Faculty and Staff


Denise Edith De Souza

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Office:           HSS-02-23

Telephone:   6592 2576

E-mail:           d.de.souza@ntu.edu.sg 




Dr. Denise De Souza completed her doctoral degree at NIE, NTU and is a trained teacher with a Master of Education (EL) and a Postgraduate Diploma in Education (EL).  She also has an Honours degree in Psychology.  Denise has taught part-time at NUS-CELC and NIE, NTU facilitating academic writing and communication skills courses. 

For her doctoral research, she explored the use of critical realism in Program Evaluation (Education).  Denise has worked on research projects conducted by Yale-NUS College, SIM University and the Learning Sciences Lab (LSL, NIE).  To date, she has peer-reviewed manuscripts for Evaluation: The International Journal of Theory, Research and Practice, Asian Journal of Social Psychology and Pedagogies: An International Journal.  Her current research interests include programme evaluation in education, language pedagogy and technology use in education.​

Selected publications ​

De Souza, D.E. (2015).  Critical realism and Realist review: Analyzing complexity in educational restructuring and the limits of generalizing program theories across borders. American Journal of Evaluation. doi:10.1177/1098214015605175

De Souza, D.E. (2014).  Culture, context and society - The underexplored potential of Critical Realism as a philosophical framework for theory and practice.  Asian Journal of Social Psychology, 17(2), 141-151. doi:10.1111/ajsp.12052

De Souza, D.E. (2013).  Elaborating the Context-Mechanism-Outcome configuration (CMOc) in Realist Evaluation: A Critical Realist perspective.  Evaluation: International Journal of Theory, Research and Practice, 19(2), 141-154. doi:10.1177/1356389013485194

De Souza, D.E. & Towndrow, P.A. (2011).  The generative use of ICT in the Language Arts: Strategies in learning task design and implementation.  In C. Ho, K.T. Anderson & A. Leong (Eds.) Transforming Literacies and Language: Innovative Technologies, Integrated Experiences (pp. 23-50). London: Continuum.​