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Due to the COVID-19 pandemic, online learning has gained significant attention within the educational context of Vietnam. Nonetheless, there is a shared concern among educators about the effectiveness of the online platform that supports positive learning outcomes. To address this, the Connectivist Learning Environment (CLE), where learning activities were designed and aligned with connectivism theory, was introduced. This study explored whether or not the CLE helped develop the general pedagogical knowledge (GPK) of Vietnamese pre-service English teachers (PETs) and the possible factors that led to their GPK development. This study involved 40 pre-service English teachers at a university in Vietnam and 15 Vietnamese and foreign teachers of English. Data were collected through pre-tests, posttests, online reflective journals, an online survey, and a semi-structured interview. An independent paired sample t-test and repeated measures ANOVA were used to analyze quantitative data, while content analysis was used with qualitative data. The findings revealed that the GPK of pre-service English teachers is significantly higher after 9-weeks of participation. The participants stated that the CLE is a beneficial learning platform with various positive attributes. In addition to the theoretical and pedagogical implications, this study offers insights for future research studies.

This study explores the practical application of online applications in innovating the organization of teaching activities within public schools in Hue City, Vietnam. The research investigates the nuanced dynamics of execution and efficiency in using online applications across various teaching categories. The study employs a systematic approach to participant selection using stratified sampling based on geographical criteria to ensure representation from both the northern and southern regions of the city. A total of 192 teacher survey questionnaires were distributed focusing on the execution and efficiency of online applications in categories such as warm-up activities, knowledge building, review and consolidation, practice activities and testing and assessment. The commitment to data quality is demonstrated by the high response rate with 187 valid questionnaires collected (97.3% of the expected sample). Statistical analyses including mean scores, standard deviations and correlation coefficients were employed to provide a comprehensive evaluation of the current state of online application integration in teaching activities. The findings reveal varying levels of execution and efficiency across different teaching categories emphasizing the need for targeted improvement strategies. Strong positive correlations were observed in specific categories such as practice activities highlighting a consistent association between effective execution and efficiency. The study contributes valuable insights to the discourse on technology integration in education, offering recommendations for teachers, administrators and policymakers seeking to optimize the impact of online applications on teaching practices in the Vietnamese educational context.

This study sought to understand how state-level policies inform and promote the implementation of restorative justice in education (RJE). A content analysis of 60 laws revealed that definitions, structures, and supports varied greatly, causing us to question whether policies support a systematic implementation of RJE and how policies can prevent the misuse of RJE as an alternative system of punishment. We recommend that laws clearly define the paradigm shift underlying RJE, and provide sustained support to promote a realignment of policies and practices with attention to incorporating measures of accountability to larger values surrounding equity and justice.

Background and Objectives: Drowning, the leading cause of unintentional injury death among California children less than five years of age, averaged 49 annual fatalities for the years 2010–2021. The California Pool Safety Act aims to reduce fatalities by requiring safety measures around residential pools. This study was designed to analyze annual fatality rates and drowning incidents in California among children 1–4 years of age from 2017–2021.Methods: We identified fatalities, injury hospitalizations, and emergency department (ED) visits from California state vital statistics death data and state hospital and ED discharge data using the EpiCenter California Injury Data Online website.Results: Over the five-year study period, 4,166 drowning incidents were identified: 234 were fatalities, 846 were hospitalizations, and 3,086 were ED visits. The observed difference in fatality rates from 2017 to 2021 failed to achieve statistical significance (P = 0.88). Location-based analysis of the 234 fatal drowning incidents revealed that pools were the most common injury site, accounting for 65% of the cases.Conclusion: Drowning remains the leading cause of unintentional, injury-related death among California children 1–4 years of age, as the annual rate of fatality over the five-year study period did not decline. While the EpiCenter California Injury Data Online website is excellent for analyzing annual rates of drowning incidents among California residents over time, it is limited in providing insight into modifiable risk factors and event circumstances that can further inform prevention. The development of robust integrated fatal and non-fatal local, state, and national systematic data collection systems could aid in moving the needle in decreasing pool fatalities among young children.

The purpose of this paper is to evaluate the reality of teaching and learning with the support of a calculator, examine the benefits and challenges of using a calculator in teaching mathematics in high school. The study is based on the survey data from math teachers, educational managers, and students who were selected from 24 high schools in seven provinces representing different regions of Vietnam. Initial research results show that using calculators for teachers and students in teaching and learning mathematics has been widely developed in recent times in Vietnam, especially since the implementation of the curriculum general education 2006. Calculators can support from knowledge discovery, conceptual approach to problem solving. For teachers, calculator have a positive impact on the views and attitudes of information technology applications in teaching, promoting innovation of teaching and learning methods. However, many teachers and educational managers used to worry about using calculator like affecting the students' computing skills and hindering the goal of developing mathematical thinking. In terms of organizing teaching with calculators, the main difficulties are uneven equipment, lack of teaching documents, and no mechanism on financial support teachers and students.

The present study aimed to explore learners' perceptions while using Google Translate (GT) during online English-Writing lessons and to evaluate its effectiveness on learners' English writing skills. Online questionnaires and individual interviews were used to collect self-reported opinions from 24 Vietnamese students. Learner writing samples from the 12-week online session were also collected in order to identify possible improvements in writing. The findings revealed that the learners generally reported a positive effect on their writing from using Google Translate. In contrast, textual analysis of learners' writing samples indicated that although there were slight improvements in their writing skills, problems still exist. According to an error analysis that was conducted, negative transfer of structures from the students' L1 (Vietnamese) accounted for most of the lexical and syntactic errors identified. The findings demonstrate that GT is a useful support tool for teaching English writing. The contrastive analysis in the present study contributes to language interference studies and discussions on bilingual and multilingual education in the Vietnamese context.

Research suggests that community college alumni may be underrepresented within PhD programs. As such, we implemented and evaluated the Community College to PhD (CC2PhD) Scholars Program at the University of California, Los Angeles. CC2PhD was a 7-month undergraduate research and PhD preparation program for community college sophomores in the social sciences. Like other undergraduate research programs, CC2PhD participants received research training and conducted research. What is novel about CC2PhD is that it purposefully equipped community college students with the skillsets to navigate forthcoming institutional barriers that transfer students will face when trying to apply for upper-division undergraduate research opportunities and engage in PhD preparation. During the program, CC2PhD participants conducted a qualitative interview research project, applied for external summer undergraduate research programs, wrote an upper-division research grant proposal, and developed a PhD preparation plan. To evaluate short-term program outcomes, we used a pre- and post-survey design and analyzed the survey data using t-tests. Out of 25 students who initially started the program, 19 students completed the 7-month program and completed the pre- and post-survey. We found statistically significant gains in four survey scales: Technical Research Skills, Research Proposal Writing, Research Program Application Components, and PhD Preparation Knowledge (all with p < 0.001). These gains all had large effect sizes, with Cohen's d values above 0.8. However, there were non-statistically significant declines in two survey scales: Interest in Academia and Soft Research Skills.

BackgroundCorrect olfactory identification requires familiarity with the odor stimuli and is culturally dependent. Existing smell identification tests (SIT) are not culturally specific and may not be reliable in detecting hyposmia in all populations. This study aimed to develop a smell identification test suitable for Vietnamese patients (VSIT).MethodsThe study included 4 phases: 1) survey-based evaluation of the familiarity of 68 odors to identify 18 odors for subsequent testing (N = 1050); 2) smell identification test of 18 odors in healthy patients (N = 50) to determine which 12 should be included in the VSIT; 3) comparison of VSIT scores on 12 odors in patients with hyposmia (N = 60; Brief smell identification test (BSIT) score