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Family economic status is generally considered to be an important factor associated with students’ educational outcomes. However,
to evaluate the strength of this contention, it is important to first have appropriate measures of family economic status.
Measuring the economic status of Vietnamese people has been particularly difficult as the respondents have not been able to
report accurately on their income. This has been compounded in rural populations, because of the relative economic homogeneity
of communities. This study constructed, calibrated and validated a set of items to form a measure of economic status of students’
families in rural Vietnam. 相似文献
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Developing Food Science Core Competencies in Vietnam: The Role of Experience and Problem Solving in an Industry‐Based Undergraduate Research Course 
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下载免费PDF全文 Karen LeGrand Lina Yamashita Cary J. Trexler Thi Lam An Vu Glenn M. Young 《Journal of Food Science Education》2017,16(4):118-130
Although many educators now recognize the value of problem‐based learning and experiential learning, undergraduate‐level food science courses that reflect these pedagogical approaches are still relatively novel, especially in East and Southeast Asia. Leveraging existing partnerships with farmers in Vietnam, a food science course for students at Nong Lam Univ. was designed and taught. The aim was to give students the opportunity to work in small groups and conduct evidence‐based research with farmers, apply food science principles, and develop Success Skills, including the ability to think critically and communicate clearly. Drawing on the experience of 2 student groups, this exploratory study describes what students learned from the process of conducting research. In one group, students learned to work through and resolve the challenge of initial disagreement and misunderstanding with farmers and ultimately carried out a project that aligned with the students’ research interests and farmers’ needs. Another group of students learned to consider the financial limitations of farmers when attempting to develop solutions for problems and ultimately worked with farmers to address a different problem that was less financially taxing. It is important to note the challenges of planning and teaching a course in which instructors are not able to predict exactly what students will learn or experience. This is largely dependent on each student's prior knowledge, experiences, and interests; yet this study demonstrates the transformative potential of teaching a research‐based food science course that gives students authentic opportunities to identify and address real‐world challenges. 相似文献
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Hoang Anh-Duc Pham Hiep-Hung Nguyen Yen-Chi Nguyen Le-Kim-Ngan Vuong Quan-Hoang Dam Minh Q. Tran Trung Nguyen Tien-Trung 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2020,66(4):457-485
International Review of Education - The purposes of the study presented in this article were twofold. One was to respond to the question: what makes a quality curriculum? within the framework of... 相似文献
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Do Thi Ngoc Quyen 《Higher Education》2009,57(6):757-767
The number of contact hours, one of the important institutional context factors, was examined and compared between Dutch and
Vietnamese higher education at institute and student levels in Psychology and Business and/or Economics specializations. The
quantity of contact hours per credit point given by institutions was investigated in a number of Dutch and Vietnamese universities.
Additionally, 104 students in Groningen, the Netherlands, and 140 students in Hanoi and Ho Chi Minh City, Vietnam, participated
in the survey with a self-reported and self-assessed questionnaire on their study time allocation. Beside contact hours, other
learning process related factors such as study activities, motivation, quality of instruction, and generic skills were examined
to provide a better insight into these two systems. Results showed that Vietnamese students had significantly higher number
of contact hours than Dutch students while their generic skills, motivation and time spent on independent study were a lot
lower. 相似文献
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Loc Tuan Le Lobel Trong Thuy Tran Ly Minh Thi Pham Doan Thuc Dinh Tran 《The Journal of High Technology Management Research》2018,29(2):151-160
Given the growing importance of online social media platforms (OSM) in brand management, the authors attempt to extend the relationship between e-brand equity and repurchase intention with two mediator variables, namely visual appeal and e-preference in which willingness to pay a price premium (WPPP) serves as a moderator. Drawing on the perspective of digitalized engagement (PDE), the authors confirm the mediating effects on the e-brand equity-repurchase intention link while evidencing both positive and negative effects of WPPP on the linkage of e-brand equity and mediators. Contributions to theory, practice, and future studies are also provided. 相似文献
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Trang Thi Thuy Nguyen M. Obaidul Hamid 《Journal of Language, Identity & Education》2017,16(3):142-156
This article examines the impact of subtractive schooling, including language use in education, on the identity of a group of ethnic minority students in Central Highlands of Vietnam. Drawing on semistructured interview data, a deeper look is taken into the ways in which these students identify themselves with their languages, cultures, and social relations. Findings reveal that the subtractive power of the school language and the institutional milieu profoundly influenced their identity construction by creating the conditions for (a) the devaluation of their language and cultural identity as a consequence of the invasion of their sociocultural territory by the dominant language and culture and (b) the segregation and disunity that affected their identity construction through social relations. Although subtractive schooling apparently facilitated students’ integration into the mainstream, its invisible power forced them not only to integrate but also to bear the full burden of constructing new identities to adjust to the school environment and the mainstream society. 相似文献
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Eisuke Saito Matthew Atencio Thi Diem Hang Khong Naomi Takasawa Masatsugu Murase Atsushi Tsukui 《Cambridge Journal of Education》2018,48(1):65-86
Neo-liberal educational policies that are being implemented globally work to foster competition among schools and teachers, as well as among children. In this situation, teachers must often come to accept the dominant representations of curricular policy developed by higher authorities. In this study, a case study design is used to describe how one school in Vietnam shifted away from this state of ‘colonisation’ by reforming the school under the framework of lesson study for learning community (LSLC). This paper subsequently argues that there is a need for school-level policies that democratise school culture and practices, resisting the negative impacts of colonising policies. 相似文献
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The commercialisation of education and the massive recruitment of international students across different vocational education and training (VET) systems including the US, UK, Canada and Australia have led to significant changes in the VET teaching and learning landscape. This situation compels the VET sector to design and develop new professional development programs to support the immediate and changing needs of teachers working with the diverse international student cohort. However, to date, teacher professional development in response to the growing population of international students has not been an explicit focus of empirical study and theoretical conceptualisation in VET research. This study responds to this paucity. It draws on a broader three-year research project funded by the Australian Research Council (2014–2017) that involves fieldwork, participation in and observation of staff professional development activities and interviews with 102 VET staff in Australia. It uses positioning theory as a conceptual framework to examine how VET teachers position themselves and their professional development needs in response to international students. The results call for a critical need to re-examine the focus of the current professional development programs offered for VET teachers. The current context requires teacher professional development in international VET to focus on developing teachers’ capabilities to re-examine their pedagogical beliefs and practices and to understand international students’ various needs and cultural backgrounds. The study also stresses the importance of ongoing professional learning to equip teachers with the skills and knowledge to appropriate their pedagogical practices in response to the critical need to prepare all students for the intercultural labour market and to use students’ diversity as a resource for teaching and learning. 相似文献