Research

Research Activities, Funding, Current Papers and Published Work
Name and Nature of Research Project	Current Working Papers / Published Work
Equipping Secondary Students with Metacognitive and Social-Emotional Competency Skills to meet the challenges of the 21st Century (Principal Investigator, OER Grant $ 249,997/-) Apr 10 – Mar 13 This study, will empower teachers with SEL and metacognitive training so that they can infuse SEL in Sec 1 and Sec 2 students in three ability groups in two schools. A pretest-posttest1-posttest2 comparisons between experimental and control group design will be used to assess the effects of the intervention in the classrooms. Video-recording, observational checklists, interviews, reflection logs, DIT test will be used to assess the thinking and values of the students.   In Phase 2, students will be exposed to lifeskills training, CCAs and SEL camps to ascertain if their SEL skills are generalizable across settings. The findings are significant in providing better understanding of the effects of metacognition and SEL on different ability groups' performance and other accompanied variables e.g. values, self-concept and SEL competencies.  The findings will not only assist understanding of the relationships among these variables but also implications on planning future directions for programmes in schools as well as teacher education.	Books Ee, J. (2012).  Infusing Thinking & Social Emotional    Competencies in Children and Youths.  Singapore:  Pearson    Education Asia. Ee, J. (2008).  Empowering Metacognition & Self-Regulation   through Social-Emotional Learning:  Lessons for the Classroom.    Singapore: Cengage Learning Asia Pte Ltd. Book Chapters: Ee, J. (2012).  Enhancing children’s self-management of their emotions and behaviours. In Ee, J. (Ed), Infusing Thinking & Social Emotional Learning in Children & Youths.  Singapore: Pearson Education Asia. Part 1, Chapter 2, 12-17. Ee, J. (2012).  Facilitating values and character development in children. In Ee, J. (Ed), Infusing Thinking & Social Emotional Learning in Children & Youths.  Singapore:  Pearson Education Asia. Part 1, Chapter 3, 18-26. Ee, J. (2012).  Websites for enhancing social emotional learning.  In Ee, J. (Ed), Infusing Thinking & Social Emotional Learning in Children & Youths.  Singapore:  Pearson Education Asia. Part 1, Chapter 6, 46-49. Ee, J. (2009).  Strategies for empowering metacognition through    SEL.  In Ee, J. (Ed), Empowering metacognition through SEL:    Lessons for the classroom. Singapore: Cengage Learning Pte    Ltd.  Chapter 1, 3-24. Ee, J. and Chang, A. (2009).  Modelling of SEL Competencies. In   Ee, J. (Ed), Empowering metacognition through SEL: Lessons for   the classroom. Singapore: Cengage  Learning Pte Ltd.  Chapter   2, 25-34. Refereed Journal Ee, J. (under review).  Gender differences in secondary school    children’s social-emotional competencies. Ee, J. (under review).  How effective are Secondary Teachers in    Infusing Social Emotional Learning and Eliciting Values in their    Subject Areas? Quek, L. C. N. and Ee, J. (under review). Development of teachers’   perception of academic resilience scale (TPAR).  Zhou, M. M. and Ee, J. (under review). Gender differences in    primary school children’s social emotional competence.   Ee, J. (2014).  Using Defining Issues Test (DIT) to assess Secondary students’ social–emotional competencies.    The Asia-Pacific Education Researcher, 15(2), 247-256 Ee, J. Zhou, M. M. and Wong, I. (2014).  Teachers’ infusion of    social emotional learning. The Journal of Teaching and Teacher    Education, 2(1), 27-45. Ee, J. and Ong, C. W. (2014).  Which social emotional    competencies are enhanced at an SEL camp?  Journal of     Adventure Education and Outdoor Learning, 13(1), 1-18. Ee, J. and Quek, L. C. (2013).  Teachers’ perception of social    emotional learning.  The Journal of Teaching and Teacher    Education, 1(2), 59-72. Zhou, M. M. and Ee, J. (2012). Development and validation of    social emotional competency questionnaire. International    Journal of Emotional Education, 4(2), 27-42. Ee, J. and Chang, A. (2010).  How resilient are our graduate    trainee teachers in Singapore?  The Asia-Pacific Education    Researcher, 19(2), 321-331. Conference Papers published in proceedings Ee, J. (2013).  Use of defining issues test (DIT) to assess  secondary students’ social emotional competencies.  Paper  presented at AARE 2013 Conference, Adelaide, 1st – 5th Dec. Ee, J. (2013). Secondary teachers’ infusion of social emotional  learning and values in their subject areas.  Paper presented at  SELF-ERAS Conference, Singapore, 9th – 11th Sept. Ee, J. and Ong, C. W. (2013).  Enhancement of adolescents’social- emotional competencies at an SEL camp.  AERA Conference:  Education and Poverty: Theory, Research, Policy and Praxis. San Francisco, 27th Apr – 1st May 2013. Ee, J., Quek, L.C. and Zhou M. (2012).  Teachers’ perceptions of  social emotional learning. AARE-APERA Conference: Regional  and Global Cooperation in Educational Research.  Sydney,  Australia, 2nd – 6th Dec. 2012. Ee, J. (2012). Which Mediates Achievement: Social Emotional Competencies or Motivational Orientations? AARE-APERA Conference: Regional and Global Cooperation in Educational Research.  Sydney, Australia, 2nd – 6th Dec. 2012. Ee, J. and Zhou, M. M. (2012).  Relationship among Metacognition, Social Emotional Competencies & Achievement of Primary Children.  5th Biennial Meeting of the European Association for Research on Learning and Instruction, SIG: Metacognition, Milano, Italy, 5th – 8th Sept 2012. Zhou, M. M. and Ee, J. (2012).  Use of Defining Issues Test (DIT) to assess children’s social emotional competence.  Paper to be presented at the International Conference on Innovative research in a changing world, Phuket, Thailand, 16-18 May 2012. Quek, L.C. N. and Ee, J. (2011).  Teachers’ perceptions of academic resilience in  students.  Paper to be presented at the World Educational Research Association Conference in Kaohsiung, Taiwan, 15-18 December 2011. Ee, J. (2011).  Relationship between Secondary Students’ Social Emotional Competencies and Metacognition.  Proceedings from 3rd ENSEC Annual Conference 2011: Social and emotional education across the world: celebrating diversity in theory, research and practice, 29thJune – 3rd July in Manchester. Ee, J.   and Wong, I. (2011).  Secondary teachers’ Infusion of SEL.  Proceedings from Redesigning Pedagogy Transforming Teaching, Inspiring Learning International Conference, 30th June – 1st July in Singapore. Ee, J., Zhou, M. M. and Chan, E. (2011).  Infusion of Primary Teachers. Proceedings from Redesigning Pedagogy: Transforming Teaching, Inspiring Learning International Conference, 30th June – 1st July in Singapore. Zhou, M. M. and Ee, J. (2011).  Relationship between Metacognition and SEL Competencies.  Proceedings from Redesigning Pedagogy Transforming Teaching, Inspiring Learning International Conference, 30th June – 1st July in Singapore. Ee, J., Zhou, M. M. and Chan, E. (2011).  Primary Teachers’ Infusion of Social Emotional Learning in Curriculum Areas.  Proceedings from AERA Annual Conference 2011, Inciting the Social Imagination: Education Research for the Public Good, 8-12 April in New Orleans. Ee, J., Zhou, M. M. and Chan, E. (2010).  Teachers’ Infusion of Social Emotional Learning.  Proceedings from the 2nd East Asian International Conference on Teacher Education Research, 15-17 Dec.in Hong Kong.
Empowering Metacognition through Social-Emotional Learning (Principal Investigator, OER Grant S248,854/-) Sep 09 – Aug 12 This study, will empower teachers with SEL and metacognitive training so that they can infuse SEL in Pr 4 students in two schools.  A pretest-posttest1-posttest2 comparisons between experimental and control group design will be used to assess the effects of the intervention in the classrooms. Video-recording, observational checklists, interviews, reflection logs, DIT test will be used to assess the thinking and values of the students.   The findings are significant in providing better understanding of the effects of metacognition and SEL on primary students’ performance and other accompanied variables e.g. values, self-concept and SEL competencies.  The findings will not only assist understanding of the relationships among these variables but also implications on planning future directions for primary programmes in schools as well as primary teacher education.
Resilience of Teachers (Principal Investigator) 2009 - 2010 This study examined the resilience of trainee teachers with the intention to identify the traits that predict their resilience so that teachers’ resilience in the classroom can be further addressed.	Ee, J. & Chang, A. (2010).  How resilient are our graduate trainee teachers in Singapore?  The Asia-Pacific Education Researcher, 19(2), 321-331.
Enhancing Learning for Normal Stream Students: Insights into Cognitive and Motivational Processes in Project Work (Co-Investigator, EdRF Grant $172,450/-) 2005-2008 This study examined the motivation and metacognition of Secondary two normal technical and normal academic students on project work. The implications of the findings are to assist teachers in designing successful project work for the less academically inclined students.	Tan, O.S., Wang, C.K.J., Liu, W.C., Koh, C.  Ee, J. (2009).   Enhancing learning for normal stream students: Insights into   cognitive and motivational processes in project work.   Singapore: NIE. Ee, J., Wang, J., Koh, C., Tan, O.S.  Liu, W.C. (2009).  Goal  orientations and metacognitive skills of normal technical and  normal academic students on project work.  Asia Pacific  Education Review, 10(3), 337-344. Koh, C., Tan, O. S., Wang, C. K. J., Ee, J., Liu, W. C. (2009). Bridging the gaps between students’ perceptions of project work and teachers’ expectations. The Journal of Educational Research. 102(5), 333-348. Liu, W. C., Wang, C.K.J., Tan, O.S., Koh, C. Ee, J. (2009). Understanding students’ motivation in project work: A 2 x 2 achievement goal approach. British Journal of Educational Psychology, 79, 87-106. Liu, W. C., Wang. C. K. J., Tan, O. S., Ee, J.,  Koh, C. (2009). A self-determination approach to understanding students’ motivation in project work. Learning and Individual Differences, 19, 139-145. Wang, C. K. J., Liu, W. C., Tan, O. S., Ee, J., , Koh, C. (2009). Has project work failed? A longitudinal study of project work in Singapore. Koh, C., Wang, C.K.J., Tan, O.S., Ee, J. Liu, W.C. (2008).  Effective practices in group project work: Exploring the views of students and teachers.  In McInerney, D.M.; Liem, A.D. (Eds.), Teaching and Learning: International best practice,  Vol. 8 in Research on sociocultural influences on motivation and learning. Charlotte, NC.: Information Age Publishing, Inc. Chapter 9, 223-244. Liu, W. C., Tan, O. S., Wang, C. K. J., Koh, C.  Ee, J. (2007). Motivation in the context of project work:  The self-determination perspective. In D. M. McInerney, S. Van Etten, M. Dowson (Eds), Research on Sociocultural Influences on Motivation and Learning: Standards in education (Vol 7). Greenwich, CT: Information Age Publishing. Chapter 9, 189-213. Wang, C.K.J., Neill, J.T., Liu, W.C., Tan, O.S., Koh,C. , Ee, J. (2008).  Project work and life skills: Psychometric properties of the life effectiveness questionnaire for project work.  Educational Research Journal, 21(1), 23-41. Koh, C., Tan, O. S., Wang, C. K. J., Ee, J. , Liu, W. C., (2007). Perceptions of Low Ability Students on Group Project Work and  Cooperative Learning.  Asia Pacific Education Review, 8(1), 89-99.
Examining the psychological attributes of adaptors and innovators in two cultures.   (Principal Investigator, AcRF Grant $9,260/- )   2004-2006 Comparative study of Australian and Singaporean tertiary students’ creative learning styles.	Ee, J. , Tan, O. S. (2009).  Facilitating problem-solving processes for adaptors and innovators. In Tan, O.S. (ed.), Problem-Based Learning and Creativity.  Singapore: Cengage Learning Pte Ltd.  Chapter 3, 39-50. Ee, J. ,Tan, O. S. (2008).  Cultural influences of the east and west: Implications on the educational reforms in the Singapore context.  Journal of Educational Policy, 5(1), 49-62. Ee, J., Tan, O. S. & Ng, A. K. (2008).  Styles of Creativity: Adaptors and innovators in a Singapore Context.  Asia Pacific Education Review, 8 (3), 364-373. Ee, J., O. S. Tan & Ng, A. K. (2007).  Examining the Psychological     Attributes of Australian Tertiery Adaptors & Innovators.  The     Korean Journal of Thinking and Problem Solving, 17(1), 27-39. Ee, J. & Tan, O. S. (2006).  Examining the Psychological     Attributes of Adaptors and Innovators in two cultures:  Final     Report.  Singapore: National Institute of Education.
APSN Curriculum Framework.  (Principal Investigator, NCSS Grant $15003.80) 2004-2005 Developing curriculum for children with intellectual disabilities.	Ee, J. (2005).  Report on curriculum framework for children with mild intellectual disabilities.  Research Report for NCSS, Singapore.
Teachers’ understanding and use of strategy-based instruction for students’ self-regulation. (Principal Investigator, AcRF Grant $15,600/-) 2002-2004 A comparative study of teachers’ understanding of self-regulated learning strategies and goal orientations in Australia, Hong Kong, Singapore, Cambodia and Vietnam were examined.	Ee, J., Lee O. K. & Potter, G. (2004). Teachers’ understanding and practices of strategy-based instruction and goal orientations for students’ self-regulation: Findings across cultures.  In Ee, J., Chang, A. & Tan, O. S. (Eds.), Thinking about thinking:  What educators need to know.  Singapore: Mc-Graw Hill Education, Chapter 6, 108-141.   Ee, J., Lee, O. K. & Potter, G. (2004).  Teachers’ Understanding     and Use of Strategy-Based Instruction and Classroom Goal     Orientation for Students’ Self-Regulation: Final Report     Singapore: National Institute of Education.
Parents’ attitudes towards compulsory education of children with special needs. (Principal Investigator, Lee Foundation Grant $8,000/-) 2003 Focus group interviews with teachers, parents, employers and intellectually disabled students were carried out to develop a more functional curriculum for the intellectually disabled students.	Ee, J. & Soh, K. C. (2003). Compulsory Education for All: Views      from parents of children with special needs in Singapore.      Research Report for Lee Foundation.  Singapore.
Pre-service teachers’ attitudes toward and concerns about inclusive education (Principal investigator) 2003 A comparison of Australian and Singaporean pre-service teachers’ attitudes and concerns about inclusive education.	Umesh, S., Ee, J. & Desai, I. (2003).  A comparison of Australian     and Singaporean pre-service teachers’ attitudes and concerns      about inclusive education. Teaching & Learning, 24(2),      207-217.
Attitudes & values of teachers teaching gifted students and teachers teaching sp ed students (Principal Investigator) 2003 Attributes and attitudes of primary teachers in Singapore.	Teo, C. T. & Ee, J. (2003).  Attributes and attitudes of primary teachers in Singapore. Teaching & Learning, 24(2), 117-130.
Young Children’s Number Sense in Singapore (Co-investigator) 2002 Young children’s number sense from ages 4 - 7 years in 3 cities: Singapore, Beijing and Helsinki were examined	Ee, J., Wong, K.Y. & Pirjo, A. (2006).  Numeracy of young children in Singapore, Beijing & Helsinki.  Early Childhood Education Journal , 33(5), 325-332. Aunio, P.,  Ee, J., Lim, S. E.A.,Hautamäki, J., Van Luit, J. E.H. (2004). Young children's number sense in Finland, Hong Kong and Singapore.  International Journal of Early Years Education, 12(3), 195-216.
Perceptions of Singaporean teachers and parents about inclusive educational  placements of  students with intellectual disabilities (Principal investigator, no grant) 2002 An examination of Singaporean teachers and parents’ perceptions about inclusive placements of ID students	Ee, J. & Soh, K. C. (2005).  Teacher perceptions on what a functional curriculum should be for children with special needs.  International Journal of Special Education, 20(2), 6-18. Ee, J. & Soh K. C. (2000).  Perceptions of Singaporean teachers and parents about inclusive educational placements of  students with intellectual disabilities.  Saudi Journal of Disability and Rehabilitation (SJDR) Special Issue on Rehabilitation in Singapore, 6(4), 272-275.
Perceptions of Student Ability (Co-investigator, no grant) 2001 Perceptions of intelligence	Cocodia, E. A.,  Kim,  J., Shin, H., Kim,J., Ee, J., Wee, M. S. W., & Howard, R. W. (2003).  Evidence that rising population intelligence is impacting in formal education.  Personality and Individual Differences, 30, 1039-1058.
Relationship among teachers’ classroom orientations, strategy-based instruction and students’ goal orientations, self-regulated learning and achievement (Principal Investigator, no grant) The effect of 311 teachers’ classroom orientations and strategy-based instruction on 4995 students’ goal orientations, knowledge and usage of self-regulated learning strategies among three ability groups in 51 schools were examined.	Ee, J. & Moore, P. J. (2004).   Motivation, strategies and achievement: A comparison of teachers and students in high, average and low achieving classes.  In Ee, J., Chang, A. & Tan, O. S. (Eds.), Thinking about thinking: What educators need to know.  Singapore: Mc-Graw Hill Education, Chapter 7, 142-160. Ee, J., Moore, P. J. & Atputhasamy, L. (2003).  High-achieving students:  Their teachers’ goals and strategy-based instruction and, their goals, self-regulation and achievement. High Ability Studies, 14(1), 23-39. Ee, J., Moore, P. & Atputhasamy, L. (2001).  The relationship between teachers’ goal orientations and strategy-based instruction and low-achieving students’ goal orientations, self-regulation and achievement.  Asia-Pacific Journal of Teacher Education & Development.  4(2), 115-134. Ee, J. (1998).  Relationships among teachers' classroom orientations, strategy-based    instruction, and students’ goal orientations, self-regulated learning and achievement.  Unpub. Phd Thesis, The University of Newcastle, Australia.
Teaching addition and subtraction to educationally sub-normal children (Principal Investigator, no grant) An examination of intellectually disabled students’ strategies for addition and subtraction	Ee, J. (1991). Teaching Addition and Subtraction to ESN Children. Unpub. M Ed Dissertation, NUS, S'pore.