Hong‐Van Thi Dinh
Biographic Data
| ID | 7739926 |
|---|---|
| NAME | Hong‐Van Thi Dinh |
| GIVEN NAMES | Hong‐Van Thi |
| FAMILY NAME | Dinh |
| SIGNATURE | DINH H T |
| AFFILIATIONS | Hue University of Education |
| ORCID | 0000-0002-1665-9083 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Interpreting professional learning policy
Curriculum reform is increasingly accompanied by heightened expectations for teacher professional learning (PL), positioning PL policy as a key mechanism through which reform is expected to influence classroom practice. However, research shows that PL policy is rarely implemented in linear or uniform ways; rather, it is actively interpreted and reshaped by teachers within specific institutional contexts. This study examines how primary school tea…
Vietnamese Primary Teachers' Autonomy in the Context of Educational Reform
Vietnam's 2018 General Education Curriculum Reform (GECR) aims to enhance teacher autonomy in designing competency‐based and student‐centred learning. However, how this autonomy is enacted in practice remains underexplored. This qualitative study investigates how Vietnamese primary teachers interpret and exercise autonomy in curriculum, pedagogy and assessment under the 2018 GECR and the challenges they face. Data were drawn from semi‐structured …
The role of key stakeholders in building effective professional learning communities (PLCs) in Vietnamese primary schools
Teacher professional learning communities (PLC) have been reported as an important platform for improving the quality of teaching and learning; however, building and sustaining an effective PLC is challenging. This study employed a qualitative research design, utilizing a multi-site approach to examine the role of key stakeholders in developing an effective teacher PLC at Vietnamese primary schools, where research on how PLCs are implemented, dev…
School Stakeholders' Perspectives on the Implementation of School‐Based Management in Vietnam's Education Reform
School‐based management (SBM) enhances decentralisation and autonomy to improve school leadership and management, but in countries like Vietnam, research on its implementation remains limited. This study investigates SBM practices in Vietnamese primary schools, where current education reforms focus on administrative decentralisation and grant schools more decision‐making authority in areas such as personnel, finance, administration and curriculum…
Professional Learning Communities, Teacher Self‐Efficacy and Instructional Practices in Vietnamese Lower Secondary Schools
Teacher professional learning communities (PLCs) have received extensive research attention due to their important role in teacher professional development and classroom practices. However, research aiming to explain the underpinning mechanisms of how PLCs foster teacher instructional practices is limited. Against this backdrop, this study examined the possible mediating role of teacher self‐efficacy in the relationship between PLCs and teacher i…
Care Competencies Training Enhances Adolescents’ Well-being
Objective: This intervention study seeks to assess the impact of a care competencies training program on students' well-being. Method: This randomized controlled trial involved 191 Vietnamese adolescents (65.4% female, M age = 16 years and 8 months) in a 7-week intervention study that used video vignettes to build their care competencies. Validated scales were used to determine their care competencies (Care Competencies Questionnaire for Adolesce…
Natural Disaster Prevention Literacy Education among Vietnamese High School Students
Research has shown that natural disasters can be prevented or mitigated effectively through education which provides knowledge and skills for the young generation to protect themselves and act to protect the community. The current study investigated the level of natural-disaster-prevention literacy and analyzed its predictors among high school students in Vietnam. This study adopted a cross-sectional school-based design, using an online survey. T…
The Vietnamese Version of the Gratitude Questionnaire ( GQ ) and the Revised Short Gratitude, Resentment, and Appreciation Test ( S‐GRAT )
There is a lack of validated instruments to measure gratitude in Vietnamese adolescents; this issue is regarded as a significant impediment to progress in implementing empirical research on the gratitude of Vietnamese adolescents. The aim of this study, therefore, was to validate the Vietnamese translation of the Gratitude Questionnaire (GQ) and the Revised Short Gratitude, Resentment, and Appreciation Test (S‐GRAT), using two independent samples…
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The Vietnamese Version of the Gratitude Questionnaire ( GQ ) and the Revised Short Gratitude, Resentment, and Appreciation Test ( S‐GRAT )
There is a lack of validated instruments to measure gratitude in Vietnamese adolescents; this issue is regarded as a significant impediment to progress in implementing empirical research on the gratitude of Vietnamese adolescents. The aim of this study, therefore, was to validate the Vietnamese translation of the Gratitude Questionnaire (GQ) and the Revised Short Gratitude, Resentment, and Appreciation Test (S‐GRAT), using two independent samples…
Natural Disaster Prevention Literacy Education among Vietnamese High School Students
Research has shown that natural disasters can be prevented or mitigated effectively through education which provides knowledge and skills for the young generation to protect themselves and act to protect the community. The current study investigated the level of natural-disaster-prevention literacy and analyzed its predictors among high school students in Vietnam. This study adopted a cross-sectional school-based design, using an online survey. T…
Care Competencies Training Enhances Adolescents’ Well-being
Objective: This intervention study seeks to assess the impact of a care competencies training program on students' well-being. Method: This randomized controlled trial involved 191 Vietnamese adolescents (65.4% female, M age = 16 years and 8 months) in a 7-week intervention study that used video vignettes to build their care competencies. Validated scales were used to determine their care competencies (Care Competencies Questionnaire for Adolesce…
The role of key stakeholders in building effective professional learning communities (PLCs) in Vietnamese primary schools
Teacher professional learning communities (PLC) have been reported as an important platform for improving the quality of teaching and learning; however, building and sustaining an effective PLC is challenging. This study employed a qualitative research design, utilizing a multi-site approach to examine the role of key stakeholders in developing an effective teacher PLC at Vietnamese primary schools, where research on how PLCs are implemented, dev…
School Stakeholders' Perspectives on the Implementation of School‐Based Management in Vietnam's Education Reform
School‐based management (SBM) enhances decentralisation and autonomy to improve school leadership and management, but in countries like Vietnam, research on its implementation remains limited. This study investigates SBM practices in Vietnamese primary schools, where current education reforms focus on administrative decentralisation and grant schools more decision‐making authority in areas such as personnel, finance, administration and curriculum…
Professional Learning Communities, Teacher Self‐Efficacy and Instructional Practices in Vietnamese Lower Secondary Schools
Teacher professional learning communities (PLCs) have received extensive research attention due to their important role in teacher professional development and classroom practices. However, research aiming to explain the underpinning mechanisms of how PLCs foster teacher instructional practices is limited. Against this backdrop, this study examined the possible mediating role of teacher self‐efficacy in the relationship between PLCs and teacher i…
Interpreting professional learning policy
Curriculum reform is increasingly accompanied by heightened expectations for teacher professional learning (PL), positioning PL policy as a key mechanism through which reform is expected to influence classroom practice. However, research shows that PL policy is rarely implemented in linear or uniform ways; rather, it is actively interpreted and reshaped by teachers within specific institutional contexts. This study examines how primary school tea…
Vietnamese Primary Teachers' Autonomy in the Context of Educational Reform
Vietnam's 2018 General Education Curriculum Reform (GECR) aims to enhance teacher autonomy in designing competency‐based and student‐centred learning. However, how this autonomy is enacted in practice remains underexplored. This qualitative study investigates how Vietnamese primary teachers interpret and exercise autonomy in curriculum, pedagogy and assessment under the 2018 GECR and the challenges they face. Data were drawn from semi‐structured …
Vietnamese (6 works) · Psychology (5 works) · Curriculum (3 works) · Global Educational Reforms and Inequalities (3 works) · Pedagogy (3 works) · Political science (3 works) · Teacher Education and Leadership Studies (3 works) · Accountability (2 works) · Autonomy (2 works) · Educational Theory and Curriculum Studies (2 works)