Teacher autonomy in Finnish primary school: An exploratory study about classroom teachers’ perceptions.

Recently researchers have shown an increased interest in teacher education. Theoretical perspectives on the concept exist abundantly in the literature, but empirical research into the views of teachers themselves has been very little. This study explores how Finnish primary school teachers define teacher autonomy and their perceptions towards the influencing factors on their sense of autonomy during their teaching career. The sample of this study was 8 class teachers from three Finnish primary schools. The study was conducted using qualitative research method. Data were collected using semi-structured in-depth interview. Regarding data analysis, thematic research approach was applied In seeking out teachers’ perceptions of teacher autonomy, four broad themes emerged from the analysis. Overall, findings suggest that Finnish class teachers’ conception of autonomy was similar in terms of the complex nature of the concept. In this study, autonomy entails autonomy inside classrooms and at the school level. With respect to their definitions, the teachers all incorporated into their understanding of teacher autonomy several key components. The results also show that teacher autonomy played an important role in teaching profession and that not only was teacher autonomy beneficial to teachers themselves, but also to their students. Moreover, six major interrelated factors were perceived to influence their autonomy by the interviewed teachers. Last but not least, this study concludes with highlighting the importance of autonomy in teacher training programs and some theoretical and practical implications are proposed

Recapping: effective pedagogy to ensure inclusivity and optimise learning and teaching experiences

Recaps have long been used in the media industry, where they have been found to be effective in supporting viewers’ understanding and recall of information. More recently, recaps have been explored in educational settings. This study examines whether recapping can support inclusivity and help to optimise learning and teaching experiences in the context of a business school in a widening participation university. We applied a mixed-method approach to collect data from both students and instructors. We used questionnaires to capture quantitatively their perceptions about recapping and semi-structured interviews to explore their opinions in more depth. Our findings indicate that recapping is perceived as an effective pedagogical approach that can improve learning experience of students, teaching experience of teachers and ensure a more inclusive environment. The research makes both theoretical and methodological contributions to the literature

SOLUTIONS TO IMPROVE THE EFFECTIVENESS OF LAW ENFORCEMENT ON COMPENSATION FOR DAMAGE CAUSED BY ACTS OF POLLUTING THE WATER ENVIRONMENT OF ENTERPRISES IN VIETNAM

Environmental pollution in general and water pollution in particular is one of the top concerns not only in Vietnam but also for all countries around the world, because environmental pollution can cause many consequences, it not only directly harms human health but also greatly affects the socio-economic development of the country. In order to contribute to the protection of the environment in general and the water environment in particular, the state needs to have sanctions for acts that cause environmental pollution. In this article, the author points out some solutions to improve the effectiveness of law enforcement on compensation for damage caused by acts of polluting the water environment of enterprises in Vietnam. Article visualizations

Diversity of plant-parasitic nematodes on medicinal plants in Melinh station for biodiversity, Vinh Phuc Province, Vietnam

Plant-parasitic nematodes are known as one of the most important pests attacking various plants in the world, and investigating the nematode component is very essential for management of this pest and prevent damage to plants in general. Our survey of plant-parasitic nematodes on medicinal plants in Melinh Station for Biodiversity, a place for conservation of precious plants and animals in Vietnam, identified ten species that belong to nine genera, five families, and two orders of plant-parasitic nematodes parasitizing six medicinal plants. Excoecaria cochinchinensis was parasitized by the highest number of nematode genera (5 genera, including Xiphinema, Discocriconemella, Meloidogyne, Helicotylenchus, and Hemicriconemoides), while Hymenocallis littoralis was associated with the highest number of plant-parasitic nematodes (2060 nematodes/250g soil). The results also showed that Discocriconemella limitanea was found to be a dominant species with the highest number of individuals on 6 medicinal plants, and the genus Helicotylenchus had the highest frequency of appearance (5/6 plants or 83.3%). These nematodes caused symptoms such as yellowing leaves, root galls, and root lesions, which directly affect the quality and yield of medicinal plants. Based on the results, this study showed that plant-parasitic nematodes are a potential threat to the cultivation of medicinal plants in Melinh Station for Biodiversity, and thus, control measures should be applied to ensure sustainable cultivation of medicinal plants in this place

First report of Longidorus mindanaoensis Coomans, De Ley, Jimenez and De Ley, 2012 (Nematoda: Longidoridae) from a mangrove forest in Vietnam

Longidorus mindanaoensis was recovered from a mangrove forest in Vietnam. The recovered population is in general morphological agreement with the type population, and the characters of pharyngeal bulb, i.e. the same unique pattern of pharyngeal glands nuclei as well as the lip region morphology, amphidial fovea shape and size and position of vulva corroborated its identity. Molecular studies of the recovered population using D2-D3 expansion segments of large subunit ribosomal DNA (LSU rDNA D2-D3) revealed the D2-D3 sequence of the recovered population is 99.6% similar to the sequence of the type population. A new morphometric range for body size was recorded for the species based upon present Vietnamese population, and the present study emphasized that the diversity of Longidorus spp. in Vietnam could be higher than previously assumed

Morphological diversity of Meloidogyne spp. from carrot (Daucus carota subsp. Sativus) in Vietnam

Carrot (Daucus carota subsp. Sativus) is known as one of the most widely cultivated and widely consumed vegetables in the world due to its nutritional and economic values. During a survey of nematodes parasites carrots from Vietnam, six populations of three species of root-knot nematodes, namely M. incognita, M. arenaria, and M. graminicola were found. The species specific primers were confirmed before morphological studies. By combining the morphology and morphometry of the females, males, and juveniles, this study provided useful references for classification of Meloidogyne on carrots in the future. Quantitative morphological studies reveal profound changes corresponding with the generation of morphological disparity at high taxonomic diversity. Especially, this study provided the first morphological and morphometric information of M. graminicola, that is known as aquatic root-knot nematodes, on carrots

EFL HIGH-SCHOOL TEACHERS’ PRACTICES OF STRATEGIES FOR CRITICAL THINKING INSTRUCTION IN WRITING CLASSES

This study aims to investigate EFL high-school teachers’ practices of strategies for CT instruction in their writing classrooms. The study was designed as a mixed-method one, using a questionnaire, and classroom observation as collecting data instruments. The sample consists of 103 EFL teachers from 21 high schools in Camau province, in the Mekong Delta region for quantitative data; five out of 103 teachers were purposely chosen to be observed to collect qualitative data. The finding of the study revealed that EFL high-school teachers’ practices of CT strategies used in writing classrooms were at a high level but at the lowest rate. At the same time, the results from classroom observation showed that EFL teachers used three more including setting real writing tasks, presentation, and student questioning in addition to the seven CT strategies presented in the research. From the findings, some pedagogical implications and recommendations are promoted in the hope that EFL teachers can effectively employ strategies for teaching CT in writing classrooms. Finally, the study’s limitations and suggestions for further research were also highlighted.  Article visualizations