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31.
Ai Tam Pham Le 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2018,64(5):607-631
Community learning centres (CLCs) have been widely established in the Asia-Pacific region as locally managed institutions that offer non-formal educational opportunities and community development activities. Myanmar officially has more than 3,000 centres, which is one of the highest numbers in the region. This article examines the operation of CLCs and their contributions to personal and community development in Padaung, Myanmar. The author’s research is based on six weeks of fieldwork in Myanmar for data collection including semi-structured interviews, focus group discussions and informal conversations. Her findings suggest that CLCs can contribute to the improvement of both individuals’ quality of life and communities’ social capital, which facilitates mutually beneficial collective action. The findings also support the conclusion that CLCs can provide additional educational opportunities beyond the formal system, especially for adults and members of rural communities, e.g. farmers. However, due to constraints in terms of budget, implementing capacity and socio-economic factors, the outreach of CLC activities is still somewhat limited and has yet to reach its full potential. 相似文献
32.
Khang Do Ba Khai Do Ba Quoc Dung Lam Dao Thanh Binh An Le Phuong Lien Nguyen Phuong Quynh Nguyen 《高等教育研究与发展》2017,36(5):934-946
This paper assesses and compares the prevalence of plagiarism across different student and assignment characteristics at a university in Vietnam, using the similarity index reported by the text-matching software Turnitin as a proxy measure of plagiarism on a sample of 681 student papers. The findings present a level of match higher than reported in earlier studies at universities outside of Vietnam, with an average similarity index of 29.06%. Controlling for the gender and major of the students, the extent of plagiarism is implied to be negatively correlated with the students’ academic performances and with the likelihood of being caught, and positively correlated with the length of the assignments. Thus, this study, relying on actual text-matching data rather than self-reported surveys, provides the first empirical test of two theoretical plagiarism models proposed in the literature. The explanatory factors confirmed by this study illustrate the potential benefits of the use of software tools to detect plagiarism and can help refine academic integrity policy formulations for universities. 相似文献
33.
C. S. Khachikian D. W. Guillaume T. K. Pham 《European Journal of Engineering Education》2011,36(6):595-605
Students were surveyed and asked to self-evaluate their performance and time-on-task in six engineering courses (eight sections). Surveys were conducted four times over the course of a 10-week quarter. Students with the highest grade point averages (GPAs) (2.88 mean; 4.00 mode) indicated ‘no change’ while students with lower GPAs (2.67 mean; 1.83 mode) indicated a ‘negative change’ in grade expectations by the end of the quarter, indicating that better performing students are better self-evaluators. Students reduced time-on-task 2–4 hours/week, especially early in the quarter. Students who changed their time-on-task during each survey had a GPA mode of 4.00, indicating that ‘master’ students readily adapt to course demands. This study shows that most students over-predict their grades and their level of commitment to a course and lose confidence in their abilities as the term progresses. It is suggested that instructors obtain student grade predictions and use them to provide timely and appropriate feedback. 相似文献
34.
Formative assessment has recently become a preferred assessment strategy in educational institutions worldwide. However, it is not easy to implement in Asian classrooms, because local cultures and institutional constraints potentially hinder the practice. This one-semester study aimed to use the ‘third space’, as the core of the third generation of activity theory, as a frame to capture how Vietnamese teachers took into account both traditional practices and contemporary influences to transform formative assessment practices to make them feasible in their classrooms. Participants were 2 lecturers and 250 students from two college classes in Vietnam. The results showed that Vietnamese students’ conceptions of learning were heavily influenced by examinations and their traditional learning culture. Consequently, the teachers needed to transform the initiative to align with these features in Vietnamese classrooms. When the revisions were made, the students were evidenced to achieve a growth in learning, change their beliefs about learning and develop both self-learning and collective learning. 相似文献
35.
Yu-Ling Lu Ie-Bin Lian Chi-Jui Lien 《International Journal of Science and Mathematics Education》2015,13(2):413-435
To design and to manufacture in science learning are increasingly important in science education. Yet, evaluation techniques in school for evaluating students’ creative products are apparently left behind. With the aim of developing an evaluation method to evaluate creative products in science and technology class, this study constructed a set of criteria with data collected from teachers and students. The analytic hierarchy process (AHP), a multiple criteria decision-making tool for single rater, was selected for the purpose of weighting and evaluating students’ products. However, the traditional AHP used one rater’s pair-wise comparisons; its subjectivity and complexity limit its applications in school. For solving this problem, this study developed an advanced technique, called direct-rating AHP (DR-AHP), to extend the applicability of the traditional AHP. The DR-AHP is used to obtain weights or preferences for criteria/alternatives by a process of directly ranking criteria/alternatives by single/multi rater(s), checking consistency, and developing a rank vector matrix. The DR-AHP was implemented in obtaining criteria weights of a hierarchy framework for creative products evaluation by a group of science educators (N = 13) and field-tested in ranking creative products by another group of science teachers (N = 9). Results showed its superiority in objectivity and efficiency over traditional ways of evaluation. The results also demonstrate how the AHP and DR-AHP are capable of helping evaluators systematically construct criteria and/or to evaluate students’ creative products for classroom instruction as well as during many other activities. 相似文献
36.
Darren S. Miller Anne Michelle Parsons John Bresland Paul Herde Duc Minh Pham Angel Tan Hung-yao Hsu Clive A. Prestidge Tim Kuchel Rezaul Begg Syed Mahfuzul Aziz Ross N. Butler 《Journal of Zhejiang University. Science. B》2015,16(7):586-592
Understanding the ecology of the gastrointestinal tract and the impact of the contents on the host mucosa is emerging as an important area for defining both wellness and susceptibility to disease. Targeted delivery of drugs to treat specific small intestinal disorders such as small bowel bacterial overgrowth and targeting molecules to interrogate or to deliver vaccines to the remote regions of the small intestine has proven difficult. There is an unmet need for methodologies to release probes/drugs to remote regions of the gastrointestinal tract in furthering our understanding of gut health and pathogenesis. In order to address this concern, we need to know how the regional delivery of a surrogate labeled test compound is handled and in turn, if delivered locally as a liquid or powder, the dynamics of its subsequent handling and metabolism. In the studies we report on in this paper, we chose 13C sodium acetate (13C-acetate), which is a stable isotope probe that once absorbed in the small intestine can be readily measured non-invasively by collection and analysis of 13CO2 in the breath. This would provide information of gastric emptying rates and an indication of the site of release and absorptive capacity. In a series of in vitro and in vivo pig experiments, we assessed the enteric-protective properties of a commercially available polymer EUDRAGIT®L100-55 on gelatin capsules and also on DRcaps®. Test results demonstrated that DRcaps®coated with EUDRAGIT®L100-55 possessed enhanced enteric-protective properties, particularly in vivo. These studies add to the body of knowledge regarding gastric emptying in pigs and also begin the process of gathering specifications for the design of a simple and cost-effective enteric-coated capsule for delivery of acid-labile macromolecules to the small intestine. 相似文献
37.
Vincent N. Pham 《Quarterly Journal of Speech》2018,104(1):94-107
38.
Robert Flatley Michael A. Weber Susan Czerny Sylvia Pham 《The Journal of Academic Librarianship》2013
This article provides a case study of librarians being assigned the responsibility of providing academic advising to undeclared students at a mid-sized public university. The experience of academic advising as librarians is explored as well as challenges, benefits, best practices and next steps. The implications and impact of advising on library work is discussed. For the most part, the librarians found that academic advising dovetailed well with the culture of librarianship. 相似文献
39.
This paper combines the persuasion knowledge model (PKM) and priming theory to investigate the effects of different appeal types in negative political ads on voters' cognitive responses and candidate responses, and explore the moderating effect of an important candidate-related variable: poll ranking. The results indicate that negative advertising based on rational appeals is more beneficial to candidates who lag in the polls. However, negative ads based on emotional appeals generate better responses from voters when used by poll leaders. These effects are observed regardless of whether the race is between an incumbent and a challenger or two challengers. 相似文献
40.
Thi Hong Thanh Pham 《高等教育研究与发展》2013,32(6):993-1006
This study aimed to investigate the perceptions, interactions and behaviours of different-ability college students when they worked on different types of assessments. Two classes of 145 Vietnamese college students participated in this three-month study. The students were assigned to mixed-ability groups, each of which consisted of five students. The results show that assessment designed as a group project helped close the gap in communication and interactions between different-ability students within groups. When the students engaged with assessment as a group project, all levels of performers increased productive learning behaviours and provided more relevant verbal help and assistance to each other. Importantly, this type of assessment created various opportunities for the low performers to participate in, and make a contribution to, group tasks. As a result, all group members became interested in working with others. They perceived cooperative learning groups as being enjoyable and fun. 相似文献