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number: /2021
CIT number: 0
Number of views: 2,393
The current study was conducted to investigate high school EFL teachers’ perceptions towards the role of content schema activation that is focused on the pre-reading stage of their students’ reading comprehension ability and to find out the most common instructional strategies EFL teachers use to foster schema activation in the EFL classroom and gain insights into possible difficulties EFL teachers face when activating schemata in the reading lessons. The participants included 77 EFL high school teachers in the Mekong Delta, Vietnam. To collect the data, a 22-item questionnaire and the semistructured interview on the teachers’ perceptions were carried out. The findings showed that although the participants had a positive perception towards the role of schema activation in English reading comprehension, they confirmed instructional strategies were not often used to activate students’ schemata in English reading comprehension. In addition, the participants tend to use more simple strategies, such as questioning, brainstorming, discussion and using audiovisual aids than complex strategies, Know - Want to know - Learned chart, semantic mapping, and anticipation guide, in order to activate students’ schemata. Most possible difficulties in activating students’ schemata in English reading comprehension were also revealed, such as the students’ limited linguistic knowledge, unfamiliar reading text’s topics, limited time for teaching reading, time-consuming work in designing the effective and appropriate schema activation activities, and the large classes. Pedagogical implications and suggestions for further research are presented based on these findings.
number: /2021
CIT number: 0
Number of views: 864
The acceleration of all systems is the main characteristic of life in the 21st century, including in the economic field. The emergence of digitalization which is often associated with neo-capitalism has made practitioners in the Civic Economy need to strengthen their existence. Especially in the field of engaging to solve economic issues in society by using national values. It requires comprehensive skills or commonly known as transferable skills. In this study, the scope used is the practice of the economy in Indonesia with the perspective of the emergence of social entrepreneurship trends that are promoted by youth to run a business and strengthen social relations simultaneously. Based on the analysis of literacy studies, it was found that the existence of social entrepreneurship in Indonesia in building transferable skills is: 1) becoming a non-formal education for youth in the economic and social fields; 2) encouraging the creation of a multitalented generation, and 3) have the opportunity to become a role model for the implementation of Economy based on Pancasila values. However, weaknesses in the regeneration process and organizational development management are still obstacles that must be addressed immediately so that existing opportunities can be optimally fulfilled
number: /2020
CIT number: 0
Number of views: 855
Geometric thinking is considered to be one of the most controversial thinkings. Many researches have observed that children have various opportunities to cultivate the elements of geometric thinking at different levels throughout mathematical activities. Having experimented, we found out that these puzzle games are both attractive and potential to develop visualization, imagination and thinking in terms of shapes. Tri Uan is a seven-piece tangram, which is popular in Vietnam. This article presents the research of geometric thinking components and geometric activities through Tri Uan in order to develop geometric thinking at each level in children.
number: /2020
CIT number: 0
Number of views: 989
This article reflects a comparative analysis and assessment on structure of the education system of the countries, comparing structure of Vietnam national education system and ISCED 1997-2011(UNESCO), giving some basic orientation on Vietnam national education system appropriate to the International Standard Classification of Education (ISCED 2011) and the Vietnamese National Qualifications Framework (VQF).
number: /2020
CIT number: 0
Number of views: 841
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: /2020
CIT number: 0
Number of views: 928
In the context of rapid and complex changes in the world, globalization and international integration has become an inevitable trend. The impact of the 4th industrial revolution has been changing the structure of education level of human resources, requiring workers to be regularly trained, updated with new knowledge and skills. The learning society becomes a new educational model. The paper analyzes the relationship between streaming and articulation in education with lifelong learning and learning society, thereby proposing some solutions to create opportunities for access to education and lifelong learning for all people appropriate to the individual’s capacity and the human resource development needs of the society
number: /2020
CIT number: 0
Number of views: 874
The purpose of this study is to test the correct perceptions of parents on the influence of families on the formation and personality development of primary students in Vietnamese urban. This study uses a quantitative approach to data collection. The questionnaire was designed based on the Linkert scale that includes the awareness and evaluation of 136 parents of the students on the impact of family education on the personality of primary students in Vietnamese urban. The reliability of the scale was conducted on SPSS 20.0 software. The research results show that there are 5 contents and 5 family education methods that are commonly used by parents of students in urban areas of Vietnam where economic and social conditions are common. The parenting and educational level of the parents is relatively favorable. Most parents are aware of the importance of family education to the personality of primary students. The attention of parents plays an important role in the child’s personal development at the beginning of elementary school. With a traditional education background based on Confucian thought, Vietnamese families always give a lot of attention to their children. However, the fact shows that, in Vietnamese urban, the overdone care of parents negatively affects the personal development of children. The paper contributes to the literature on the role of family education in Vietnamese urban in the development of elementary school student character. In addition, the study also provides evidence to adjust the views of Vietnamese parents on the contents and methods of developing the personality of children, which is meant for reference for families, educators and researchers in similar contexts.
number: /2020
CIT number: 0
Number of views: 915
There is no argument amongst educators that a teacher’s feedback represents a significant contribution to a learner’s in-class learning outcomes. However, while the contribution of a teacher’s feedback is significant there are also challenges associated with the effectiveness of a teacher’s feedback. These challenges, the authors suggest, centre mainly on the effectiveness of the discourse between the teacher and the leaner. To possibly assist in addressing some of the challenges associated with the effectives of a teacher’s feedback this paper outlines that there needs to be an emphasis on Future Actionable Knowledge. Future Actionable Knowledge, the authors contend, is driven by Assessment To Learning, which highlights the use of interconnected formative assessment tasks within the teaching and learning space. By highlighting the use of interconnected formative assessment to drive Assessment To Learning, the authors believe, influences a teacher’s feedback to the learner by providing the leaner and the teacher with Future Actionable Knowledge, facilitated through Multi-Dimensional Discourse, via Feedback-Feedforward Learning, whereby, the teaching and learning activities associated with the learning space focus on value-adding to the in-class learning of the learner.
number: /2020
CIT number: 0
Number of views: 871
: The paper presents the lecturing staff professional development process of the Education Faculty in a multi-disciplinary university the Mekong Delta of Vietnam within the current educational reform context. The paper is based on a qualitative interpretive case study that explored the context of the faculty and the practices of professional development for the teaching staff to address new requirements in higher education. Two data collection methods were used: analysis of policy documents (e.g. national educational policies, Education Law 2018, Higher Education Law 2019, provincial documents, and faculty reports), and informal interviews with four educational managers. The findings provided insights into the faculty context and developmental strategy, and revealed an imbalance in the faculty’s lecturing staff development and practical requirements. The paper offers some suggestions for the faculty’s developmental strategy and lecturers’ professional development, particularly to enhance the qualifications of the teaching staff who are capable of enacting educational reforms successfully in their local contexts.
number: /2020
CIT number: 0
Number of views: 936
The growth of information technology is changing the way of teaching and learning in higher education. E-learning system is a part of this change, which help students and instructions interact become easier. Learning management system (LMS) becomes more innovative and useful for learning activities regarding time and location. This paper examine the mediating role of perceived usefulness and self-efficacy on student satisfaction of LMS. We adopted the extended information system (IS) success model with perceived usefulness and self-efficacy as mediator. The model was tested with 220 students in University of Economics Ho Chi Minh City who use a LMS for most of the course they took. Partial least squares (PLS) technique is employed to test the possible mediating effects. The PLS analysis results revealed that Perceived usefulness fully mediate the relationship between service quality to learner satisfaction of LMS. Furthermore, research found that Perceived usefulness play as partially mediator which mediate the relationship between information quality and system quality with learner satisfaction