Participatory agricultural research and decentralisation in Vietnam     

Meike Geppert  Nguyen The Dang  Gertrud Buchenrieder 《The Journal of Agricultural Education and Extension》2013,19(4):171-180

Abstract

Based on a conceptual framework, that describes the relationship between the effectiveness of up-scaling participation and implementing decentralisation, the objective of this paper is to analyse the effectiveness of decentralisation measures in the Agricultural Technology System (ATS) of Vietnam. It discusses whether the decentralisation efforts so far have enabled the rural population to express their options and take joint decisions in the sense of participation. The paper uses primary and secondary data, collected between November 2000 and June 2001. The paper first discusses the theoretical literature on up-scaling participation and decentralisation. Emphasis is given to highlight the links between the concepts of good governance in decentralisation and its effects on people's participation in the decision making process. Thereafter, the Vietnamese decentralisation measures are reviewed and it is assessed to which extent the agricultural sector and its relevant state agencies have benefited from these efforts. The experiences from the decentralisation activities is summarised. Whether decentralisation opened space for the rural people to express their opinions and to ensure that their preferences are incorporated in the ATS is specially considered. The paper closes with recommendations.  相似文献   

Efficacy of the Incredible Years group parent program with families in Head Start who self-reported a history of child maltreatment     

Michael S. Hurlburt  Katherine Nguyen  Jamila Reid  Carolyn Webster-Stratton  Jinjin Zhang 《Child abuse & neglect》2013

Objective

A prevention form of the Incredible Years (IY) parenting program was offered to parents who had children enrolled in Head Start, regardless of whether they reported having a history of child maltreatment. This study compared whether parenting practices and child behavioral outcomes differed in families who self reported a history of child maltreatment relative to families who did not.

Methods

A site-randomized controlled trial of the IY parenting program was conducted in 64 classrooms in seven Head Start centers in Seattle, Washington. Families of 481 children took part in the study, with 335 in the IY condition and 146 in the control condition. Parenting practices and child behavior were measured by blinded raters through in-home observations and self-report questionnaires prior to the start of the IY program, in the spring after the IY program had concluded, and 12–18 months after study enrollment when children were in kindergarten. Analyses examine the impact of the IY program on parenting practices and children's behavior, exploring whether the program had differential impacts for parents with and without a self-reported history of child maltreatment.

Results

The IY program resulted in improvements along many parenting dimensions and on characteristics of observed child behavior. Program impacts were similar for parents who did and did not report a history of child maltreatment. However, parents with a reported history of prior maltreatment had greater initial room for improvement in areas such as harsh/critical parenting, nurturing/supportive parenting, and discipline competence than parents without such a history.

Conclusions

The IY parenting program has positive impacts for parents who self-reported a history of child maltreatment. While similar benefits were observed for both groups of parents in this study, results support delivering evidence-based parenting programs of longer duration and higher intensity than often used by agencies serving parents in contact with child welfare.

Practice

Agencies serving parents referred for child maltreatment should carefully examine the characteristics of the parenting programs they deliver. Use of a parenting program that has a sound base of empirical support, such as IY, and sufficient intensity and duration, is likely to make substantial changes in parents’ child-rearing practices.  相似文献   

The Proliferation of Piracy in the Publishing Supply Chains of Emerging Countries: A Study in Vietnam     

The Ninh Nguyen  Tien Dung Nguyen  Hoang Giang Nguyen  Thuy Bich Dinh 《Publishing Research Quarterly》2017,33(4):477-482

Book piracy is a significant problem throughout the world and particularly in emerging countries. Such a phenomenon is costly to all participants in the publishing supply chain. This paper aims to investigate factors that influence Vietnamese students’ purchases of photocopied textbooks. The findings reveal that students’ purchases are motivated by their perceived value, subjective norms representing social influence and the lack of regulation enforcement. Using these findings, this paper suggests interventions for policymakers, publishers, distributors and universities to limit the purchase of pirated textbooks as well as to improve the value of original textbooks.  相似文献   

Vietnam: Challenges and Opportunities for Publishers     

Nguyen Manh Hung 《Publishing Research Quarterly》2016,32(3):266-271

Little is known about the publishing industry and the cultural complexities of Vietnam and, therefore, this article provides a summary of the essential information and related data on the demographics of the country. The development of the publishing industry is traced from 1945 before the unification of North and South Vietnam in 1975 to the present status. The role of the book publishing industry is examined in relation to television and radio media. A review of the reading culture is presented to understand the current status and potential for printed books as well as E-books in Vietnam.  相似文献   

From school militarization to school securitization: national security finds its place in schools     

Nicole Nguyen 《Critical Studies in Education》2017,58(1):52-68

This ethnography explores daily life at Milton High School, a US public school with its own specialized Homeland Security program. From ‘military grunts’ serving in distant theaters of war to Transportation Security Administration (TSA) agents defending the US borderlands to National Security Administration (NSA) technicians monitoring worldwide cyber communications, Milton’s Homeland Security program trained students for the multiple permutations of the global war on terror. Based on my ethnographic fieldwork conducted at Milton, this article offers an analysis of what I call ‘school securitization’. While growing critical education scholarship importantly investigates the intensification of militarized education evident in the rise of military charter schools and harsh disciplinary regimes, this ethnography documents how other actors like major defense contractors, security companies, and federal agencies contributed to the school’s remaking. Broadening the analytical framework of school militarization to school securitization accounts for the range of actors, institutions, epistemologies, and security-oriented beliefs beyond the military that shape public education for the production of violence.  相似文献   

Whose knowledge counts in international student assessments: examining the AHELO epistemic community of economics experts     

Nguyen  David J. 《Tertiary Education and Management》2016,22(2):121-133

International student assessments have become the ‘lifeblood’ of the accountability movement in educational policy contexts. Drawing upon Stuart Hall’s concept of representation, I critically examined who comprises epistemic communities responsible for developing the Organization for Economic Co-operation and Development’s Assessment of Higher Education Learning Outcomes economics strand. Through my analysis, I identify homogeneity among test-makers, missing voices, and western concepts as represented ideas that become fixed and circulated through policy channels. In an era of accountability and comparison, comparative international student assessments are becoming increasingly normative in educational settings. As scholars, policymakers, and educators use these test results, we must critically examine who is responsible for producing these tests.  相似文献   

Using the instructional core to implement a professional learning programme for primary science teachers in Australia: teacher learning and student skill outcomes     

Tony Loughland  Hoa Thi Mai Nguyen 《Teacher Development》2016,20(4):498-520

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Teaching aquatic science as inquiry through professional development: Teacher characteristics and student outcomes          下载免费PDF全文

Kanesa Duncan Seraphin  George M. Harrison  Joanna Philippoff  Paul R. Brandon  Thanh Truc T. Nguyen  Brian E. Lawton  Lisa M. Vallin 《科学教学研究杂志》2017,54(9):1219-1245

We present an inquiry‐based, aquatic science professional development (PD) for upper‐elementary, middle, and high school teachers and examine changes in student outcomes in light of participating teachers’ characteristics and the grade band of the students. Our study lends support to the assertion that inquiry‐ and content‐focused PD, paired with classroom implementation, can effectively improve student learning. Our findings indicate that students improved in their nature of science (NOS) and aquatic science content knowledge and that these changes depended in some ways on the participating teachers’ characteristics and adherence to the program. The students’ improvements were amplified when their teachers adhered more closely to the PD activities during their classroom implementation. The teachers’ previous science PD experience and pre‐PD understanding of inquiry‐based teaching also explained some of the variability in student growth. In both NOS and content, students of teachers with less prior science‐PD experience benefited more. Grade band also explained variation in student outcomes through interactions with teacher‐characteristic variables. In high school, students of teachers with lower pre‐PD inquiry knowledge appeared to learn more about NOS. Our results suggest that inquiry and content training through PD may minimize disparities in teaching due to inexperience and lack of expertise. Our study also demonstrates the value of PD that teaches a flexible approach to inquiry and focuses on underrepresented, interdisciplinary content areas, like aquatic science. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 54:1219–1245, 2017  相似文献   

Effects of self-questioning on EFL students’ engagement in literary reading / Los efectos del autocuestionamiento en la lectura comprometida de textos literarios de estudiantes de inglés como lengua extranjera     

Phuong Nam T. Nguyen  Gert Rijlaarsdam  Wilfried Admiraal 《Cultura y Educación》2016,28(4):702-737

This study examines the effects of self-questioning on EFL students’ literary reading engagement. Two interventions were tested: (1) students generating questions while reading short stories, and then exploring their questions in small-groups; and (2) students generating questions while reading, and then reflecting through a free writing activity. Participants were 59 Vietnamese undergraduate students enrolled in an English as a foreign language course. A pre-test post-test control group design with switching replications was used, with a control condition in which the teacher (instead of the students) posed the questions. Students’ reading engagement was measured by a written response to a short story and a questionnaire. Results showed that both self-questioning interventions positively influenced students’ reading engagement compared to the control condition. A maintenance of effects was also observed. We conclude that self-questioning combined with group discussions or free writing promotes students’ reading engagement.  相似文献   

Preparing Vietnamese student teachers for teaching with a student-centered approach     

Thuy Nguyen Thanh  Rijkje Dekker  Martin J. Goedhart 《Journal of Mathematics Teacher Education》2008,11(1):61-81

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