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National Institute of Education

Top Articles

In partnership with the National Institute of Education Singapore (NIE), Routledge Education are offering you free access to the specially selected articles from these three NIE journals: 

  • Asia Pacific Journal of Education
  • Pedagogies: an International Journal
  • Learning: Research and Practice

The National Institute of Education Singapore (NIE) is the only teacher education institute for teachers in Singapore. NIE offers all levels of teacher education, ranging from initial teacher preparation, to graduate and in-service programmes, and courses for serving teachers, department heads, vice-principals and principals.

Please enjoy free access to these articles until the end of December 2019.

*Free access is only available via this page.

Asia Pacific Journal of Education

Free access to these Top Articles from Asia Pacific Journal of Education.

Asia Pacific Journal of Education focuses on education policy and governance, curriculum and pedagogy, and the everyday lives and practices of school leaders/management, educators and students with relevance to Asia and the Pacific region. 

Pedagogies: An International Journal

Free access to these Top Articles from Pedagogies: an International Journal.

Pedagogies: An International Journal  provides a forum for discussions on how educators might improve teaching and learning in formal and informal settings. It brings together emergent and groundbreaking work on pedagogy in response to transforming communities and student bodies, new knowledge and forms of communication. Articles range from analyses, discussions, debates, reviews and studies of the most tenacious and perennial educational issues such as teaching to diversity, innovative engagements with new technologies, new repertoires of teacher practice, and preparation of students for emergent forms of civic, workplace, and community life.

Learning: Research and Practice

Free access to these Top Articles from Learning: Research and Practice.

Learning: Research and Practice aims to be the journal of choice for empirically supported learning theorisations that challenge the existing view. The intent is to support distinct and progressive research that responds to the problems of current educational practices and traditional views of learning. It seeks to publish articles that introduce innovative perspectives in due recognition of the intellectual history of the field, and grounded in empirically supported investigations of learning processes and outcomes. 

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