><p>study were: (a) to explore the approaches developed by schools in response to NEAS,</p><p>(b) to explore the factors which affect the implementation of NEAS, and (c) to</p><p>identify the factors in schools which impact upon the implementation of NEAS. The</p><p>main model used in this study was Concern-Based Adoption Model (CBAM). This</p><p>model explained about the teachers concern within a context of assessment reform.</p><p>This study used a qualitative case study which involved 8 informants from two</p><p>primary schools. Semi-structure interview protocol and document analysis were the</p><p>insruments used to collect qualitative data. Qualitative data analysis using thematic</p><p>analysis was also utilised in this study. The supportive result shows that the</p><p>relationship among the teachers, management team, students, parents and community</p><p>are crucial to facilitate the implementation of the NEAS. In addition, teachers beliefs,</p><p>leadership quality, and school culture were also critical elements. However, the</p><p>suppressive factors for NEAS implementation such as low teachers morale and</p><p>negative students attitude were the emerging themes from the study. In other words,</p><p>there is a need to improve not only the system but also the delivery of the NEAS. In</p><p>conclusion, the study found that the critical factors such as school leaderships</p><p>support, teachers beliefs and training are pertinent to facilitate the implementation of</p><p>NEAS. In implication, the framework developed by this study can be used by the</p><p>Malaysian Examination Syndicate, school administrators, and teachers to revamp or</p><p>redesign the current NEAS implementation.</p> 2022 thesis https://ir.upsi.edu.my/detailsg.php?det=9502 https://ir.upsi.edu.my/detailsg.php?det=9502 text eng closedAccess Doctoral Universiti Pendidikan Sultan Idris Fakulti Pembangunan Manusia <p>Abdullah, N., Wahab, N. A., Noh, N. M., Abdullah, E. M., & Ahmad, A. (2016). The evaluation and effectiveness of school based assessment among science teachers in Malaysia using CIPP Model. International Journal of Advanced and Applied Sciences, 3(11), 1-7.</p><p>Adamson, B. (2014). Embedding assessment for learning. In R. Berry & B. Adamson (Eds.), Assessment reform in education: Policy and practice (pp. 197-204). New York, NY: Springer.</p><p>Adlam, R. (2003). This Complex Thing, Leadership, in Police Leadership in the Twenty First Century. Winchester: Waterside Press: 204-222.</p><p>Adserias, R. P., Charleston, L. J., & Jackson, J. F. (2017). What style of leadership is best suited to direct organizational change to fuel institutional diversity in higher education?. Race Ethnicity and Education, 20(3), 315-331.</p><p>Ahmad, R. (1998). Educational development and reformation in Malaysia: past, present and future. Journal of Educational Administration, 36 (5), 462-475.</p><p>Alkharusi, H., Aldhafri, S., Alnabhani, H., & Alkalbani, M. (2014). Classroom Assessment: Teacher Practices, Student Perceptions, and Academic Self-Efficacy Beliefs. Social Behavior and Personality: An International Journal, 42(5), 835855. doi:10.2224/sbp.2014.42.5.835</p><p>Allen, L. (2002). Teachers' pedagogical beliefs and the standards for foreign language learning. Foreign Language Annals, 35(5), 518-529.</p><p>Allen, L. & Glickman, C.D. (1998) Restructuring and Renewal: capturing the power of democracy, in A. Hargreaves, A. Lieberman, M. Fullan & D. Hopkins (Eds), The International Handbook of Educational Change, Part One (London, Kluwer Academic Publishers).</p><p>Almarza, G. (1996). Student foreign language teachers' knowledge growth. In D. Freeman & J. Richards (Eds.), Teacher Learning in Language Teaching (pp. 50-78). Cambridge: CUP</p><p>Al Masarweh, M. (2019). Evaluating M-Learning System Adoption by Faculty Members in Saudi Arabia Using Concern Based Adoption Model (CBAM) Stages of Concern. International Journal of Emerging Technologies in Learning (iJET), 14(5), 153-164.</p><p>Altrichter, H. (2000) Introduction, in H. Altrichter & J. Elliott (Eds), Images of Educational Change (Buckingham, Open University Press).</p><p>Anderson, T. D., Ford, R. & Hamilton, M. 1998. Transforming Leadership: equipping yourself and coaching others to build leadership organisation. 6th edition. London: St Lucie Press.</p><p>Andrade, H., & Brookhart, S. M. (2016). The role of classroom assessment in supporting self-regulated learning. In Assessment for learning: Meeting the challenge of implementation (pp. 293-309). Springer, Cham.</p><p>Andrews, S. (2003). 'Just like instant noodles': L2 teachers and their beliefs about grammar pedagogy. Teachers and Teaching, 9(4), 351-375.</p><p>Anthony, B., Kamaludin, A., Romli, A., Raffei, A. F. M., Abdullah, A., Ming, G. L., ... & Baba, S. (2019). Exploring the role of blended learning for teaching and learning effectiveness in institutions of higher learning: An empirical investigation. Education and Information Technologies, 24(6), 3433-3466. Aypay, A., & Kalayci, S.S. (2008), Assessing institutionalization of educational reforms. International Journal of Educational Development, 28, 723-736.</p><p>Baehr M. Distinctions Between Assessment and Evaluation. In: Beyerlein SM, Apple DK, editors. Faculty Guidebook: A Comprehensive Tool of Improving Faculty Performance. Lisle, Ill: Pacific Crest; 2004. pp. 2914.</p><p>Baki, A. & Birgin, O. (2004). Reflections of Using Computer-Based Portfolios as an Alternative Assessment Tools: A Case Study. The Turkish Online Journal of Educational Technology, 3 (3), Article 11, http://www.tojet.net/articles/3311.htm</p><p>Ball, S.J. (2008). The education debate. Bristol: The Policy Press.</p><p>Ball, S.J. (2003). The teachers soul and the terrors of performativity, Journal of Education Policy, 8(2), 215-228.</p><p>Ball, S.J. (2001) Youve been NERFed! Dumbing down the academy: National Educational Research Forum: a national consultation paper: a brief and bilious response, Journal of Education Policy, 16(3), 265- 268.</p><p>Ball, S.J. (1987) The micropolitics of the school: towards a theory of school organization (London, Methuen).</p><p>Barnett, A. M., Marsh, H. W., & Craven, R. G. (2003). What type of school leadership satisfied teachers? A mixed method approach to teachers perceptions of satisfaction. Self Research Center, University of Western Sydney, Australia.</p><p>Biesta, G. J. J. (2004). Education, accountability, and the ethical demand: Can the democratic potential of accountability be regained. Educational Theory, 54(3), 233-250.</p><p>Bellon, T. & Beaudry, J. (1992, April). Teachers' perceptions of their leadership roles in site-based decision making. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA.</p><p>Bennett, A. and Elman, C. (2006a) Qualitative Research: Recent Developments in Case Study Methods, Annual Review of Political Science, 9, 455-476.</p><p>Berg, B. L., & Lune, H. (2012). Qualitative research methods for the social sciences (8th ed.). Boston, MA: Pearson Education.</p><p>Berry, A. & Adamson, B. (2012). Assessment Reforms in Hong Kong Schools. SA-eDUC JOURNAL, Volume 9, Number 1, 1-11.</p><p>Birgin, O. & Baki, A. (2007). The use of portfolio to assess students performance. Journal of Turkish Science Education 4.2, 7591</p><p>Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2003) Assessment for learning: putting it into practice. Buckingham: Open University Press.</p><p>Black, P., & Wouldiam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 1 (1), 1-40.</p><p>Black, P., & Wiliam, D. (2006) Developing a theory of formative assessment. In J. Gardner (Ed.), Assessment and learning (pp. 81-100). London: Sage.</p><p>Black, P., & Wouldiam, D. (1998). Inside the black box: raising standards through classroom assessment. London: Kings College.</p><p>Blase, J. (1998) The Micropolitics of Educational Change, in A. Hargreaves, A. Lieberman, M. Fullan & D. Hopkins (Eds.), The International Handbook of Educational Change, Part One (London, Kluwer Academic Publishers).</p><p>Block, J. & Hazelip, K. (1995). Teachers' beliefs and belief systems. In L. Anderson (Ed. ), International Encyclopedia of Teaching and Teacher Education (2d ed., pp 25-28) Oxford: Elsevier.</p><p>Bogdan, R. C. & Biklen, S. K. (2003) Qualitative research for education: An introduction to theories and methods (4th ed.). Boston: Pearson.</p><p>Bolden, R. (2011), "Distributed Leadership in Organizations: A Review of Theory and Research", International Journal of Management Reviews, Vol. 13, pp. 251-269.</p><p>Bolman, L. & Deal, T. (1991). Reframing Organizations. San Francisco: Jossey-Bass.</p><p>Borg, S. (2006). Teacher Cognition and Language Education. London: Continuum.</p><p>Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe and do. Language Teaching, 36(2), 81-109.</p><p>Borg, S. (2001). Self-perception and practice in teaching grammar. ELT Journal, -55(l). 21-29.</p><p>Borg, S. (1998). Teachers' pedagogical systems and grammar teaching: A qualitative study. TESOL Quarterly, 32(1), 9-38.</p><p>Brookhart, M. S. (2007). Expanding Views About Formative Classroom Assessment: A Review of the Literature: McMillan H.J. (Editor) : Teacher College Press.</p><p>Buchen, I. H. (2003), Education in America: the next 25 years, The Futurist, 37(7), 44-56</p><p>Burns, A. (2003). Beliefs as research, research as action, beliefs and action research for teacher education. In B. Beaven & S. Borg (Eds. ). The Role of Research in Teacher Education (pp. 6-11). Whitstable, Kent: IATEFL.</p><p>Burns, A. (1992). Teacher beliefs and their influence on classroom practice. Prospect 7(3), 56-66</p><p>Cabaroglu,N. & Roberts, J. (2000). Development in student teachers' pre-existing beliefs during a 1-year PGCE programme. System, 28(3), 387-402.</p><p>Cakan,M. (2004). Practice and Competency Level Assessment and Evaluation of Teachers: Primary and Secondary Education. Ankara University Faculty of Educational Sciences Journal, 37 (2), 99-114</p><p>Calderhead, J. (1996) The quality of reflection in student teachers professional learning, European Journal of Teacher Education, 10, pp. 269278.</p><p>Campbell, R., & Ahrens, C. E. (1998). Innovative community services for rape victims: An application of multiple case study methodology. American Journal of Community Psychology, 26, 537-571.</p><p>Capper, P. & Wouldiams, B. (2004). Enhancing evaluation using systems concepts. American Evaluation Association. http://users.actrix.co.nz/bobwould/activity.doc [viewed 2 Sep 2016, verified 3 Aug 2018]</p><p>Capper, P. & Wouldiams, B. (2004). Enhancing evaluation using systems concepts. American Evaluation Association. http://users.actrix.co.nz/bobwould/activity.doc [viewed 2 Sep 2018, verified 3 Aug 2019]</p><p>Carter, K. (1990) Teachers knowledge and learning to teach, in: W. R. HOUSTON (Ed.) Handbook of Research on Teacher Education (New York, MacMillan).</p><p>Chapelle, C. & Duff, P. (Eds.). (2003). Some guidelines for conducting quantitative and qualitative research in TESOL. TESOL Quarterly, 37, 157-178</p><p>Chapman, D. W. & Snyder, C. W. (1997). Improving Classroom Practice in Botswana: School Research, National Policy and Teachers, in A Handbook of Research on Education, Teaching and Teacher Education in Botswana, edited by P. T. M. Marope & D. W. Chapman. Gaborone: Lentswe La Lesedi: 89-104.</p><p>Chapman, K. (2010, July 4). Ensuring standards are kept. The Star</p><p>Charmaz, K. (2005). Grounded theory in the 21st century: applications for advancing social justice studies. In N. K. Denzin, & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed.). (pp. 507e535) Thousand Oaks, CA: Sage</p><p>Chiam, H.K. (1984). The elite, exam oriented education system: A socio-psychological critique. Paper presented in Seminar on Education and Development: Key Questions on Malaysian Education. November 1822, to Consumers Association of Penang, Malaysia.</p><p>Chin, H., Thien, L. M., & Chiew, C. M. (2019). The reforms of national assessments in Malaysian education system. Journal of Nusantara Studies (JONUS), 4(1), 93-111.</p><p>Choi, C. C. (1999). Public examination in Hong Kong. Assessment in Education, 6(3), 405-417.</p><p>Cheung, D. (2001). School-based Assessment in Public Examinations: Identifying the Concerns of Teachers. Education Journal , 29 (2), 105-123.</p><p>Clark, C. & Peterson, P. (1986). Teachers' thought processes. In M. Wittrock (Ed. ), Handbook of Research on Teaching (3rd ed., pp. 255-296). New York: MacMillan</p><p>Clark, C. & Yinger, R. (1977). Research on teacher thinking. Curriculum Inquiry, 7, 279-304.</p><p>Cohen, L., & Manion, L., & Morrison, K., (2000) (5th Edition), Research Methods in Education, London: RoutledgeFalmer</p><p>Collis, J. & Hussey, R. (2003) Business Research: a practical guide for undergraduate and postgraduate students, second edition.Basingstoke: Palgrave Macmillan.</p><p>Cotton, D. R. E. (2006). Implementing curriculum guidance on environmental education: The importance of teachers beliefs. Journal of Curriculum Studies, 38, 6783.</p><p>Cowen, J. E. (2003). A balanced approach to beginning reading instruction: A synthesis of six major U.S. research studies. Newark, DE: International Reading Association.</p><p>Crawford, J. (2003). "The National Literacy Strategy: Teacher Knowledge, Skills and Beliefs, and Impact on Progress." Support for Learning 18(2): 71-76.</p><p>Crawford, K., & Hasan, H. (2006). Demonstrations of the Activity Theory Framework for Research in Information Systems. Austaralasian Journal of Information Systems, 13, pp. 49-68.</p><p>Creswell, J. W. (1994). Research Design : Qualitative and Quantitative Approaches . Sage Publication. Thousands Oak. California</p><p>Cronin-Jones, L. L. (1991). Science teacher beliefs and their influence on curriculum implementation: Two case studies. Journal of Research in Science Teaching, 28, 235250.</p><p>Cuban, L. (1998). How schools change reforms: redefining reform success and failure. Teachers College Record , 99 (3), 453-477.</p><p>Cuban, L. (1990). Reforming Again, Again, and Again. American Educational Research Association , 1-13.</p><p>Datnow, A. (2020). The role of teachers in educational reform: A 20-year perspective. Journal of Educational Change, 1-11.</p><p>Demir, S. (2009). Teacher perceptions of classroom management and problematic behaviors in primary schools. Procedia Social and Behavioral Sciences, 1, 584-589.</p><p>Denzin, N. K., & Lincoln, Y. S. (2000). Introduction: The discipline and practice of qualitative research. In N. K.</p><p>Denzin & Y. S. Lincoln (Eds.), (2000) Handbook of qualitative research (2nd ed.), pp. 1-28. Thousand Oaks, CA: Sage publications.</p><p>Desforges. C. (1995), Introduction and overview. In C. Desforges (Ed.), An introduction to teaching (pp. 1-7)). Oxford: Basil Blackwell.</p><p>Desimone, L. M. (2009), Improving impact studies of teachers professional development: toward better conceptualizations and measures, Educational Reseacher, 38(3), 181-199</p><p>Dochy, F. (2001). A new assessment era: Different needs, new challenges. Research Dialogue in Learning and Instruction, 10(2), 11-20.</p><p>Donmoyer, R. (1990). Generalizability and the single-case study. In: E. W. Eisner & A. Peshkin (eds.), Qualitative Inquiry in Education: The Continuing Debate. New York: Teachers College Press, pp. 175200.</p><p>Doob, L. W. (1947), The Behavior of Attitudes, Psychological Review, 54 (3), 13556.</p><p>Doyle, W., & Ponder., G. A. (1977). The practicality ethic in teacher decision making. Interchange, 8(3), 1-12.</p><p>Dubrin, A. J. (1998). Leadership: Research, Findings, Practice and Skills. 2nd edition. Boston: Houghton Mifflin Company.</p><p>Elbaz, F. (1983). Teacher Thinking: A Study of Practical Knowledge. London: Croom Helm.</p><p>Elmore, R. (2004). School reform from the inside out: Policy, practice and performance. Boston, MA: Harvard Education Press.</p><p>Eisner, E.W. (1996) Curriculum and Cognition Reconsidered (London, Paul Chapman Publishing)</p><p>Eisner, E.W. (1992) Educational reform and the ecology of schooling, Teachers College Record, 93 (4), 610-626.</p><p>Engestrm Y (2001) Expansive Learning at Work: Toward an Activity-Theoretical Reconceptualization in Journal of Education and Work 14 (1), 133-156</p><p>Engestrm Y (1996a) Developmental Work Research as Educational Research: Looking Ten Years Back and Into the Zone of Proximal Development Nordisk Pedagogik 16 (3), 131-143</p><p>Engestrm Y (1996b) Interobjectivity, Ideality, and Dialectics in Mind, Culture, and Activity 3 (4), 259-265</p><p>Engestrm Y (1993) Developmental Studies of Work as a Test Bench of Activity Theory. In Lave J and Chaiklin S [Eds] Understanding Practice: Perspectives on Activity and Context Cambridge University Press New York 64-103</p><p>Engestrom, Y. (1990). Learning, working and imagining: Twelve studies in activity theory. Helsinki: Orienta-Konsultit.</p><p>Engestrm Y (1987) Learning by Expanding: An Activity-Theoretical Approach to Developmental Research Orienta-Konsultit Helsink</p><p>Eraut, M. (1995), Developing professional knowledge within a client-centered orientation. In T.Gusky, & M. Huberman (Eds), Professional development in education (pp. 227-252). New York: Teachers College Press.</p><p>Faizah A Majid, B. (2011).School Based Assessment in Malaysia School: The Concern of English Teachers. Retrieved from education.uitm.edu.my/v1/images/stories/ publication/faizah/article7.pdf</p><p>Fang, Z. (1996). A review of research on teacher beliefs and practice. Educational Research, 38(1), 47-65.</p><p>Fawang-Nemser, S. & Remillard, J. (1996). Perspectives on learning to teach. In F. Murray (Ed. ), Teacher Educators' Handbook: Building a Knowledge-base, for the Preparation of Teachers (pp. 63-91). San Francisco: Jossey Bass.</p><p>Fisher, R., Lewis, M. (1999). "Anticipation or Trepidation? Teachers' Views on the Literacy Hour." Literacy 33(1): 23-28.</p><p>Flores, A. M. (2005). "Teachers' Views on Recent Curriculum Changes: Tensions and Challenges." The Curriculum Journal 16(3): 401-413.</p><p>Foss, D. & Kleinsasser, R. (1996). Preservice elementary teachers' views of pedagogical and mathematical content knowledge. Teaching and Teacher Education 12(4), 429-442.</p><p>Freeman, D. (1992). Language teacher education, emerging discourse, and change in classroom practice. In J. Flowerdew, M. Brock & S. Hsia (Eds. ), Perspectives' on Language Teacher Education (pp. 1-2 1). Hong Kong: Hong Kong City Polytechnic.</p><p>Fullan, M. (2006), Undestanding change. In Fullan (Ed.), Educational leadership (2nd ed.),(pp, 169-183) San Francisco: John Wiley & Sons, Inc</p><p>Fullan, M. (2015), The new meaning of educational change (5th ed.) New York:Teacher College Press</p><p>Fullan, M. (2005). The Meaning of Educational Change: A Quarter of a. In A. Lieberman, The Roots of Educational Change (pp. 202-216). Netherlands: Springer.</p><p>Fullan, M. (2001). Leading in a Culture of Change. San Francisco: Jossey-Bass.</p><p>Fullan, M. (1999), Change forces: The sequel, London: Falmer Press.</p><p>Fullan, M. (1993). Change Forces: Probing the Depths of Educational Reform. London: Falmer Press.</p><p>Fullan, M. (1992). Successful School Improvement. Buckingham: Open University Press</p><p>Gang, W. (1996), Educational assessment in China, Assessment in Education Principles, Policy and Practices 3(1), 75-88</p><p>Gengatharan, K., & Rahmat, A. (2019). Keperluan modul pentaksiran pendidikan kesihatan untuk guru tahap satu dalam pelaksanaan pentaksiran bilik darjah. Jurnal Sains Sukan & Pendidikan Jasmani, 8(2), 19-27.</p><p>Gerstner, L.V. (2004). Preface. In Teaching at risk A call to action (pp.9-12), http://www.theteachingcommision.org.</p><p>Gersten, R., & Dmino, J. (2001), The realities of translating research into classroom practice. Learning Disabilities Research & Practice, 16(2), 120-130</p><p>Ghazali, N. H. M. (2015). An evaluation of the implementation of the school-based assessment system in Malaysia (Doctoral dissertation, University of Southampton).</p><p>Ghazali, N. H. C. M. (2017). The implementation of School-Based Assessment System in Malaysia: A study of teacher perceptions. Geografia-Malaysian Journal of Society and Space, 12(9). John, M. (2018). Assessment reform in Malaysia: policy into practice in primary schools (Doctoral dissertation, University of Stirling).</p><p>Glesne, C., & Peshkin, A. (1992). Becoming qualitative researchers: An introduction. White Plains, NY: Longman.</p><p>Goodson, I. (2003) Professional Knowledge, Professional Lives, Maidenhead: Open University Press.</p><p>Gregoire, M. (2003). Is it a challenge or a threat? A dual-process model of teachers' cognition and appraisal processes during conceptual change. EJiu utional Psychology Review, 15(2), 147-179.</p><p>Guskey, T. R. (2002), Professional development and teacher change, Teachers and Teaching: Theory and Practice, 8(3-4), 381-391.</p><p>Gurnam Kaur Sidhu, Chan Yuen Fook, Zainab Mohd Noor, Teoh Chee Yong & Norshiha Saidin.(2007). Laporan Mesyuarat Perlaksanaan Penyelidikan Tentang Pentaksiran Ujian Lisan Berasaskan Sekolah Bahasa Inggeris. Lembaga Peperiksaan Malaysia.</p><p>Gurr, D., Drysdale, L. & Mulford, B. 2005. Successful principalship: Australian case studies. Journal of Educational Administration, 43(6):539551.</p><p>Hakkinen, H., & Korpela, M. (2006). A participatory assessment of IS integration needs in maternity clinics using activity theory, International Journal of Medical Informatics</p><p>Halsz, G. (2002). Educational Change and Social Transition in Hungary. National Institute of Public Education , 1-13.</p><p>Halinger, P. And Heck, R.H. (2010), Reassessing the principals role in school effectiveness: A review of empirical research 1980-1995, Educational Administration Quartely, Vol 32 No 1 pp. 5-44</p><p>Hall, G. E., & Hord, S. M. (2001). Implementing change: Patterns, principles, and potholes. Boston: Allyn and Bacon.</p><p>Hall, V., Mackay, H. & Morgan, C. 1986. Head Teachers at Work. England : Open University</p><p>Hammersley, M. (2002) Educational Research, Policymaking and Practice, London, Paul Chapman</p><p>Hargreaves, D. and Hopkins, D., (1991), The Empowered School. Trowbridge, Cassell.</p><p>Hargreaves, A., & Fullan, M.( 1998). Whats worth fighting for in education. Buckingham and Philadelphia: Open University Press</p><p>Hargreaves, E. (2005). Assessment for learning? Thinking outside the (black) box. Cambridge Journal of Education, 35(2), 213-224.</p><p>Hariri, H., Ridwan, & Karwan, D. H. (2018). Kepemimpinan Kepala Sekolah dan Pengaruhnya terhadap Kinerja Guru dalam Mendongkrak Prestasi Siswa[Principal Leadership and Its Effect on Teacher Performance in Boosting Student Achievement].Yogyakarta: Graha Ilmu.</p><p>Harris, B. (2001). "Facing the Challenges of Education Reform in Hong Kong: An Experiential Approach to Teacher Development." Pastoral Care in Education 19(2): 21-31.</p><p>Hasan, H. (1998). Activity Theory: a Basis for the Contextual study of Information Systems in Organisations. In H. Hasan, E. Gould & P. N. Hyland (Eds.), Information</p><p>Hayward, L., Priestley, M. & Young, M. (2004) Ruffling the calm of the ocean floor: merging practice, policy and research in assessment in Scotland, Oxford Review of Education, 30(3), 397-416.</p><p>Heifetz, R. A., Linsky, M., & Grashow, A. (2009). The practice of adaptive leadership: Tools and tactics for changing your organization and the world. Cambridge, MA: Harvard Business Press.</p><p>Helsby G. (1999). Changing teachers work, Buckingham: Open University Press.</p><p>Helsby, G. & McCulloch, G. (1997) Introduction: teachers and the national curriculum, in G. Helsby & G. McCulloch (Eds) Teachers and the National Curriculum (London, Cassell).</p><p>Hersey, P. & Blanchard, K. H. 1993. Management of Organisational Behaviour: Utilizing Human Resources. 6th edition. New Jersey: Prentice Hall.</p><p>Hess, F., Maranto, R., Scott, M., Ferraiolo, K. G. (2002). "In the Storm's Eye: How Race, Experience, and Exposure Shape Arizona Teachers' Attitudes toward School Choice." Teachers College Record 104(8): 1568-1590.</p><p>Hinde ER (2004). School Culture and Change: an examination of the effects of school culture on the process of change. Arizona State University West. Availabale at http://usca.edu/essays/vol122004/hinde.pdf. Accessed on 13 November 2009</p><p>Hishamuddin Tun Hussien. 2005. Minister of Education Dato Sri Hishamuddin Tun Hussien. Opening address at the APEC colloquium the future of educational assessment: East meets West. Kuala Lumpur, 13-15 September.</p><p>Hollingsworth, S. (1989). Prior beliefs and cognitive change in learning to teach. American Educational Research Association, 26, 160-190.</p><p>Holt-Reynolds, D. (1992). Personal history-based beliefs as relevant prior knowledge in course work. American Educational Research Journal, 29(2), 325-349.</p><p>House, E. & McQuillan, P.J. (1998) Three perspectives on school reform, in A. Hargreaves, A. Lieberman, M. Fullan & D. Hopkins (Eds), The 34 International Handbook of Educational Change, Part One (London, Kluwer Academic Publishers).</p><p>Howes, A., Booth, T, Dyson, A. & Frankham, J. (2005) Teacher learning and the development of inclusive practices and policies: framing the context, Research Papers in Education, 20(2), 133-48.</p><p>Hoy, W. K. & Miskel, C. G. 2001. Educational Administration: Theory, Research and Practice. 6th edition. New York: McGraw Hill.</p><p>Hursh, D. (2007). Introduction. Policy Futures in Education, 5(2), 115118.</p><p>Ismail, S. A. (2014). Factors affecting the implementation of information literacy education in Malaysian primary schools.</p><p>Jaques, S. & Clement, S. 1991. Executive Leadership: A Practical Guide to Managing Complexity. Massachusetts: Basil Blackwell Inc.</p><p>John, M. (2018). Assessment reform in Malaysia: policy into practice in primary schools (Doctoral dissertation, University of Stirling).</p><p>Johnson, K. E. (1992). The instructional design of preservice ESL teachers. In J. Flowerdew, M. Brock & H. Hsia (Eds. ), Perspectives on Second Language Teach'r Development (pp. 115-134). Hong Kong: Hong Kong City Polytechnic.</p><p>Johnson, K. E. (1994). The emerging beliefs and instructional practices of preservice ESL teachers. Teaching and Teacher Education, 10(4), 439-452.</p><p>Joia, L. A. (2002). Analysing a web-based e-commerce learning community: A case study in Brazil. Internet Research, 12, 305-317.</p><p>Julianne C. Turner, Andrea Christensen & Debra K. Meyer. (2009). Teachers Beliefs about Student Learning and Motivation. Springer International Handbooks of Education, Vol. 21, 5, 361-371.</p><p>Kagan, D. (1992). Implications of research on teacher beliefs. Educational Psychologist, 27(1), 65-90.</p><p>Karavas-Doukas E. 1996. 'Using attitude scales to investigate teachers attitudes to the communicative approach'. ELT Journal 50/3: 187-198.</p><p>Kelman, J., (1958). Compliance, identification, and internalization three processes of attitude change. Journal of Conflict Resolution, 2, 51-60.</p><p>Kennedy M. (1991). A research agenda on teacher learning. East Lansing: National Centre for Research on Teacher Learning.</p><p>Kirk, D., MacDonald, D. (2001). "Teacher Voice and Ownership of Curriculum Change." Journal of Curriculum Studies V33(5): 551-567.</p><p>Korthagen, F. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(l), 77-97.</p><p>Korpela, M., Mursu, A., & Soriyan, H. A. (2002). Information Systems Development as an Activity. Computer Supported Cooperative Work (CSCW), 11, pp. 111-128.</p><p>Krech, D., & Crutchfield, R.S. (1948). Theory and problems of social psychology. New York: MacGraw-Hill</p><p>KulaIRIZran, P. (2010, August 1). More concerns over exams. The Star.</p><p>Kuutti, K. (1996). Activity Theory as a Potential Framework for Human-Computer Interaction Research. In B. A. Nardi (Ed.), Context and Consciousness: Activity Theory and Human-Computer Interaction (pp. 17-44). Cambridge, MA: MIT Press.</p><p>Kynigos, C., & Argyris, M. (2004). Teacher beliefs and practices formed during an innovation with computer-basedexploratory mathematics in the classroom. Teachers and Teaching, 10 (3), 247-273.</p><p>LeCompte, M.D. and Preissle, J. with Tesch, R. (1993) Ethnography and Qualitative Design in Educational Research, 2nd edition, Chicago: Academic Press</p><p>Lee, H. Y. (2020). Strategi Pelaksanaan PBS Guru-Guru Hilir Perak dan Bagan Datuk Berhubung Kait dengan Estetik. Journal of Applied Arts, 2(1), 78-87.</p><p>Lee, M. N. (1999). Education in Malaysia: Towards Vision 2020. School Effectiveness and School Improvement , 10 (1), 198698.</p><p>Lee, M.N.N., (2002), Educational Change In Malaysia, School of Educational Studies, USM, Penang, Malaysia.</p><p>Leithwood. K., Day, C., Sammons, P., Harris, A. and Hopkins, D. (2006) Seven strong claims about successful school leadership, National College for School Leadership, Nottingham.</p><p>Leonard, P. E. (1999) Understanding the dimensions of school culture: value orientations and value conflicts. Journal of Educational Administration and Foundations, 13(2), 2753.</p><p>Levin, B. (1998). An epidemic of education policy: (what) can we learn from each other? Comparative Education , 34 (2), 131-141.</p><p>Levin, B. (2008). How to change 5000 schools: A practical and positive approach for leading change at every level. Cambridge, MA: Harvard Educational Press.</p><p>Levin, B., & Fullan, M. (2008). Learning about system renewal. Educational Management Administration & Leadership, 36(2), 289-303.</p><p>Lewin, K. (1951) Field theory in social science; selected theoretical papers. D. Cartwright (ed.). New York: Harper & Row.</p><p>Liaw, S.-S., Huang, H.-M., & Chen, G.-D. (2007). An activity-theoretical approach to investigate learners' factors toward e-learning systems. Computers in Human Behavior, 23, p. 1906-1920.</p><p>Lieberman, A., & Miller, L. (1999). Teachers: Transforming their world and their work. New (in complete)</p><p>Lim, D.(1999). Quality assurance in higher education in developing countries. Assessment & Evaluation in Higher Education, 24(4), pp. 37990.</p><p>Lim, C.S., & Chew, C.M. (2019). Implementation of school-based assessment (SBA) in Malaysian primary mathematics curriculum: Issues and challenges. School Mathematics Curricula, 189-205.</p><p>Lincoln, Y. S. and Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.</p><p>Little, Judith Warren. "Norms of Collegiality and Experimentation: Workplace Conditions of School Success." AMERICAN EDUCATIONAL RESEARCH JOURNAL 19 (1982): 325-340. EJ 275 511</p><p>Litwin, G. H. & Stringer, R. A. 1968. Motivation and Organisational Climate. Boston: Harvard University Press.</p><p>Lortie, D. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.</p><p>Lotzkar, M., & Bottorff, J. (2001). An observational study of the development of a nursepatient relationship. Clinical Nursing Research, 10, 275-294.</p><p>Louden, W. (1991). Understanding teaching. NY: Teachers College Press. York: Teachers College Press.</p><p>MacBeath, J. and Dempster, N. (2009) [Eds] Connecting Leadership and Learning, London, Routledge.</p><p>MacPhail, A. (2007). "Teachers' Views on the Construction, Management and Delivery Ofan Externally Prescribed Physical Education Curriculum: Higher Grade Physical Education." Physical Education & Sport Pedagogy 12(1): 43 - 60.</p><p>Makarova E ( 2013 ) Teachers' Acculturation Attitudes and Their Classroom Management: An Empirical Study among Fifth-Grade Primary School Teachers in Switzerland Europe Educational Research Journal</p><p>Mansur, U., & Samad, A. A. (2015). Views of educators: Assessment preference in reading skills for Malaysia primary school. International Journal of Information and Communication Technology, 5(2).</p><p>Marlin Abdul Karim. (2002). Pentaksiran berasaskan sekolah: pentaksiran untuk pembelajaran. Prosiding Persidangan Kebangsaan Penilaian Kemajuan Berasaskan Penilaian Kemajuan Berasaskan Sekolah. Kementerian Pendidikan Malaysia. p.10-15.</p><p>Marlin Abd. Karim, & Shahril Mohd. Karib. (2003). High stakes assessment in Malaysia:Washback in the English Language classroom. In Koleksi kertas kerja Lembaga Peperiksaan Malaysia (Collected working papers of the Malaysian Examination Council). Kuala Lumpur: MEC.</p><p>Marriage, T.V., & Garmon, M.A. (2003), A case of educational change: Improving student achievement through a school-university partnership. Remedial and Special Education, 24(4), 215-234</p><p>Maxwell, J. C. 1999. The 21 Indispensable Qualities of a Leader: Becoming the Person Others would want to Follow. Tennessee: Thomas Nelson Publishers.</p><p>Mazzarella, J. A. & Smith, S. C. 1989. Leadership Styles in School Leadership: Handbook for Excellence, edited by Stuart C., Smith & Philip. Piele. USA: ERIC Clearing House on Education Management: 28-51.</p><p>McGilchrist, B., Mortimore, P., Savage, J. and Beresford, C, (1997), Development Planning in Primary Schools, Chapter 20 in Preedy, M., Glatter, R. and Levacic, R., Educational Management - Strategy. Quality and Resources. Bristol, Pa, Open University Press.</p><p>McLaughlin, M.W. (1998) Listening and learning from the field: tales of policy implementation and situated practice, in A. Hargreaves, A. Lieberman, M. Fullan & D. Hopkins (Eds), The International Handbook of Educational Change, Part One (London, Kluwer Academic Publishers).</p><p>McMillan H.J. (2007). Formative Classroom Assessment: The Key to Improving Student Achievement: McMillan H.J. (Editor) : Teacher College Press</p><p>Merriam, S.B 1998. Qualitative Research and Case Studies Applications in education. San Francisco. Jessey Bass Publications.</p><p>Messick, S. (1994). The interplay of evidence and consequences in the validation of performance assessments. Educational Researcher, 23, 13-23.</p><p>Miles, M., (1998) Finding Keys to School Change: A 40-Yeat Odyssey. Hargreaves, A., Liebermann, A., Fullan, M., And Hopkins, D. International Handbook of Educational Change.: Dordrecht, Boston, London: Kluwer</p><p>Miller, K, Edwards, R, Priestley, M (2010) Levels and equivalence in credit and qualifications frameworks: Contrasting the prescribed and enacted curriculum in school and college. Research Papers in Education 25: pp. 225-243</p><p>M., Barrett, M., Mayan, M., Olson, K., & Spiers, J. (2002). Verification strategies for establishing reliability and validity in qualitative research. International Journal of Qualitative Methods, 1(2), 1e19.</p><p>Mohamad , M. (1991). The way forward: Vision 2020. www.epu.jpm.my, accessed on April 28, 2008.</p><p>Ministry of Education Malaysia [MOE]. (2017). Dasar pendidikan kebangsaan [National education policy] (4th ed). Putrajaya: Ministry of Education Malaysia.</p><p>Ministry of Education Malaysia [MOE]. (2017). Penataran pentaksiran sekolah (PS)/Pentaksiran bilik darjah (PBD) [Upgrading school assessment (PS)/Classroom assessment (PBS)]. Putrajaya: Ministry of Education Malaysia.</p><p>Minty, S. & Priestley, M. (2012) Developing Curriculum for Excellence in Highland Schools: A report on the qualitative findings for the Highland Council and the Scottish Government. Stirling: University of Stirling.</p><p>Moktar, S. N. A., Hanapi, Z., Kiong, T. T., Mohamed, S., & Rus, R. C. (2018). Kesediaan, Penerimaan Dan Pengoperasian Guru Reka Bentuk dan Teknologi Terhadap Amalan dalam Pentaksiran Berasaskan Sekolah. Sains Humanika, 10(3-3).</p><p>Morse, J. M. (1995). The significance of saturation. Qualitative Health Research, 5, 147e149. Morse, J.</p><p>Morse, J. M., Stern, P. N., Corbin, J., Bowers, B., Charmaz, K., & Clarke, A. E. (2009). Developing grounded theory: The second generation. Walnut Creek, CA: Left Coast Press. Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage</p><p>Mudin, V. F. (2019). An investigation into English teachers' understandings and practices of formative assessment in the Malaysian primary ESL classroom: three case studies (Doctoral dissertation, University of East Anglia).</p><p>Mumbay, H. (1984) A qualitative approach to the teachers belief. Journal of Research in Science Teaching, 21, pp.27-38</p><p>Mundy, H. (1984). A qualitative study of teachers' belief and principles. Journal of Research in Science Teaching , 21, 27-38.</p><p>Murphy, K. & Mason, L. (2006). Changing knowledge and beliefs. In P. Alexander & P. Winne (Eds. ), Handbook of Educational Psychology (2nd ed., pp. 305-324). Mahwah, NJ: LEA.</p><p>Musa Mohammad. (2003, May 8). Malaysian education system to be less exam oriented. New Straits Times.</p><p>Mustapa, M. A. S., Ibrahim, M., & Yusoff, A. (2015). Engaging vocational college students through blendedlearning: Improving class attendance and participation.Procedia-Social and Behavioral Sciences, 204,127135</p><p>Murphy, K. & Mason, L. (2006). Changing knowledge and beliefs. In P. Alexander & P. Winne (Eds. ), Handbook of Educational Psychology (2nd ed., pp. 305-324). Mahwah, NJ: LEA.</p><p>OBrien, J., & Christie, F. (2008), A role for universities in the induction of teachers? A Scottish case study. Professional Development in Education, 34(2), 147-163.</p><p>Ong, S. (2010). Assessment profile of Malaysia: high-stakes external examinations dominate. Assessment in Education: Principles, Policy & Practice , 17 (1), 91 103.</p><p>Osborn, M., Croll, P., Broadfoot, P., Pollard, A., McNess, E. & Triggs, P. (1997). Policy into practice and practice into policy: Creative mediation in the primary classroom, in G. Helsby & G. McCulloch (eds.), Teachers and the national curriculum (pp. 52-65), London: Cassell.</p><p>Owens, R. G. 1991. Organisational Behaviour in Education. 4th edition. Boston: Allyn and Bacon.</p><p>Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading& writing Quarterly, 19 (2), 139-158.</p><p>Pajares, M. F. (1992). Teachers beliefs and educational research: cleaning up a messy construct. Review of Educational Research, 62, 307332.</p><p>Patton, M. Q. (1990). Qualitative Evaluation and Research Methods (2nd ed.). Newbury Park, CA: Sage Publications, Inc</p><p>Pejza, J.P. (1985, April ). The Catholic school principal: A different kind of leader. Paper presented at the Annual Meeting of the National Catholic Educational Association, St. Louis, MO.</p><p>Peterson, K. and Deal T. (1998). How leaders influence the culture of schools. Educational Leadership 56 (1), 28-30.</p><p>Perkins, D. (1992), Smart schools. NY: The Free Press.</p><p>Phipps, S. & S. Borg. (2009). Exploring tensions between teachers" grammar teaching beliefs and practices. System 37. 3, 380 390.</p><p>Pickering, A. (2005). Harnessing influences for change: Some implications from research for teacher educators. In L. Clandfield (Ed.), Affect and Self-esteem in Teacher Education (pp. 17-26). Whitstable, Kent: IATEFL.</p><p>Pont, B., Nusche, D. & Moorman, H. (2008) Improving School Leadership, Volume 1: Policy and Practice, OECD Publishing.</p><p>Posner, G., Strike, K., Hewson, P. & Gertzog, W. (1982). Accommodation of a scientific concept: Toward a theory of conceptual change. Scimcc Education, 66, 211-227.</p><p>Priestley, M. (2012). Curriculum for Excellence: transformational change or business as usual? Interaces, 22[8], 178-195. (article reproduced from SER, 42[1])</p><p>Priestley, M. (2011). Whatever happened to curriculum theory? Critical realism and curriculum change, Pedagogy, Culture and Society, 19(2): 221-238.</p><p>Priestley, M. (2010). Schools, teachers, and curriculum change: A balancing act? Journal of Educational Change .</p><p>Priestley, M. (2005). Making the most of the Curriculum Review: some reflections on supporting and sustaining change in schools. Scottish Educational Review , 37 (1), 2938.</p><p>Priestley, M. & Sime, D. (2005). Formative assessment for all: a whole-school approach to pedagogic change. The Curriculum Journal , 16 (4), 475-492.</p><p>Priestley, M. & Biesta, G. J. J. (Eds.) (2013). Reinventing the Curriculum: New Trends in Curriculum Policy and Practice. London: Bloomsbury Academic</p><p>Priestley, M., Robinson, S. & Biesta, G. J. J. (2012). Teacher Agency, Performativity and Curriculum Change: Reinventing the Teacher in the Scottish Curriculum for Excellence? In B. Jeffrey & G. Troman (Eds.),Performativity across UK education: ethnographic cases of its effects, agency and reconstructions. Painswick: E&E Publishing.</p><p>Quicke, J. (2003). "Educating the Pupil Voice." Support for Learning 18(2): 51-57.</p><p>Quinn, D. M. (2002). The impact of principal leadership behaviors on instructional practice and student engagement. Journal of Educational Administration, 40(4/5), 20.</p><p>Kiahi. 2008. An Indonesian model of successful school leadership. Journal of Educational Administration, 46(4):481-496.</p><p>Reeves, J. (2008). Between a rock and a hard place? Curriculum for excellence and the Quality initiative in Scottish schools. Scottish Educational Review, 40(2), 6-16.</p><p>Reeves, C. J. & Boreham, N. (2006) Whats in a vision? Introducing an organisational learning strategy in aLocal Authoritys education service, Oxford Review of Education, 32 (4), 467-486.</p><p>Resnick, L. B. & Resnick, D. P. (1991). Assessing the thinking curriculum:new tools for educational reform, in B.R. Giggord & M. C. OConner (Eds.) Changging Assessments: alternative views of aptitude, achievement and instruction, pp. 37-75 (Boston,MA, Kluwer).</p><p>Ribbins, P. 2001. Leadership Effects and the Effectiveness and Improvement of Schools, in Leadership for Quality Schooling: International Perspectives, edited by KamCheung Wong & Evers C. W. London: Routledge Falmer</p><p>Richards, J. (1998). Beyond Training. Cambridge: CUP.</p><p>Richards, J. (1996). Teacher maxims in language teaching. TESOL Quarterly, 30(2), 281-296.</p><p>Richards, J., Gallo, P. & Renandya, W. (2001). Exploring teachers' beliefs and the processes of change. PAC Journal, 1(1), 41-58.</p><p>Richardson, V. (1990). The evolution of reflective teaching and teacher education. In R. T. Clift, W. R. Houston, & M. C. Pugach (Eds.), Encouraging reflective practice in education: An analysis of issues and programs. (pp. 3-19). New York: Teachers College Press.</p><p>Richardson, V., Anders, P., Tidwell, D., & Lloyd, C. (1991). The Relationship Between Teachers' Beliefs and Practices in Reading Comprehension Instruction. American Educational Research Journal , 28 (3), 559-586.</p><p>Riley, K. & Docking, J. (2004). "Voice of Disaffected Pupils: Implications for Policy and Practice." British Journal of Educational Studies 52(2):166-179.</p><p>Roberts, J. (1999). Personal construct psychology as a framework for research into teacher and learner thinking. Language Teaching Research, 3(2), 117-144.</p><p>Rose, R., Shevlin, M. (2004). "Encouraging Voices: Listening to Young People Who Have Been Marginalised." Support for Learning 19(4): 155-161.</p><p>Sarason, S. (1982), The culture of the school and the problem of change (2nd ed.). Boston: Allyn & Bacon</p><p>Sarason, S. B. (1990). The predictable failure of educational reform. Oxford: Jossey-Bass Publishers.</p><p>Sashkin, M. & Sashkin, M. 2003. Leadership That Matters. San Francisco: Berrettkoehler Publishers Inc.</p><p>Saunders, M, Lewis, P. & Thornhill, A. (2007) Research Methods for Business Students (4th edition) Harlow: Prentice Hall.</p><p>Savasci-Acikalin, F. (2009). Teacher beliefs and practice in science education. Asia-Pacific Forum on Science Learning and Teaching, 10(1 Article 12), 1-14.</p><p>Scanlon, E. & Issroff, K. (2005). Activity Theory and Higher Education: evaluating learning technologies. Journal of Computer Assisted Learning, 21, p. 430.</p><p>Scheib, J. W. (2003). Role stress in the professional life of the school music teacher: A collective case study. Journal of Research in Music Education, 51,124-136.</p><p>Schermerhorn, J. R., Hunt, J. G. & Osborn, R. N. 2000 Organisational Behaviour. 7th edition. New York: John Wiley & Sons Inc</p><p>Scriven, M, 1991, Evaluation thesaurus, 4th edition. Newbury Park, CA: Sage Publications</p><p>Seidman, I. E. (1991). Interviewing as qualitative research: A guide for researchers in education and the social sciences. New York: Teachers College Press.</p><p>Sendan, F. & Roberts, J. (1998). Orhan: A case study in the development of a student teacher's personal theories. Teachers and Teaching, 4,229-244.</p><p>Senge, P. (1990). The Fifth Discipline: The Art and Practice of the Learning Organization. New York, NY: Doubleday.</p><p>Sergiovanni, T. J. 1984. Rethinking Leadership. Illinois: Skylight Training and Publishing Inc.</p><p>Silverman, D. (2001) Interpreting qualitative data: methods for analysing talk, text and interaction. Sage Publications, London</p><p>Silverman, D. (1993), Interpreting Qualitative Data: Methods for Analysing Talk, Text and Interaction. London: Sage.</p><p>So, K., & Park, N. (2020). Can Teachers Be Change Agents? A Critical Analysis of Teacher Images in School Reform Policies. The Asia-Pacific Education Researcher, 1-10.</p><p>Spillane, J. (1999) External reform efforts and teachers initiatives to reconstruct their practice: the mediating role of teachers zones of enactment, Journal of Curriculum Studies, 31(2), 143-175.</p><p>Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: SAGE Publications.</p><p>Standen, R. P. (2002). The interplay between teachers' beliefs and practices in a multi-age primary school. Unpublished PhD Dissertation, Griffith University, Brisbane, Australia.</p><p>Stiggins, R.J. 2002. Students-involved classroom assessment. 3rd Ed. Upper Saddle River New Jersey & Columbus Ohio: Merill Prentice Hall.</p><p>Strike, K. & Posner, G. (1985). A conceptual change view of learning and understanding. In L. West & A. Pines (Eds.), Cognitive Structure and Cognitic-Change (pp. 211-232). San Diego, CA: Academic Press.</p><p>Supovitz, J. A. (2008). Implementation as iterative refraction, in J.A. Supovitz & E.H. Weinbaum (Eds.), The implementation gap: Understanding reform in high schools (pp. 151-172). New York: Teachers College Press.</p><p>Swann, J. & Brown, S. (1997) The implementation of a national curriculum and teachers' classroom thinking, Research papers in Education: Policy and Practice, 12(1), 91-114</p><p>Tobin, K., & McRobbie, C. J. (1996). Cultural myths as constraints to the enacted science curriculum. Science Education, 80, 223241.</p><p>Tong, Joy Kooi-Chin and Bryan Turner. 2008. Women, piety and practice: A study of women and religious practice in Malaysia in Contemporary Islam 2:41-59.</p><p>Torrance, H. (1997). Assessment, accountability, and standards: Using assessment to control the reform of schooling. In: Halsey, AH, Lauder, H, Brown, P, Wells, AS eds. Education: Culture, economy, society. Oxford University Press, Oxford, UK, pp. 320-331</p><p>Trubowitz, S. (2001). Likely foes of large-scale educational change. The Education Digest, 66(6), 11-16.</p><p>Trumbull, E., & Lash, A. (2013). Understanding formative assessment. Insights form learning theory and measurement theory. San Francisco: WestEd, 1-20.</p><p>Tyack, D. and Cuban, L. (1995). Tinkering toward Utopia. A century of public school reform (Cambridge, MA: Harvard University Press).</p><p>Van Driel, J. H., Beijard, D., & Verloop, N. (2001). Professional development and reform in science education: The role of teachers practical knowledge. Journal of Research in Science Teaching, 38, 137158.</p><p>Vecchiotti, R. (2018). Contemporary leadership: The perspective of a practitioner. Journal of Leadership Studies, 12(2), 40-45.</p><p>Vidyakala, K. (2020). A Conceptual Study on Managerial Grid Approach. Aut Aut Research Journal, 11, 117-122.</p><p>Wall, K., Higgins, S., Smith, H. (2005). "'the Visual Helps Me Understand the Complicated Things': Pupil Views of Teaching and Learning with Interactive Whiteboards." British Journal of Educational Technology 36(5): 851-867.</p><p>Wasley, P. A. (1991). Teachers who lead: The rhetoric of reform and the realities of practice. New York: Teachers College Press.</p><p>Whitty, G., Power, S. & Halpin, D. (1998) Devolution and Choice in Education: The School, the State and the Market (Buckingham, Open University Press).</p><p>Wiggins, G. (1998). Educative Assessment. San Francisco: Jossey-Bass.</p><p>Wouldiam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 1 (1), 1-40.</p><p>Wiliam, D., & Leahy, S. (2007). A theoretical foundation for formative assessment. In H. McMillan (Ed.), Formative assessment classroom: Theory into practice (pp. 29 42). NY: Teachers College Press.</p><p>Wiliam, D., Lee, C., Harrison, C. & Black, P. (2004) Teachers developing assessment for learning: impact on student achievement. Assessment in Education: Principles, Policy and Practice, 11(1), 49-65. In Black, P., &</p><p>Wouldiams, M. & Burden, R. (1997). Psychology for Language Teachers. Cambridge: CUP.</p><p>Wilkins, C. (2011). Professionalism and the post-performative teacher: New teachers reflect on autonomy and accountability in the English school system. Professional Development in Education, 37, 389-409.</p><p>Witziers, B., Bosker, R. J. & Kruger, M. L. 2003. Educational Leadership and Student Achievement: The Elusive Search for an Association. Educational Administration Quarterly, 39(3):398-425.</p><p>Wolcott, H. (1990) On Seeking and RejectingValidity in Qualitative Research, in E. Eisner and A. Peshkin (eds) Qualitative Inquiry in Education: The Continuing Debate, pp. 12152. New York: Teachers College Press.</p><p>Woods, D. (1996). Teacher Cognition in Language Teaching. Cambridge: CUP.</p><p>Woolfolk Hoy, A., Davis, H., & Pape, S. (2006). Teachers' knowledge, beliefs, and thinking. In P. A. Alexander & P. H, Winne (Eds.), Handbook of educational psychology (2nd ed., pp. 715737.). Mahwah, NJ: Erlbaum.</p><p>Wubbels, T. & Poppleton, P. (1999) Knowledge about change and its effects on teachers. In M. Lang, J. Olson, H. Hansen & W. Bunder (eds.), Changing Schools/Changing Practices: perspectives on educational reform and teacher professionalism (Louvain, Garant)</p><p>Yarrick, R., Park, H., & Nugent, J. (1997). Struggling to promote deeply rooted change: The filtering effect of teachers beliefs on understanding transformational views of teaching science. Science Education, 81, 137159.</p><p>Yamagata-Lynch, L. C. (2010). Activity systems analysis methods: Understanding complex learning environments. New York: Springer.</p><p>Yamazumi, K., Oshima, J., Itoh, D., & Shimada, M. (2007). Collaborative and Networked Expertise: An Activity-theoretical Study of New Forms of Pre-service Teachers Expansive Learning Kansai: Center for Human Activity Theory, Kansai University</p><p>Yerrick, R., Parke, H., & Nugent, J. (1997). Struggling to promote deep rooted change: The filtering effect of teachers beliefs on understanding transformational views of teaching science. Science Education, 81, 137159.</p><p>Yin, R. K. (2003). Case study research: Design and methods (3rd Ed.). Thousand Oaks, CA: Sage.</p><p>Yin, R. K. (1994). Case study research: Design and methods (2nd ed.). Newbury Park, CA: Sage Publications.</p><p>Yuh, T. J., & Kenayathulla, H. B. (2020). Pentaksiran Bilik Darjah dan prestasi murid Sekolah Jenis Kebangsaan Cina di Hulu Langat, Selangor. JuPiDi: Jurnal Kepimpinan Pendidikan, 7(3), 70-90.</p><p>Zaltman, G., Duncan, R., & Holbek, J. (1973). Innovations and organizations. New York: Wiley.</p><p>Zamri, S. N. A. S. (2016). Problem-solving skills among Malaysian students. In L. M. Thien., A. R. Nordin, J. P. Keeves, & I. G. N. Darmawan (Eds.), what can PISA 2012 data tell us? Performance and challenges in five participating Southeast Asian countries (pp. 107-121). Rotterdam, Netherlands: Sense Publisher.</p><p>Zhang, Z., & Burry-Stock, J. (2003). Classroom assessment practices and teachers self-perceived assessment skills. Applied Measurement in Education, 16(4), 323-342. http://dx.doi.org/10.1207/S15324818AME1604_4</p><p>Zurita, G., & Nussbaum, M. (2007). A conceptual framework based on Activity Theory for mobile CSCL. British Journal of Educational Technology, 38, p. 211.</p><p></p><p></p><p></p><p></p> |