Author Archive

The primary aim of this research project is to analyse the trend of how the performance of students in their Mathematics’ exams have changed over the years 2017 till now. This research aims to explore how the Covid-19 pandemic has impacted the learning outcomes of students by measuring their performance in Mathematics’ exams before and after the advent of the coronavirus.
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In the wake of the unprecedented educational disruptions caused by the COVID-19 pandemic, Beaconhouse launched an in-depth exploration of the shifts in teaching, learning, and school management across its network. The ‘We’ve Got This!’ report series encapsulates a broad spectrum of responses, adaptations, and insights gathered from teachers, parents, and school heads.
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With the changing teaching and learning environment because of the Covid-19 pandemic, this study explores the benefits of incorporating SRL to develop and evaluate middle schools in Mathematics. The study uses qualitative methods to investigate whether the school had a robust environment to incorporate SRL.
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As part of its ongoing commitment to enhancing educational leadership and decision-making autonomy, Beaconhouse initiated an organisational realignment in 2019, positioning schools as the central units within its framework. The ‘Schools at the Centre’ report series critically examines the outcomes of this strategic shift through the lens of school heads across the network.
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This research examines the relationship between teacher feedback practices and student perceptions of feedback, and their academic self-efficacy using a mixed methods approach.
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Amidst evolving educational landscapes, the Beaconhouse School System (BSS) has conducted a detailed investigation into student retention rates across critical transition points within its network. The following student retention report series unveils nuanced insights into the patterns of student enrolment and retention, serving as a cornerstone for strategic educational planning and implementation.
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Using data gathered from a series of observations made at selected Beaconhouse schools, this report details a framework for effective questioning which can be used by teachers as a tool to improve their questioning techniques.
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