Beyond the school setting: language teachers and tensions of everyday life     

Chinh Duc Nguyen 《Teachers and Teaching》2017,23(7):766-780

As an emergent theme in educational research, examination of the lives and careers of teachers reveals a wide range of educational factors occurring in many different contexts. Despite the relationship between teaching and life outside school, research studies have been inclined towards the working aspects of teachers’ lives. Rather than following the predominant model in the research literature, this study focused on teachers’ lives in the broader sense exploring the life tensions faced by teachers of English language in Vietnamese primary schools. Drawing on narrative inquiry as a research approach, data were collected from interviews conducted with six participating teachers. The findings indicated that the participants, similar to the majority of Vietnamese teachers, were involved in struggles over living conditions. As a result of the low pay they received for their teaching jobs, they engaged in private tutoring to bolster their income to adequately support themselves and their family. As language teachers, the participants used the English language for access to other cultures but they lived under pressures caused by cultural differences. Along with depicting the lives of Vietnamese teachers, the study offers suggestions to education leaders and educational researchers on how the situation might be alleviated.  相似文献   

iPads in higher education—Hype and hope          下载免费PDF全文

Lemai Nguyen  Siew Mee Barton  Linh Thuy Nguyen 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(1):190-203

This paper systematically reviews current research on using iPads in the higher education sector. Since the release of iPads by Apple in 2010, this new technology has been quickly adopted everywhere, especially by the younger generation and professionals. We were motivated to find out how iPads have been adopted for use in the higher education sector. We searched for and collected all the peer‐reviewed publications in conference proceedings and scholarly journals in EBSCOhost, Scopus, Informit A+ Education, ProQuest Academic Research Library and Google Scholar, and conducted a content analysis of the full‐text papers collected. The results show that the reported studies are at an early exploratory stage from both the student and staff perspectives. From the student perspective, the iPad was found to enhance the learning experience but not necessarily lead to better learning outcomes. From the staff perspective, the iPad was found to offer benefits associated with electronic information dissemination, academic administration and professional development support. A finding common to both perspectives is that while the iPad has the potential to offer benefits to the academics and students who were found to be eager adopters of this technology, it is not clear how best to align and integrate it within the academic programmes and workflows, and how best to manage it as a resource within a university's organisational setting.  相似文献   

A cross-cultural study of possible iatrogenic effects of gifted education programs: tenth graders’ perceptions of academically high performing classmates     

Hyerim Oh  Margaret Sutherland  Niamh Stack  Maria del Mar Badia Martín  Sheyla Blumen  Quoc Anh-Thu Nguyen 《High Ability Studies》2015,26(1):152-166

Previous empirical studies have yielded inconclusive results about peer perceptions of academically high performing students. The purpose of this study was to investigate students’ perceptions of the intellectual ability, positive social qualities, and popularity of a hypothetical new high performing classmate. Participants were 1060 Vietnamese, South Korean, British, Australian, Peruvian, and Spanish boys and girls in 10th grade. The results revealed that the perceptions of academically high performing classmates differed by country group. Positive perceptions of intellectual ability and social qualities were commonly found in all countries except the two Asian countries (Vietnam and South Korea), where the students reported more neutral views of high performers. In conclusion, it is argued that there is no evidence for possible iatrogenic effects of gifted education programs aiming at high achievements  相似文献   

Agreement on Childhood Disability between Parents and Teachers in Vietnam     

Jin Y. Shin  Nguyen Viet Nhan  Kathleen Crittenden  S. Stavros Valenti  Hoang Thi Dieu Hong 《International Journal of Disability, Development & Education》2008,55(3):239-249

The purpose of the present study was to examine agreement on childhood disability among the teachers and parents of children with cognitive delays in Vietnam. The participants were 57 teachers in kindergarten programmes (for children 2 to 6 years of age), and 106 mothers and 93 fathers of the children attending these kindergarten programmes. The data were collected using the ABILITIES Index and a demographic information form. The results indicated that teachers rated the children’s level of functioning more severely, especially in the areas of intellectual disabilities and behaviour problems, than mothers and fathers. Logistic regression that examined the factors that predicted the agreement and disagreement among parents and teachers revealed that teachers and parents were more likely to agree when the child’s disability was genetically related or physical. Screening, diagnosis and treatment issues can become more challenging for children with intellectual disabilities who do not have such physical and genetic conditions, especially when the agreement between parents and professionals on the conditions of the children is low.  相似文献   

Learning analytics to uncover inequality in behavioural engagement and academic attainment in a distance learning setting     

Quan Nguyen  Bart Rienties  John T. E. Richardson 《Assessment & Evaluation in Higher Education》2020,45(4):594-606

Abstract

Although the attainment gap between black and minority ethnic (BME) students and white students has persisted for decades, the potential causes of these disparities are highly debated. The emergence of learning analytics allows researchers to understand how students engage in learning activities based on their digital traces in a naturalistic setting. This study investigates the attainment gap by analysing the differences in behavioural engagement between different ethnic groups. Using multilevel models of academic performance, demographics, and online traces of 149,672 students enrolled in 401 modules in a distance learning setting, we confirmed the existing attainment gap. After controlling for other demographics, module characteristics and engagement, BME students were between 19% and 79% less likely to complete, pass or achieve an excellent grade compared to white students. Given the same academic performance, BME students spent 4-12% more time on studying than white students. While the attainment gap remained persistent after controlling for academic engagement, our study further highlighted the inequality of attainment between BME and white students.  相似文献   

English-medium instruction and self-governance in higher education: the journey of a Vietnamese university through the institutional autonomy regime     

Huong Thu Nguyen  M. Obaidul Hamid  Karen Moni 《Higher Education》2016,72(5):669-683

  相似文献   

Evaluating the Benefits and Values of Textbooks: Perceptions of Vietnamese Business Students     

The Ninh Nguyen  Viet Thao Tran  Hien Anh Nguyen  Lan Phuong Bui  Phuong Linh Dang 《Publishing Research Quarterly》2018,34(3):378-384

This study aims to examine students’ perceived benefits and values of textbooks, with a specific focus on emerging markets. A paper-based survey was used to collect data from 459 Vietnamese students in three business disciplines including accounting, international business and marketing. The findings reveal that Vietnamese business students view textbooks as having greater short-term benefits than long-term ones. They also believe that textbooks have relatively low economic value. Interestingly, marketing students perceive that textbooks provide primarily benefits of improving class performance, while accounting students tend to view textbooks to have benefits of clearer understanding of relevant concepts. Implications for key stakeholders in the higher education book publishing industry are discussed and future research directions presented.  相似文献   

Causal Mediation Analysis With a Binary Outcome and Multiple Continuous or Ordinal Mediators: Simulations and Application to an Alcohol Intervention     

Trang Quynh Nguyen  Yenny Webb-Vargas  Ina M. Koning  Elizabeth A. Stuart 《Structural equation modeling》2016,23(3):368-383

We investigate a method to estimate the combined effect of multiple continuous/ordinal mediators on a binary outcome: (a) fit a structural equation model with probit link for the outcome and identity/probit link for continuous/ordinal mediators, (b) predict potential outcome probabilities, and (c) compute natural direct and indirect effects. Step 2 involves rescaling the latent continuous variable underlying the outcome to address residual mediator variance and covariance. We evaluate the estimation of risk-difference- and risk-ratio-based effects (RDs, RRs) using the maximum likelihood (ML), mean-and-variance-adjusted weighted least squares (WLSMV) and Bayes estimators in Mplus. Across most variations in path-coefficient and mediator-residual-correlation signs and strengths, and confounding situations investigated, the method performs well with all estimators, but favors ML/WLSMV for RDs with continuous mediators, and Bayes for RRs with ordinal mediators. Bayes outperforms ML/WLSMV regardless of mediator type when estimating RRs with small potential outcome probabilities and in two other special cases. An adolescent alcohol prevention study is used for illustration.  相似文献   

The accuracy and completeness of drug information in Google snippet blocks     

Cambrey Nguyen 《Journal of the Medical Library Association》2021,109(4):613

  相似文献   

Efficiency in learning: Evidence‐based guidelines to manage cognitive load     

Ruth Colvin Clark  Frank Nguyen  John Sweller  Melissa Baddeley 《Performance Improvement》2006,45(9):46-47

  相似文献