<p style="text-align: justify;">Teacher professional development (TPD) is an important component of enhancing student learning and school education quality. Vietnamese Ministry of Education and Training is reforming education, including curricula, teaching methods, and textbooks. Many requirements have to been done to effectively implement the reform, and TPD is considered a significant contribution. Using data from an in-depth interview with the principal, teacher questionnaires, and school policy-related documents, this qualitative case-study research in a selected high school for gifted students in Central Vietnam aimed to find out how TPD had been implemented in response to education reforms in Vietnamese high schools. TPD was widely perceived and respected by the principal and teachers in this case study, and these positive perspectives were transferred into practice with numerous effectively employed TPD strategies at this high school for students’ enhanced learning and achievements.</p>
The partnership between school, family and community for the development and care of children has been interested in research by many scientists. This study aims to investigate Vietnamese early childhood educators’ perspectives on an integrated model to early childhood education and care in Vietnam. A self-assessment tool with 5 standards and 15 criteria was administered to 420 teachers working in 30 kindergartens across 6 provinces of Vietnam. The self-assessment tool considered 5 areas of the school, family and community partnerships, including: planning and building childcare education environments; connecting and sharing information between the school, family and the community in child care and education; coordinating in individual child education; making decisions about policies related to child care and education; and evaluating child development. Through average score analysis, the results show that early childhood educators in Vietnam stressed the significance of school, family and community involvement in early childhood education and care.
Scientific research is extremely significant in nearly every element of modern life. Students at the undergraduate college or university level tend to perceive research-related courses with both positive and negative emotions. However, the previous studies mainly focus on positive attitudes; to our knowledge, few research explored the negative attitude of undergraduate students. This study investigates both positive and negative attitudes of the Vietnamese undergraduate students towards research. A total of 1067 respondents were sampled and who completed the Attitudes Toward Research Scale questionnaire. The data were analyzed using descriptive statistics, the t-test, Pearson correlation, and an analysis of variance (ANOVA). The results showed that the reliability of the scales was high and acceptable; and the validity of the scales was good and acceptable fit. There were both positive and negative attitudes toward research among undergraduates. Significant differences were seen between gender, school year, research experience, and continued study groups. Male students, who had research experience, and those who continued study had more positive attitudes than others. This study presents several theories for comparison and explanation with prior research. In addition, colleges must place a greater emphasis on teaching and scientific research in order to provide students with essential information and enhance their attitudes toward scientific research.
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