Adapting Evidence-Based Pedagogy to Local Cultural Contexts: A Design Research Study of Policy Borrowing in Vietnam

Autor/inn/en	Pham, Thanh Thi Hong; Renshaw, Peter
Titel	Adapting Evidence-Based Pedagogy to Local Cultural Contexts: A Design Research Study of Policy Borrowing in Vietnam
Quelle	In: Pedagogies: An International Journal, 10 (2015) 3, S.256-274 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-480X
DOI	10.1080/1554480X.2015.1009836
Schlagwörter	Foreign Countries; College Students; Evidence Based Practice; Cultural Context; Educational Policy; Student Attitudes; Cooperative Learning; Teamwork; Qualitative Research; Ability Grouping; Group Dynamics; Role Playing; Data Collection; Content Analysis; Policy Formation; Interviews; Observation; Online Surveys; Vietnam + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Politics of education; Bildungspolitik; Schülerverhalten; Kooperatives Lernen; Qualitative Forschung; Homogene Gruppierung; Niveaugruppierung; Streaming; Gruppendynamik; Rollenspiel; Data capture; Datensammlung; Inhaltsanalyse; Politische Betätigung; Interviewing; Interviewtechnik; Beobachtung
Abstract	This study employs design-based research to investigate how university teachers and their students from Vietnam perceived and adapted an evidence-based pedagogy known as "student-teams achievement division" (STAD). Two hundred and twenty one students and their teachers from three classes at a Vietnamese university participated in this one-semester qualitative study. It was found that both teachers and their students resisted many key procedures and practices of STAD. Specifically, the students did not work effectively in mixed-ability groups, found role-rotating within groups to be an ineffective strategy for promoting learning, and engaged only superficially in small-group study without the teacher's supervision and scaffolding. Instead, the Vietnamese university students worked more effectively in friendship groups, participated in group work more fairly under the management of a designated group leader and engaged in more complex knowledge construction when they were guided by scaffolding questions from the teacher. Our study highlights the importance of adapting evidence-based pedagogies to local institutional conditions and to the cultural expectations shared by students and teachers about how to interact in the classroom. Our study also highlights the efficacy of design-based research methods in systematically investigating policy borrowing and the adaptation of pedagogies to local sociocultural contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01