Pub Date : 2023-02-17DOI: 10.1080/25783858.2023.2177190
Thi-Luyen Bui, Thi-DiemPhuc Le, Thi-ThuHuong Nguyen
{"title":"Factors Affecting Khmer Major Students’ Motivation to Learn the Khmer Language During The Covid-19 Online-Teaching Periods at Tra Vinh University","authors":"Thi-Luyen Bui, Thi-DiemPhuc Le, Thi-ThuHuong Nguyen","doi":"10.1080/25783858.2023.2177190","DOIUrl":"https://doi.org/10.1080/25783858.2023.2177190","url":null,"abstract":"","PeriodicalId":35184,"journal":{"name":"Practice","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41534063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-15DOI: 10.1080/25783858.2023.2177186
Pham Thi Thanh Hai, Alexandra Kendall
{"title":"Conceptualizing reform and professional learning in the contemporary Vietnamese context","authors":"Pham Thi Thanh Hai, Alexandra Kendall","doi":"10.1080/25783858.2023.2177186","DOIUrl":"https://doi.org/10.1080/25783858.2023.2177186","url":null,"abstract":"","PeriodicalId":35184,"journal":{"name":"Practice","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42754490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-13DOI: 10.1080/25783858.2023.2177187
T. Minh, D. T. Dung, Hoang Thi Kim Hue, N. H. Giang, Vanessa Cui, M. O’Leary
{"title":"Sorting or supporting teachers? An exploration of the imbalanced role of classroom observation in the development and assessment of Vietnamese secondary schoolteachers","authors":"T. Minh, D. T. Dung, Hoang Thi Kim Hue, N. H. Giang, Vanessa Cui, M. O’Leary","doi":"10.1080/25783858.2023.2177187","DOIUrl":"https://doi.org/10.1080/25783858.2023.2177187","url":null,"abstract":"","PeriodicalId":35184,"journal":{"name":"Practice","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45783659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-10DOI: 10.1080/25783858.2023.2177191
Li-Hsing Ho, C. Dimmock
{"title":"Changing teachers’ beliefs and practices towards learner-centred education: experiences and lessons from Vietnam’s education system reforms","authors":"Li-Hsing Ho, C. Dimmock","doi":"10.1080/25783858.2023.2177191","DOIUrl":"https://doi.org/10.1080/25783858.2023.2177191","url":null,"abstract":"","PeriodicalId":35184,"journal":{"name":"Practice","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43471336","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-07DOI: 10.1080/25783858.2023.2177188
Sheng-Hsiang Lance Peng
{"title":"Professional development, teacher community and agency in the international school context: the trajectory of a Vietnamese case","authors":"Sheng-Hsiang Lance Peng","doi":"10.1080/25783858.2023.2177188","DOIUrl":"https://doi.org/10.1080/25783858.2023.2177188","url":null,"abstract":"","PeriodicalId":35184,"journal":{"name":"Practice","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48774238","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-01DOI: 10.1080/09503153.2023.2173164
Yerko Rojas
Signs of Safety’s child protection approach has recently been criticized for lacking in theory when it comes to the part of the framework that deal with the involvement of social networks. The article explores if it is possible to respond to this critique with the help of Niklas Luhmann’s systems theory. Luhmann’s systems theory was shown to be aligned with core components in Signs of Safety hence offering a possible theoretical underpinning to the parts of the framework that deal with social networks. Furthermore, by allowing us to reflect about how the simplicity of Signs of Safety synthesizes considerable complexities, the result may also be of use to counteract current tendency to falsely confuse the frameworks ambition to simplify the bureaucracy surrounding assessments with a quest to simplify social work thinking.
{"title":"Strengthening the Notion of the ‘Village’ in Signs of Safety – A Luhmannian Perspective","authors":"Yerko Rojas","doi":"10.1080/09503153.2023.2173164","DOIUrl":"https://doi.org/10.1080/09503153.2023.2173164","url":null,"abstract":"Signs of Safety’s child protection approach has recently been criticized for lacking in theory when it comes to the part of the framework that deal with the involvement of social networks. The article explores if it is possible to respond to this critique with the help of Niklas Luhmann’s systems theory. Luhmann’s systems theory was shown to be aligned with core components in Signs of Safety hence offering a possible theoretical underpinning to the parts of the framework that deal with social networks. Furthermore, by allowing us to reflect about how the simplicity of Signs of Safety synthesizes considerable complexities, the result may also be of use to counteract current tendency to falsely confuse the frameworks ambition to simplify the bureaucracy surrounding assessments with a quest to simplify social work thinking.","PeriodicalId":35184,"journal":{"name":"Practice","volume":"35 1","pages":"297 - 307"},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42426400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/25783858.2023.2179893
Ryan Williams
ABSTRACT In ethics, there are profound distinctions between conducting research online and traditional face-to-face research methods. Some of the differences often appear overwhelming for individuals in the early stages of their research career due to the introduction of new technical terminology related to the online environment. Whilst ethics in the virtual world is complex due to complete confidentiality and anonymity becoming increasingly out of reach, there are ways to mitigate against these new challenges. When applying for ethical approval, I argue that students should consider how their online research challenges ethical norms for obtaining informed consent, determine what is public and private data, and define confidentiality and anonymity in the virtual world. The author is a former PhD candidate, and some of the themes discussed in this think-piece presented themselves in the data collection of online surveys. Furthermore, the author has sometimes observed an absence of thought to online ethics from dissertation students when applying online methodologies. Thus, this piece attempts to stimulate thinking in this area and is aimed at individuals involved in the submission of ethics for dissertation projects.
{"title":"Think piece: ethics for the virtual researcher","authors":"Ryan Williams","doi":"10.1080/25783858.2023.2179893","DOIUrl":"https://doi.org/10.1080/25783858.2023.2179893","url":null,"abstract":"ABSTRACT In ethics, there are profound distinctions between conducting research online and traditional face-to-face research methods. Some of the differences often appear overwhelming for individuals in the early stages of their research career due to the introduction of new technical terminology related to the online environment. Whilst ethics in the virtual world is complex due to complete confidentiality and anonymity becoming increasingly out of reach, there are ways to mitigate against these new challenges. When applying for ethical approval, I argue that students should consider how their online research challenges ethical norms for obtaining informed consent, determine what is public and private data, and define confidentiality and anonymity in the virtual world. The author is a former PhD candidate, and some of the themes discussed in this think-piece presented themselves in the data collection of online surveys. Furthermore, the author has sometimes observed an absence of thought to online ethics from dissertation students when applying online methodologies. Thus, this piece attempts to stimulate thinking in this area and is aimed at individuals involved in the submission of ethics for dissertation projects.","PeriodicalId":35184,"journal":{"name":"Practice","volume":"5 1","pages":"41 - 47"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43799872","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/25783858.2023.2179894
S. Anderson
ABSTRACT Topics like the LGBTQ+ community are often left out of teacher preparation or ongoing professional development in education. This is especially problematic in very conservative areas where local policies and legislation are often antagonistic towards the LGBTQ+ community. This leaves teachers serving LGBTQ+ students feeling underprepared and seeking ways to better meet the needs of students. Based on findings from a pilot study, this think piece offers a suggestion for providing teachers with the information they need and want, even if they are working in a more conservative area. By tapping into the natural empathy found in teachers, the right type of professional education can improve school environments for students if properly enacted.
{"title":"Think Piece: A Starting Place for LGBTQ+ Professional Development in Conservative School Districts","authors":"S. Anderson","doi":"10.1080/25783858.2023.2179894","DOIUrl":"https://doi.org/10.1080/25783858.2023.2179894","url":null,"abstract":"ABSTRACT Topics like the LGBTQ+ community are often left out of teacher preparation or ongoing professional development in education. This is especially problematic in very conservative areas where local policies and legislation are often antagonistic towards the LGBTQ+ community. This leaves teachers serving LGBTQ+ students feeling underprepared and seeking ways to better meet the needs of students. Based on findings from a pilot study, this think piece offers a suggestion for providing teachers with the information they need and want, even if they are working in a more conservative area. By tapping into the natural empathy found in teachers, the right type of professional education can improve school environments for students if properly enacted.","PeriodicalId":35184,"journal":{"name":"Practice","volume":"5 1","pages":"48 - 52"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42612471","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/25783858.2023.2182229
Ewan Ingleby
ABSTRACT This paper reflects on the challenges that exist for school teachers in England. The research is based on semi-structured interviews with English primary (n = 10) and secondary (n = 10) teachers. The research reveals that too much emphasis is placed on achieving successful academic results in schools in England and that the focus on the highest and lowest achievers results in the middle range learners receiving less attention than is necessary for their successful academic development. Four key themes appear from the interview data and link back to the organisational culture of primary and secondary schools in England and the consequences that this has for the practitioners who are working in these settings. The research findings reveal that primary and secondary schools in England are overly driven by examination results, and that the leadership structures of the schools are considered to be anachronistic. Moreover, there appears to be an absence of forms of education that are interpreted as being enterprising and this works against collaborative professional development. The research develops the argument that instead of emphasising the importance of results, collaborative approaches to enabling professional development for practitioners in schools are necessary.
{"title":"The focus on achieving results and the consequences for teachers in schools in England","authors":"Ewan Ingleby","doi":"10.1080/25783858.2023.2182229","DOIUrl":"https://doi.org/10.1080/25783858.2023.2182229","url":null,"abstract":"ABSTRACT This paper reflects on the challenges that exist for school teachers in England. The research is based on semi-structured interviews with English primary (n = 10) and secondary (n = 10) teachers. The research reveals that too much emphasis is placed on achieving successful academic results in schools in England and that the focus on the highest and lowest achievers results in the middle range learners receiving less attention than is necessary for their successful academic development. Four key themes appear from the interview data and link back to the organisational culture of primary and secondary schools in England and the consequences that this has for the practitioners who are working in these settings. The research findings reveal that primary and secondary schools in England are overly driven by examination results, and that the leadership structures of the schools are considered to be anachronistic. Moreover, there appears to be an absence of forms of education that are interpreted as being enterprising and this works against collaborative professional development. The research develops the argument that instead of emphasising the importance of results, collaborative approaches to enabling professional development for practitioners in schools are necessary.","PeriodicalId":35184,"journal":{"name":"Practice","volume":"5 1","pages":"53 - 67"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47692092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/25783858.2023.2177185
Federico Farini, Claudio Baraldi, A. Scollan
ABSTRACT The article discusses data from educational workshops in English and Italian classrooms, in the context of a research project funded by the European Union. The research promoted children’s work on personal memories and the dialogical exchange in the classroom of narratives related to memories. Facilitation was utilised to foster children’s contributions to interactions, empowering children's epistemic status as authors of valid knowledge to create favourable conditions for dialogue in the classroom. The article discusses a facilitative action that impacted on the promotion of children’s narratives: facilitators’ comments on narratives. Facilitators’ comments take form as 1) personal stories; 2) displacements. Both types of comments proved particularly effective in supporting children’s agency as authorship of narratives during workshops as a component of dialogic learning.
{"title":"This is my truth, tell me yours. Positioning children as authors of knowledge through facilitation of narratives in dialogic interactions","authors":"Federico Farini, Claudio Baraldi, A. Scollan","doi":"10.1080/25783858.2023.2177185","DOIUrl":"https://doi.org/10.1080/25783858.2023.2177185","url":null,"abstract":"ABSTRACT The article discusses data from educational workshops in English and Italian classrooms, in the context of a research project funded by the European Union. The research promoted children’s work on personal memories and the dialogical exchange in the classroom of narratives related to memories. Facilitation was utilised to foster children’s contributions to interactions, empowering children's epistemic status as authors of valid knowledge to create favourable conditions for dialogue in the classroom. The article discusses a facilitative action that impacted on the promotion of children’s narratives: facilitators’ comments on narratives. Facilitators’ comments take form as 1) personal stories; 2) displacements. Both types of comments proved particularly effective in supporting children’s agency as authorship of narratives during workshops as a component of dialogic learning.","PeriodicalId":35184,"journal":{"name":"Practice","volume":"5 1","pages":"4 - 26"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42956639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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