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Thi Tuyet Tran 《Higher Education》2013,65(5):631-644
This study investigates the perceptions of higher education students, recent graduates and employers in Vietnam on the issue of skill development in the higher education system in Vietnam. Enhancing skill development is considered essential for students, not only to pursue their study, but also for their success later, at work and in life. The results suggest that though there is evidence of effort to change, to include and to develop soft skills in the system, the central-controlled curriculum, the traditional teaching method, the prevalence of passiveness among students and cultural features all hinder the effort of developing skills for university students. The limitation in skill development during university is considered one of the biggest barriers preventing university graduates from making a smooth transition to the workplace. 相似文献
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Science teachers and educators seek to promote equity and inclusion within their classrooms. Yet, many do not examine how their roles could reproduce oppression that continues to exclude certain groups of students. Centering on how oppression interacts with science teaching and learning, this naturalistic study observed Ms. William and her implementation of two STEM units that integrate science and engineering, to understand power, race, and privilege dynamics in her middle school STEM classrooms. Specifically, we focused on understanding oppression at the interpersonal and internalized level in Ms. William's class. We collected and analyzed video recorded lessons from two different classrooms, two STEM curricula Ms. William had co-developed, and conducted semi-structured interviews after she taught her two STEM units. We identified themes of oppression perpetuated in the classroom by employing thematic analysis, which when guided by our theoretical framework enabled us to illuminate the complex relationship between science teaching and maintaining whiteness as the dominant discourse in science learning. Our findings suggest that an active and critical role from science teachers and educators are required; we must reflect deeply on our science curriculum and teaching strategies and identify practices that remains to be oppressive if promoting equity and inclusion is at the forefront of our science teaching. 相似文献
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This study addressed the research question: How do Vietnamese principals lead the professional learning of teachers? The research was comprised of a multiple-site case study of leadership and teacher learning in four Vietnamese schools. Qualitative data analysis aimed at identifying modal practices adopted by these Vietnamese principals to lead teacher learning in their schools. The research identified four key leadership practices: moral purpose, collaboration, learning support, and motivational strategies. The findings support assertions for a broad set of globally-relevant school leadership practices as well as the need to adapt these to the cultural context of specific schools. 相似文献
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This paper compares the free-throw performance of men and women in the National Collegiate Athletic Association (NCAA), taking into account differences in ball size, ball stiffness, and release height. Although some claim that men are more athletic, based on the assumption that athleticism correlates with physical traits, the average free-throw percentages in NCAA Division 1 basketball have been close for decades and across gender. The larger men’s basketball could create a disadvantage for men. On the other hand, the stiffer women’s basketball could create a disadvantage for women. In addition, women typically launch the ball from a lower height above the floor than men do. Therefore, the question of which gender is more consistent was unanswered. To answer this question, we turned to simulations of basketball trajectories. We patched together closed-form trajectory events that terminate at the front rim, back rim, backboard, and a fictitious plane below the ring. This produced what we call speed lines. Using the speed lines and NCAA average free-throw percentages, the consistencies of men- and women-free throws were determined. Examination of the speed lines reveals that they exhibit fractal-like behavior. We analyzed sensitivities with respect to ball size, ball bounce, and release height. We found that the most influential factor in determining free-throw success is the average release height of a gender. Under the stipulated assumptions, this paper found that women are about 3% more consistent than men are. 相似文献
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This article synthesizes the literature comparing at-risk children designated as responders and low responders to interventions in reading. The central question addressed in this review is whether individual differences in reading-related skills at pretest predict responders at posttest across a variety of interventions and sets of criteria for determining responding and low responding. A total of 13 studies met criteria for the meta-analysis, yielding 107 weighted effect sizes (ESs) at posttest (M = .76, SE = .03, 95% confidence interval [CI] =.71, .81) and 108 weighted ESs at pretest (M = 1.02, SE = .03, CI = 1.02, 1.13). The results showed that the magnitude of ES between responders and low responders increased from pretest to posttest on measures of reading (e.g., real word identification = 1.06 vs. 1.53, word attack = 1.10 vs. 1.28, and passage comprehension, 0.45 vs. 1.43). Hierarchical linear modeling indicated that overall posttest ESs were significantly moderated by pretest scores as well as the type of measure administered, whereas no significant moderating effects were found for number of weeks of intervention, length of sessions, number of sessions, type of intervention (one-to-one vs. small group instruction), and criteria for defining responders (cutoff, scores, discrepancy, benchmark). Overall, the synthesis suggested that regardless of type of treatment and identification criteria, response-to-intervention (RTI) conditions were not effective in mitigating learner characteristics related to pretest conditions. 相似文献
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The author examines an inquiry-based teaching/learning model involving diverse members of learning communities. A triad of cooperating teachers, student teachers, and a college supervisor engaged in ongoing and purposeful discourse to explore the teacher–learner (expert–novice) reciprocity, school culture and social relations. In their efforts to broaden and deepen their intellectual exchange, they interrogated their own and one another's beliefs, values, and perspectives about who owns knowledge and how knowledge is distributed/shared. This reflective and reflexive process helped to enhance their knowledge, practices, relationships, and practicum experience. 相似文献
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Natalie A. Tran 《Mentoring & Tutoring: Partnership in Learning》2014,22(4):302-315
While numerous scholars have investigated the role of mentoring in the success of women of color in faculty positions, few have examined how mentoring affects the development of women leaders of color in higher education. Using qualitative data gathered from interviews with women leaders of color at Hispanic-serving institution, this study presents findings from cross-case studies to provide insights into perceptions of mentoring and various types of mentorship across the different levels within the organization. Supported by the empirical data, this paper challenges traditional notions of mentoring and advocates for a more critical approach to mentoring to reflect the multidimensionality of the mentoring process and explores how mentoring can be used as a strategy to facilitate institutional change. 相似文献
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Tran Ly Thi Wall Tony 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2019,65(4):557-578
International Review of Education - Evidence now calls into question the efficacy and appropriateness of pedagogical practices that force international students to adapt to Eurocentric expectations... 相似文献