Student achievement and education system performance in a developing country     

Jeffery H. Marshall  Ung Chinna  Ung Ngo Hok  Souer Tinon  Meung Veasna  Put Nissay 《Educational Assessment, Evaluation and Accountability》2012,24(2):113-134

The global spread of national assessment testing activities, and the growing pressure to move beyond basic measures of participation in educational monitoring, means that student achievement measures are likely to become increasingly relevant indicators of systemic progress in the developing world. Using data from the CESSP project in Cambodia, this paper incorporates a standard decomposition framework to go beyond simple comparisons of average achievement levels over time in order to better understand the underlying dynamics of change. The results show that recent improvements in student achievement in Cambodia are attributable in part to changes in the composition of student cohorts, although there is some evidence of a tradeoff between increasing participation rates and average achievement. There is also some encouraging evidence that school quality is improving, especially in lower grades where the leveling off of participation is creating a policy window of opportunity. The framework can be easily applied to a growing body of assessment data in the developing world to aid both inter- and intra-national monitoring of education system progress.  相似文献   

A systematic review and Bayesian meta-analysis of the development of turn taking in adult–child vocal interactions     

Vivian Nguyen  Otto Versyp  Christopher Cox  Riccardo Fusaroli 《Child development》2022,93(4):1181-1200

Fluent conversation requires temporal organization between conversational exchanges. By performing a systematic review and Bayesian multi-level meta-analysis, we map the trajectory of infants’ turn-taking abilities over the course of early development (0 to 70 months). We synthesize the evidence from 26 studies (78 estimates from 429 unique infants, of which at least 152 are female) reporting response latencies in infant–adult dyadic interactions. The data were collected between 1975 and 2019, exclusively in North America and Europe. Infants took on average circa 1 s to respond, and the evidence of changes in response over time was inconclusive. Infants’ response latencies are related to those of their adult conversational partners: an increase of 1 s in adult response latency (e.g., 400 to 1400 ms) would be related to an increase of over 1 s in infant response latency (from 600 to 1857 ms). These results highlight the dynamic reciprocity involved in the temporal organization of turn-taking. Based on these results, we provide recommendations for future avenues of enquiry: studies should analyze how turn-by-turn exchanges develop on a longitudinal timescale, with rich assessment of infants’ linguistic and social development.  相似文献   

The rivalry of the French and American educational missions during the Vietnam War     

Thuy-Phuong Nguyen 《Paedagogica Historica: International Journal of the History of Education》2014,50(1-2):27-41

From 1955 to 1975, the French and the Americans were both active in the educational field in South Vietnam, but their objectives were different. The French were concerned with preserving their influence with the Vietnamese elites and relied on the Mission Culturelle – the heir of the colonial Direction of Education – and its prestigious high schools. The Americans wanted to improve the level of education of the population and strived to reform the Vietnamese administration in order to make South Vietnam a nation strong enough to bar the advance of communism. The main operator was USAID, which coordinated and funded the activities of expert teams, and particularly of academic missions. The French deeply resented the American intrusion into what they believed to be their historical area of cultural influence, and they perceived the United States as aggressive towards them. The Americans did not oppose the French cultural presence but they did try to eliminate those parts of the French legacy – particularly the teaching methods and the administrative structures – that they considered to be obsolete and an obstacle to their reforms. The battle between those two cultural traditions was waged by their Vietnamese supporters, with long-time Francophiles on one side and US-trained educators and administrators on the other. However, this competition was partly artificial, as the French and Americans actually needed each other. Their educational missions also had to deal with the circumstances of the war in Vietnam. In the early 1970s, the French resigned themselves to the dismantling of their educational network while American reform met with substantial resistance in South Vietnamese society, which resented the Americanisation of an educational system that mixed the Confucian and the French academic traditions, as symbolised by the enduring popularity of the Baccalaureate examination that still exists today in Vietnam.  相似文献   

Increasing Educational Attainment and Aspiration in an Underserved Community: The Perspective of Urban-Community Leaders     

Dawn Person  Yvonne Garcia  Eugene Fujimoto  Kayla Nguyen  Katherine Saunders  John Hoffman 《The Urban Review》2014,46(3):493-506

Latino students are significantly underrepresented in higher education. As the largest and fastest growing racial/ethnic population in the US, this is cause for national concern. Additionally, this rapid population growth is a call for community and school leaders from underserved communities to assess their service areas and focus on interventions to increase the college-going rates of youth. Maywood is a city located in Southeast Los Angeles. Like many other urban areas, Maywood’s largely Latino population is underrepresented in higher education. This research focused on interviewing Maywood’s community and school leaders (n = 24) to gain insight into their perceptions of their role and responsibility to address issues surrounding their community’s low levels of educational attainment. A key theme emerged revealing that leaders understand their community’s educational issues but do not see their role as leaders to directly address this issue to build a college-going culture. Implications for practice in strengthening community partnerships and developing a college-going culture are provided and a series of recommendations for the creation of a college-going culture are discussed.  相似文献   

Development of a scale to measure economic status of students in rural vietnam     

Nguyen Thi Kim Cuc  Patrick Griffin 《Asia Pacific Education Review》2007,8(2):205-215

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   

Using a Regression Discontinuity Design to Estimate the Impact of Placement Decisions in Developmental Math     

Tatiana Melguizo  Johannes M. Bos  Federick Ngo  Nicholas Mills  George Prather 《Research in higher education》2016,57(2):123-151

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Using Stakeholder Input to Guide Cultural and Contextual Adaptations for a Universal School-Based Intervention     

Duong  Mylien T.  Nguyen  Lillian  Gaias  Larissa  Benjamin  Katherine S.  Lee  Kristine  Buntain-Ricklefs  Joanne  Cook  Clayton R. 《The Urban Review》2020,52(5):853-879

The Urban Review - Strong student–teacher relationships foster students’ social, emotional, and academic development, particularly for students from marginalized racial/ethnic groups....  相似文献   

Building human resources management capacity for university research: The case at four leading Vietnamese universities     

T. L. Huong Nguyen 《Higher Education》2016,71(2):231-251

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Introducing a tool to gauge curriculum quality under Sustainable Development Goal 4: The case of primary schools in Vietnam     

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   

Citing Discourses: Making Sense of Homophobia and Heteronormativity at Dynamic High School     

Bic Ngo 《Equity & Excellence in Education》2013,46(2):115-124

In this article, I draw on poststructuralist work on "citationality" to elucidate an urban high school's student culture and intervention efforts with regard to LGBQ issues. I contend that the language, ideas and practices of LGBQ issues and awareness among students and staff "cite" or draw on broader (and often competing) discourses of normalcy, sexuality, and/or "good teaching." I discuss how the citational process makes it difficult to bring about change, as well as the possibilities for bringing about change. The significance of this article is the way it explicates the discourses used to articulate and describe LGBQ people, issues, and intervention efforts; and how these discourses may hinder efforts to create LGBQ support and awareness in schools.  相似文献