ABSTRACT
The relation of research and policy in education often has to take into account some hidden agendas. The strategy adopted for research in Singapore is characterized as ‘policy-oriented pragmatism’, as compared with the other predominant strategy which has been labelled as ‘enlightened opportunism’.
The Goh Report (Goh et al, 1979), which led to a major overall reform of the educational system, highlighted the shortcomings of earlier projects, and pointed out the limitations of existing arrangements for research and development projects. Trends in research at the Singapore Institute of Education are discussed, such as the move towards longer-term team research and the undertaking of commissioned studies, especially in curriculum evaluation and case studies.
Efforts to involve teachers systematically in research aimed at improving practice include publishing more interesting and readable abstracts for teachers and developing research aptitudes and attitudes through teacher education, at pre-service, induction, in-service as well as post-graduate stages. The case for promoting research wisdom, as distinct from research information or knowledge, is finally proposed.
