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1.
Whereas cognitive and linguistic factors for learning to read have been extensively studied, less is known about affective factors including children’s attitudes toward reading. Studies primarily from English-speaking and Western countries show gradual declines in reading attitudes in elementary school (McKenna et al., Reading Research Quarterly 30:626–639, 1995) and a positive association between reading attitudes and achievement (Petscher, Journal of Research in Reading 33:335–355, 2010). Children from Asian and African countries are underrepresented in this literature; whether these patterns can be generalized across cultures needs further investigation. This longitudinal study examined the reading attitudes of 84 children in Vietnam from grades 1 to 2 and their relations to reading performance, as measured by translated and adapted versions of the Elementary Reading Attitude Survey and Early Grade Reading Assessment, respectively. This sample from Vietnam showed a small decline in reading attitudes over time, particularly in attitudes toward academic reading. However, children on average reported feeling happy about reading in both grades. Correlations revealed different patterns of association between reading attitudes and performance based on the reading measure employed, grade level, and type of reading in question (academic versus recreational). In grade 2, reading attitudes explained unique variance in reading comprehension even after text fluency and mother’s education were considered. We present a margins plot to visualize the role of reading attitudes on reading comprehension. We discuss educational implications and future directions.
相似文献2.
Thu Thuy Vu 《Assessment & Evaluation in Higher Education》2007,32(5):541-556
This paper reports a case study that investigated the practice of peer assessment in a professional course, with particular emphasis on students’ experience. It was found that peer assessment processes were beneficial to students’ learning and development as professionals. The case study pointed to several conditions for effective implementation of peer assessment, which also relate to assessment in general. These conditions include: (a) adequate and appropriate preparation for the use of peer assessment; (b) alignment of assessment, learning objectives and the broader purpose of the course (e.g. preparation as professionals); (c) the availability of assistance from a teacher throughout the peer assessment process; and (d) constructive discussions following peer assessment, sensitively handled by a teacher. 相似文献
3.
Authentic assessment has been proposed as having potential to enhance student learning for a changing world. Conventionally, assessment is seen to be authentic when the tasks are real-to-life or have real-life value. Drawing on Martin Heidegger’s work, we challenge this conceptualisation as narrow and limited. We argue that authenticity need not be an attribute of tasks but, rather, is a quality of educational processes that engage students in becoming more fully human. Adopting the mode of authenticity involves calling things into question, challenging public assumptions and striving to take a stand in the situations encountered. In addition to assessing student achievement, then, authentic assessment can enhance integration of what students know and how they act with who they are becoming. 相似文献
4.
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
5.
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
6.
Thi Xuan Thuy Nguyen 《International Journal of Inclusive Education》2013,17(4):341-355
The UNESCO World Declaration on Education for All from 1990 sets in motion the new agenda for educational reform that provides basic education for all disadvantaged children and adults in the global context. Since its formulation, a set of consecutive policy texts has been issued by international agencies to monitor, evaluate, and strengthen the capacity of governments to ensure that the goals of Education for All are met by 2015. This paper applies critical theory and discourse theory to provide an in‐depth analysis of the hegemonic ideologies of this global policy framework through the deconstruction of policy texts and discourses. It is argued that Education for All is a modernist project of the new imperialism, structured through the selecting, assembling and underpinning of policy discourses, to expand the ideological project of new capitalism in the global context. Discourse of inclusion is discussed both at the educational and political levels to portray the tensions of the global community in grappling with the issues of justice at the international, national, and local context. 相似文献
7.
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
8.
Thuy DaoJensen 《Gender and education》2013,25(5):605-623
This paper explores the public political media spectacle of Bristol Palin's teenage pregnancy and her status as a single mother through the lens of a critical feminist discourse analysis. The author explores how cultural anxieties over teenage sexuality and unintended pregnancy in America are constructed when the pregnant teen is the daughter of an ambitious politician who is White, upper-middle class, and holds evangelical Christian beliefs. From pregnant teen thrust into the media spotlight by her politically ambitious mother to ambassador of sexual abstinence, the pedagogical media spectacle of Bristol Palin promoting abstinence is unique and can be understood as part of a broader postfeminist media culture in which the articulation of feminist empowerment principles, such as female agency and reproductive choice, is subverted within the neoliberal discourse of personal responsibility and financial independence. 相似文献
9.
The Ninh Nguyen Tien Dung Nguyen Hoang Giang Nguyen Thuy Bich Dinh 《Publishing Research Quarterly》2017,33(4):477-482
Book piracy is a significant problem throughout the world and particularly in emerging countries. Such a phenomenon is costly to all participants in the publishing supply chain. This paper aims to investigate factors that influence Vietnamese students’ purchases of photocopied textbooks. The findings reveal that students’ purchases are motivated by their perceived value, subjective norms representing social influence and the lack of regulation enforcement. Using these findings, this paper suggests interventions for policymakers, publishers, distributors and universities to limit the purchase of pirated textbooks as well as to improve the value of original textbooks. 相似文献
10.
Inclusive education represents a new agenda for educational reform that spans a wide range of socio-political, cultural, ethical,
personal and interpersonal dimensions. Working towards educational inclusion demands commitments, responsibilities and initiatives
on the part of all parties to take into consideration the meanings and purpose of education and social justice, to engage
and take collective actions in their struggle to combat the diverse forms of educational and social exclusion. This paper
presents an educational initiative to implement inclusive education in rural KwaZulu-Natal, an area of South Africa that is
most seriously affected by the pandemic of HIV and AIDS. Through the implementation of participatory video-making projects
in two schools, the authors seek to empower the voices and actions of teachers in an effort to cope with the problems of poverty
and marginalization facing many children. The outcomes of this type of participatory work with teachers have implications
for the policy-making process, which in turn, could change the ways educational policy research is structured and implemented.
Claudia Mitchell’s (Canada) research focuses on visual and other participatory methodologies, particularly in addressing gender and HIV and AIDS, teacher identity, and the culture of girlhood within broader studies of children and popular culture and media studies. She is a co-founder of the Centre for Visual Methodologies for Social Change at UKZN, which focuses on participatory visual methods and arts-based approaches to research. Naydene De Lange (South Africa) is a National Research Foundation rated researcher. Her doctoral research focused on adolescents who have Tourette’s Syndrome. However, currently working in KwaZulu-Natal where the HIV prevalence rate is highest in South Africa, her research focus shifted to HIV and AIDS, particularly using visual and participatory methodologies in addressing HIV and AIDS in rural schools and their communities. Nguyen-Thi Xuan Thuy’s (Viet Nam) doctoral research focuses on educational and social theories, inclusive education, and policy practices. She completed a Master degree in Inclusive Education at the Department of Counselling and Educational Psychology of McGill University. Prior to this she worked in inclusive education and educational management at the Department of Education and Training of Thua Thien Hue province, Viet Nam. 相似文献
| Nguyen-Thi Xuan ThuyEmail: |
Claudia Mitchell’s (Canada) research focuses on visual and other participatory methodologies, particularly in addressing gender and HIV and AIDS, teacher identity, and the culture of girlhood within broader studies of children and popular culture and media studies. She is a co-founder of the Centre for Visual Methodologies for Social Change at UKZN, which focuses on participatory visual methods and arts-based approaches to research. Naydene De Lange (South Africa) is a National Research Foundation rated researcher. Her doctoral research focused on adolescents who have Tourette’s Syndrome. However, currently working in KwaZulu-Natal where the HIV prevalence rate is highest in South Africa, her research focus shifted to HIV and AIDS, particularly using visual and participatory methodologies in addressing HIV and AIDS in rural schools and their communities. Nguyen-Thi Xuan Thuy’s (Viet Nam) doctoral research focuses on educational and social theories, inclusive education, and policy practices. She completed a Master degree in Inclusive Education at the Department of Counselling and Educational Psychology of McGill University. Prior to this she worked in inclusive education and educational management at the Department of Education and Training of Thua Thien Hue province, Viet Nam. 相似文献