Curriculum Vitae

   

Dr Mark Gan
Associate Director
Centre for Development of Teaching and  Learning  
National University of Singapore

Mark Gan is an Associate Director at CDTL. Mark obtained his PhD in Education at The University of Auckland and has worked at the university’s Faculty of Education as a Research Fellow in the School of Learning, Development and Professional Practice. He was also a member of the quantitative research team on the Starpath Project for Tertiary Participation and Success. Prior to completing his PhD, he has taught secondary Chemistry in Singapore for eight years. Mark’s research interests include assessment, using data to support learning and peer feedback studies.

 

EDUCATIONAL QUALIFICATIONS

1996

Bachelor of Science with Merit, National University of Singapore

1999

Postgraduate Diploma in Education (Secondary) with Credit, National Institute of Education (Nanyang Technological University), Singapore 

2000

Master of Business Administration (Distance learning), University of Surrey, United Kingdom

2006

Diploma in Departmental Management (Educational Administration) National Institute of Education, Singapore

2007

Master of Education (by coursework), Nanyang Technological University, Singapore

2011

Doctor of Philosophy (Education), University of Auckland, New Zealand

 

APPOINTMENTS

1999 to 2003

Secondary Science Teacher and Chemistry Coordinator (Anglo-Chinese School, Barker Road)

2004 to 2005

Head of Information Technology Department (Hougang Secondary School)

2006 to 2007

Head of Science Department (Hougang Secondary School)

2011 to 2014 

Research Fellow, Faculty of Education, University of Auckland

2014 to 2015

Senior curriculum education officer, Ministry of Education (Singapore)

2015 to 2018

Senior Education Specialist, CDTL, National University of Singapore

2019 to

Associate Director, CDTL, National University of Singapore

 

SIGNIFICANT DISTINCTIONS / AWARDS

2010

Awarded funding by Dean of Education (UoA) to attend FINE and American Educational Research Association (AERA) annual meeting in Denver, Colorado.

2013

Awarded school conference grant to present at American Educational Research Association (AERA) annual meeting in San Francisco, California.

2016

Visiting Scholar to Tylor Institute for Teaching and Learning, University of Calgary, Canada

 

PROFESSIONAL SOCIETIES / SERVICE / OTHER ACTIVITIES

Professional Memberships

2010 to 2014

American Educational Research Association (AERA)

European Association for Research in Learning and Instruction (EARLI)

2011 to 2014

New Zealand Association for Research Education (NZARE)

2017

International Society for the Scholarship of Teaching & Learning (ISSOTL)

 

Ad-hoc Reviewer

2012 to 2014

Reviewer, Assessment Matters Journal

 

Reviewer, British Journal of Educational Psychology

2013 to 2014

Reviewer, Teaching and Teacher Education Journal

 

Reviewer, Educational Research 

 

Reviewer, set: Research Information for Teachers

 

Reviewer, AERA conference proposals

2014 to 2015

Reviewer, Learning and Instruction Journal

 

Reviewer, South African Journal of Education

 

Reviewer, Contemporary Educational Psychology

2016 to 2018

Reviewer, Asian Journal of Scholarship of Teaching and Learning

 

Reviewer, International Journal for Academic Development 

 

Invited Editorial work

2017

Associate editor of Frontiers in Education: Assessment, Testing and Applied Measurement

2019

Guest editor of Special Issue: International Journal for Academic Development

 

TEACHING

Undergraduate teaching (University of Auckland, Faculty of Education)

2011

EDUC117  

Teaching and Learning: An Educational Psychological Perspective (20% lectures)

 

EDUC223 

Educational Psychology (50% lectures)

2012

EDUC 121G 

How People Learn (50% lectures)

 

EDUC 224/225

Assessment and Evaluation in Education; Curriculum, Assessment & Evaluation (20% lectures)

2013

EDUC 117 

Teaching and Learning: An Educational Psychological Perspective (30% lectures)

 

Research supervision

Bing Mei, Eric 

Doctor of Philosophy thesis, Towards an Understanding of Chinese Pre-service EFL Teachers’ intention to use CALL 2.0 (Completed 2017) (2nd supervisor, 1st supervisor Associate Professor Gavin Brown)

 

PUBLICATIONS & CONFERENCES

Research Publications

Geertsema, J., Chng, H.H., Gan, M., & Soong, A. (2018). Teaching excellence and the rise of education-focused employment tracks. In C. Broughan, G. Steventon, G. & L. Clouder (Eds.) Global Perspectives on Teaching Excellence: A new era for higher education. Abingdon: Routledge.

LAM, S.H., Mok, C.H., & Gan, M. (2018). Enhancing undergraduates' confidence in research and communication through integrated course design. Asian Journal of the Scholarship of Teaching and Learning, 8(1), 48-81.

Hattie, J., Gan, M, & Brooks, C. (2017). Instruction Based on Feedback. In R.E. Mayer & P.A. Alexander (Eds.), Handbook of Research on Learning and Instruction (2nd ed.). New York: Routledge.

Seng, M.G.J. & Shih, C.Y. (2017). A study on peer feedback training on nursing students’ formulation of task, process and self-regulation feedback during skills laboratory sessions. In R.G. Walker & S.B. Bedford (Eds.), Research and Development in Higher Education: Curriculum Transformation, 40 (pp 334-343). Sydney, Australia, 27–30 June 2017.

Gan, M. & Geertsema, J. (2017). Sharing practices, but what is the story? Exploring award-winning teachers’ conceptions of teaching. Higher Education Research & Development. http://dx.doi.org/10.1080/07294360.2017.1373331

Hattie, J.A., & Gan, M. (2016). Instruction based on Feedback. In R.E. Mayer & P. Alexander (Eds). Handbook of Research on Learning and Instruction. (2nd ed). New York: Routledge.

Gan, M. & Hill, M. (2014). Using a dialogical approach to Examine Peer Feedback during Chemistry Investigative Task Discussion. Research in Science Education, 5(44), 727-749. doi:10.1007/s11165-014-9403-4

Gan, M. & Hattie, J. (2014). Prompting secondary students’ use of criteria, feedback specificity and feedback levels during an investigative task. Instructional Science, 6(42), 861-878.

McKinley, E. & Gan, M. (2014). Culturally Responsive Science Education for Indigenous and Ethnic Minority Students. In , S.K. Abell & , N.G. Lederman (Eds.), Volume 2 Handbook of Research in Science Education. London: Routledge.

Gan, M. (2014). Diagnostic Feedback in Informal Educational Settings. In J. M. Spector (Ed.), Encyclopedia of Educational Technology. Thousand Oaks, CA: Sage.

Gan, M. & McNaughton, S. (2013). Country report on the national assessment systems in Singapore and New Zealand. Report to the Welsh Government.

Buntting, C., Jones, A., McKinley, L., & Gan, M. (2013). STEM initiatives and issues in New Zealand. Report to the Australian Council of Learned Academies (ACOLA). Hamilton, NZ: University of Waikato.

Irving, S.E. & Gan, M. (2012). Data systems in secondary schools: The state of play. Computers in New Zealand School, 24(2), 108-136.

Gan, M. (2011). The Effects of Prompts and Explicit Coaching on Peer Feedback Quality. Unpublished thesis.

Hattie, J.A., & Gan, M. (2011). Instruction based on Feedback. In Mayer, R & Alexander, P. (Eds). Handbook of Research on Learning and Instruction. New York: Routledge.

Hill, M. & Gan, J.S. (2008).  The barriers/enablers of effective assessment professional development and practices in New Zealand secondary schools.  Paper commissioned by the Ministry of Education for the National Assessment Review.
Gan, J.S. (2007). Enhancing students’ Conceptual Understanding of Chemistry through SOLO Taxonomy, In Kelvin Tan (Ed.), Alternative Assessment in Schools - A qualitative approach. Singapore: Pearson Publications.

Gan, J.S. (2007). Alternative Assessment - Development and Application of a Two-Tier Diagnostic Test to probe Chemistry Students’ misconceptions in Acid Base reactions. North Zone Research Publication (Ministry of Education).

Tan, K.S., Goh, N.K., Chia, L.S. and Gan, J.S. (2001). Reflective learning as a preparatory skill for PBL. In P. Little and P. Kandlbinder (eds), The Power of Problem Based Learning, New South Wales, Australia: PROBLARC, University of Newcastle.

 

Conference presentations

Gan, M. & Geertsema, J. (2018). Graduate Teaching Assistants’ (GTAs) use of Collaborative Learning Scripts in lesson planning and micro-teaching. Paper presented at the International Consortium for Educational Development (ICED) conference, Atlanta, US.

Gan, M. & Liew, S.D. (2017). Understanding academics’ conceptions about teaching practice: The role of professional learning conversations. Paper presented at the 2nd European Conference for the Scholarship of Teaching and Learning, Lund, Sweden.

Gan, M. & Chan, Y.S. (2017). A study on peer feedback training on nursing students’ formulation of task, process and self-regulation feedback during skills laboratory sessions. Paper presented at HERDSA, Sydney, Australia.

Gan, M. & Geertsema, J. (2016). Sharing practices, but what is the story? Exploring award-winning teachers’ conceptions of teaching and learning. Paper presented at the International Society for the Scholarship of Teaching & Learning ISSOTL conference, Los Angeles, US.

Irving, E., Gan, M., Santamaria, A., & Thorogood, L. (2013). Data Use in Secondary Schools: Results of a teacher survey. Paper presented at the ‘Social Psychology of the Classroom’ Conference, Auckland, NZ.

Gan, M. &  Irving, S.E.(2013). Factors influencing junior secondary students’ mathematics achievement – Do attitude towards reading, cognitive processing at surface/deep levels and reading ability matter? Paper to be presented at 2013 Joint SELF Biennial International Conference and Educational Research Association of Singapore (ERAS) Conference, Singapore.

Gan, M., Irving, S.E., & Webber, M. (2013). Exploring an Alternative Approach to Ethnicity Measure on the Mathematics and Science Achievement of Maori and Pasifika Secondary Students. Paper presented at American Educational Research Association AERA conference, San Francisco, US.

Gan, M. (2011). Peer feedback in chemistry: Supporting cognitive and meta-cognitive engagement during investigations. Paper presented at a symposium at EARLI, Exeter, UK.

Gan, M. (2010). The Effects of Explicit Coaching on Peer feedback quality in Chemistry investigation. Oral presentation at the 3rd Educational Psychology Conference in Christchurch.

Gan, M. (2009). The Effects of prompts on secondary students’ peer feedback during Chemistry investigation. Poster presentation at the 2nd Educational Psychology Conference in Wellington.