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number: /2021
CIT number: 0
Number of views: 959
Recently, Vietnam has undergone a strong transformation from the knowledge-centered to the capacity development-oriented teaching approach. In the capacity development-oriented teaching approach, individuals’ strengths and weaknesses are specially focused on. In order to maximize the students’ strengths and overcome their weaknesses, the utilization of the theory of Multiple Intelligences (MI) of the American psychologist Gardner in teaching is the most appropriate. MI theory suggests that any individual possesses one of the eight types of intelligence: linguistic intelligence, logical-mathematical intelligence, visual-spatial intelligence, bodily-kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence, naturalistic intelligence. Teachers need to arouse every student’s passion and excitement; teachers need to have encouraging activities to maximize students’ ability. In this article, we focus on researching the role of teachers, offering a variety of assessment forms, as well as illustrating examples of applying MI theory in teaching primary mathematics. Specifically, we also provide methods to develop MI. This article surveyed 83 students, 23 teachers about the utilization of MI theory in teaching. The article also investigated the case study of 8 students having different highly developed intelligences. Through experimental investigation, data processing, the result shows that MI teaching method has more obvious advantages than the traditional teaching ones. MI teaching is one of the best methods to help develop the strengths of students.
number: /2021
CIT number: 0
Number of views: 3,161
Homework effectiveness has long been a controversial issue for many educators, schools, and parents. Many researchers have tried to prove that homework is not just a nuisance we all have to face throughout the years but really can build character and good for students, like teachers and parents typically say. This bibliometrics review studied 429 documents related to homework in education from the Clarivate Web of Science from 1977 to 2020. This study aims to record the volume, growth pattern of homework literature and identify critical authors, publications, and topics of this knowledge base. The review found that the homework literature has grown remarkably over the past 43 years, with the most cited authors are from the US, Germany, and Portugal. Using co-citation, co-occurrence and bibliographic coupling analysis from the VOSviewer program, this research also indicated significant results and suggestions for future research. The findings showed that homework literature increased gradually in volume, with the most publications originated in the USA, and critical authors were Cooper, Xu, and Trautwein. Additionally, five common research topics were illustrated, namely the effect of homework and its measurement, homework environment, homework tasks and feedback, family involvement in homework, and time and effort
number: /2021
CIT number: 0
Number of views: 910
This study is an attempt to investigate EFL students’ attitudes towards grammar teaching in a high school in Vietnam. To complete the study, 80 tenth graders participated in the study. Data were collected from a five Likert-scale questionnaire and focus group interview. The results indicate that high school students were aware of the importance of grammar and grammar learning and they also favored teachercentered teaching methods relating to grammatical knowledge. From the findings, many pedagogical recommendations are put forward.
number: /2021
CIT number: 0
Number of views: 501
While India is undergoing a swift expansion in secondary education, there has also been a drift of demand towards preschool education as a large number of parents are opting for it for their little ones. In India, the provision of preschool education is being made by the government, non-government organizations as well as the private sector through diverse models. Due to a variety of reasons such as working mothers, nuclear families, there is increasing enrolment in stand-alone playschools as well as kindergarten sections to facilitate education due to early stimulation, promote development activities and support to parents and families (Rao, 2005; World Bank, 2006; Paltasingh, 2010; Kaushal, 2016). However, in terms of the numbers, the prime coverage of 3- to 6-year-old children is being provided through Anganwadi Centres (AWCs) set up by the Integrated Child Development Services (ICDS) programme. The ICDS is offered under the Ministry of Women and Child Development (MWCD), India. This research paper is based upon a study, objectives of which were to uncover the infrastructure, curriculum, support materials, existing practices in early childhood education (ECE) available in the diverse type of ECE centres situated in Delhi, India. It was found that the nutritional component being there in AWC makes them attractive as there are free meals and snacks. On the other hand, in the preschools, the educational infrastructure is better as the teaching and learning materials are replenished and added on, and also the teachers are better qualified. The absence of these components often inhibits the attainment of the desired objectives. So, the aspects in terms of human and physical infrastructure also need to be given due weightage along with nutrition. It is recommended that preschools and AWCs should be linked to the primary schools, physically and programmatically.
number: /2021
CIT number: 0
Number of views: 453
SOGIE-related school violence covers sexuality and gender-identity/ expression-related bullying and other violent acts and threats, occurring in and around educational contexts. These may result in physical, verbal, sexual, psychosocial or technology-related harm to children. It is based on gender and sexuality stereotypes, particularly roles and norms expected of children because of the privileging of heterosexual norms and gender roles in society. The study on SOGIE-related school violence in secondary schools of Viet Nam revealed some important findings on the level of SOGIE-related violence that LGBT students experienced in schools, their perception of school safety, as well as their responses to this form of school violence. Based on the evidence collected from the study results, several recommendations were proposed, including those for policy makers, curriculum developers, and schools, to prevent SOGIE-related school violence and build a safe, healthy school environment for all learners.
number: /2021
CIT number: 0
Number of views: 462
Under the impact of the socialist-oriented market economy and international integration, more and more autonomy has been assigned to public higher education institutions to encourage their appropriate and effective use of resources to improve training quality. In reviewing the model of human resource management and knowledge management based on the corporate social responsibility (CSR) approach, this paper presents a model built for developing academic staff under the consideration of several factors including external factors, internal factors, the autonomy and social responsibilities of the University for outputs, stakeholders (university administration board, investors, human resources units, university members) and the quality management of higher education institutions.
number: /2021
CIT number: 0
Number of views: 602
Through the data survey (using the questionnaires promoted by Nguyen and colleagues, 2014) with one hundred and fifty 9thgrade students at Nghia Tan secondary school located in Hanoi city of Vietnam, the paper describes the practice of their competence of self-regulated learning (specified in their off-class time). The limitations in the 9th graders’ competence of self-regulated learning in out-ofclass time are also revealed and pointed out, including such extents as students’ low reading speed, lack of taking notes skill, their notwell-oriented revision. Since then, the current paper provides recommendations on the role of secondary school teachers in forming and promoting their learners’ competence of out-of-class self-regulated learning, specifically teachers’ classroom guidance and their ways to support students’ learning
number: /2021
CIT number: 0
Number of views: 532
Global citizenship education is becoming one of the strategies of education development in particular and human resource development in general. In this trend, Vietnam P-12 National Curriculum (issued 2018) has focused on educational objectives about sustainable and students’ competency development of UNESCO and Vietnam comprehensive education innovation. This article points out and analyzes opportunities for global citizenship education in the primary written curriculum of Sciences, History and Geography subjects. In addition, challenges, which faced by schools when implementing global citizenship education, are shown in this paper. Based on the advantages and disadvantages, the authors gave some recommendations to enhance the effectiveness of global citizenship education
number: /2021
CIT number: 0
Number of views: 515
Governance is essential in the development of a public university. In university governance, the administrator plays a pivotal role. If governance is the factor that contributes to the success of a university, the administrator must be the one who takes a decisive role in the success of all governing activities. In the context of our country’s higher education system, in which fundamental changes are taking place, the university administrators are required to possess certain qualities and competencies. They need to be fully fostered to obtain those qualities and competencies.
number: /2021
CIT number: 0
Number of views: 758
Primary school students of ethnic minorities in the northern mountainous region of Vietnam have unfavorable economic and social conditions, which has a huge impact on the quality of education in these areas, especially life skills education. Based on this proposition, the author has identified teachers’ viewpoints on the need of educating life skills for this target group of students and difficulties in implementing life skills education. Survey tools used in this research include questionnaires and interviews, direct observation with 218 teachers in Thai Nguyen, Bac Kan, Ha Giang, Cao Bang, Lang Son, Dien Bien, and Lai Chau provinces. The survey results show that most teachers are aware of the need to implement life skills education and have regularly implemented life skills education for ethnic minority primary school students in the northern mountainous areas, albeit with limited effectiveness. At the same time, the study also shows that the main difficulty preventing teachers in this area from implementing life skills education for students is that students’ parents are unaware of the role of life skills education and that schools focus too much on teaching the Vietnamese language and Mathematics to students, so they have not paid enough attention to the methods and forms of organizing life skills education. From this research, we propose a group of measures to organize and replicate the topics on life skills education for teachers in the regions to raise awareness about the use of diverse methods and forms of organizing life skills education in daily teaching activities. In addition, we also propose groups of measures to promote coordination between schools, families and social communities to raise awareness about the role of life skills education for ethnic minority students in the northern mountainous areas of Vietnam.