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All Outputs (12)

When reforms make things worse: school leadership responses to poverty, disasters, and cultures of crises in the Philippine education system (2021)
Journal Article
Reyes, V., Hamid, M. O., & Hardy, I. (2022). When reforms make things worse: school leadership responses to poverty, disasters, and cultures of crises in the Philippine education system. International Journal of Leadership in Education, 25(2), 331-344. https://doi.org/10.1080/13603124.2021.2009038

This article explores the sense-making experiences of one specific stakeholder group in education reform–school leaders–who find themselves wedged by significant material challenges, on the one hand, and disparate reform efforts, on the other hand. T... Read More about When reforms make things worse: school leadership responses to poverty, disasters, and cultures of crises in the Philippine education system.

Decolonising globalised curriculum landscapes: The identity and agency of academics (2021)
Journal Article
Reyes Jr., V., Clancy, S., Koge, H., Richardson, K., & Taylor, P. (2021). Decolonising globalised curriculum landscapes: The identity and agency of academics. London Review of Education, 19(1), https://doi.org/10.14324/LRE.19.1.26

This article explores how academics in a higher education institution (HEI) make sense of the challenges that they encounter in a neoliberal context typified by an increasingly globalised curriculum landscape. Two key questions are explored: What are... Read More about Decolonising globalised curriculum landscapes: The identity and agency of academics.

Identity and digital equity: Reflections on a university educational technology course (2019)
Journal Article
McLay, K., & REYES, V. C. (2019). Identity and digital equity: Reflections on a university educational technology course. Australasian Journal of Educational Technology, 35(6), 15-29. https://doi.org/10.14742/ajet.5552

This inquiry explored preservice teachers (PSTs) developing learner and professional identities while participating in a university course that explicitly incorporates the use of technology into teaching. The paper posits that it is important for ini... Read More about Identity and digital equity: Reflections on a university educational technology course.

Test-takers’ perspectives on a global test of English: questions of fairness, justice and validity (2019)
Journal Article
Hamid, M. O., Hardy, I., & Reyes, V. (2019). Test-takers’ perspectives on a global test of English: questions of fairness, justice and validity. Language Testing in Asia, 9(1), Article 16. https://doi.org/10.1186/s40468-019-0092-9

Although language test-takers have been the focus of much theoretical and empirical work in recent years, this work has been mainly concerned with their attitudes to test preparation and test-taking strategies, giving insufficient attention to their... Read More about Test-takers’ perspectives on a global test of English: questions of fairness, justice and validity.

PISA and self-projection in Shanghai (2019)
Book Chapter
Reyes, V., & TAN, C. (2019). PISA and self-projection in Shanghai. In Understanding PISA’s Attractiveness Critical Analyses in Comparative Policy Studies (161-176). Bloomsbury Academic

This chapter explores 'self-projection' by analysing the responses of Chinese education officials to Shanghai's success in the Programme for International Student Assessment (PISA). It is argued that the self-image projected is both positive and nega... Read More about PISA and self-projection in Shanghai.

Integrating ICT into teacher education programs from a TPACK perspective: Exploring perceptions of university lecturers (2017)
Journal Article
Reyes, V. C., Reading, C., Doyle, H., & Gregory, S. (2017). Integrating ICT into teacher education programs from a TPACK perspective: Exploring perceptions of university lecturers. Computers and Education, 115, 1-19. https://doi.org/10.1016/j.compedu.2017.07.009

Three distinct clusters were identified from a survey study of a sample of 127 unit coordinators from a regional Australian University. The clusters emerged after a survey that explored perceptions of pedagogical practices that incorporated the use o... Read More about Integrating ICT into teacher education programs from a TPACK perspective: Exploring perceptions of university lecturers.

e-Assessment for learning and performativity in higher education: A case for existential learning (2016)
Journal Article
Charteris, J., Quinn, F., Parkes, M., Fletcher, P., & Reyes, V. (2016). e-Assessment for learning and performativity in higher education: A case for existential learning. Australasian Journal of Educational Technology, 23(3), 112-122. https://doi.org/10.14742/ajet.2595

This paper provides a critical and contextualised exploration of assessment for learning (AfL) as an important area of scholarship in higher education, particularly in online learning environments. Although AfL can speak to a range of education disco... Read More about e-Assessment for learning and performativity in higher education: A case for existential learning.

School Stakeholders' Experience with Navigating ICT Policy Reforms in Singapore (2015)
Journal Article
Reyes Jr., V. C., & Kheng, C. C. S. (2015). School Stakeholders' Experience with Navigating ICT Policy Reforms in Singapore. International Journal of Information and Communication Technology Education, 11(4), 83-96. https://doi.org/10.4018/ijicte.2015100106

Using qualitative research inquiry methods, this inquiry attempts to explore how school stakeholders cope with incessant and seemingly endless transformations in schools. The central phenomenon to be studied focuses on how school stakeholders “make s... Read More about School Stakeholders' Experience with Navigating ICT Policy Reforms in Singapore.

e-Assessment for Learning in Higher Education: Is it a wolf in sheep's clothing? (2015)
Journal Article
Charteris, J., Quinn, F., Parkes, M., Fletcher, P., & Reyes, V. (2015). e-Assessment for Learning in Higher Education: Is it a wolf in sheep's clothing?. Journal of Learning Development in Higher Education, 9, 1-24

As an extensive body of research demonstrates, Assessment for Learning (AfL) practices can have a significant impact on student achievement in the schooling sector and over the last decade these practices have gained currency in higher education sett... Read More about e-Assessment for Learning in Higher Education: Is it a wolf in sheep's clothing?.

Mapping the Terrain of Education Reform: Global trends and local responses in the Philippines (2015)
Book
Reyes, Jr., V. C. (2017). Mapping the Terrain of Education Reform: Global trends and local responses in the Philippines. Routledge. https://doi.org/10.4324/9781315751306

This book envisions the formulation of critical perspectives on education reform using the Philippine experience, recognizing the need to address relevant issues and challenges particularly in an increasingly globalized twenty-first century setting.... Read More about Mapping the Terrain of Education Reform: Global trends and local responses in the Philippines.

A Critique of Knowledge-Based Economies: A Case Study of Singapore Education Stakeholders (2015)
Journal Article
Reyes, V. C., & Gopinathan, S. (2015). A Critique of Knowledge-Based Economies: A Case Study of Singapore Education Stakeholders. International Journal of Educational Reform, 24(2), 136-159. https://doi.org/10.1177/105678791502400205

This article critically examines the sense-making processes of key stakeholders of Singapore's education: a historically dominant city-state, highly-qualified teachers, and high-performing students. The article interrogates the Teaching Schools Learn... Read More about A Critique of Knowledge-Based Economies: A Case Study of Singapore Education Stakeholders.

How do school leaders navigate ICT educational reform? Policy learning narratives from a Singapore context (2014)
Journal Article
Chua Reyes, V. (2015). How do school leaders navigate ICT educational reform? Policy learning narratives from a Singapore context. International Journal of Leadership in Education, 18(3), 365-385. https://doi.org/10.1080/13603124.2014.982200

The purpose of this research inquiry focuses on how school leaders ‘make sense’ of educational reform in their local contexts. In order to do this, an exploratory qualitative case study of two schools that took part in policy reform initiatives direc... Read More about How do school leaders navigate ICT educational reform? Policy learning narratives from a Singapore context.