university partnership for educational reform (international) presented by michelle johnston,...
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University Partnership for Educational Reform and Development: Ferris State University in Michigan and An Giang University in Vietnam Plan for Improving Student Achievement in the Mekong Delta Region Michelle Johnston, Michael Harris, and Phillip WatsonTRANSCRIPT
University Partnership for Educational Reform 1
University Partnership for Educational Reform and Development: Ferris State University
in Michigan and An Giang University in Vietnam Plan for Improving Student Achievement in the Mekong Delta Region
Michelle Johnston, Michael Harris, and Phillip Watson Ferris State University
Presented at: Educational Research, Policy, and Practice in an Era of Globalization
The Asia Pacific Perspectives and Beyond APERA
28-30 November 2006
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Abstract
International comparative studies link educational attainment to economic growth and
development by tying national economic power to the educational attainment of the labor
force. Specifically, “human capital,” as measured by educational attainment, is an
important resource for improving the economic potential of a nation. The link between
education and economic growth is particularly significant in developing countries and in
nations emerging from conflict like Vietnam and the regions within it. In Vietnam, high
school students from the Mekong Delta, where economic progress is slow, perform lower
on national tests than their peers across Vietnam. Concomitantly, their teachers
demonstrate limited instructional repertoires, skills in curriculum development, and
content discipline knowledge. To address those problems and improve student
achievement, Ferris State University, a public university in Michigan, and An Giang
University in the Mekong Delta created a partnership for educational reform. Through
this partnership, Ferris State University, using mixed-delivery, hybrid, and distance
learning technologies, will offer its Master of Education in Curriculum and Instruction
with subject-area coursework concentrations in various sciences (e.g., Biology,
Chemistry, and/or Physics), technology, and mathematics at An Giang University. While
the Vietnamese teachers will gain expertise in their content disciplines as well as
curriculum development and pedagogy, they will learn to align content to research-based
best practices in instruction and assessment for the purpose of enhancing student
achievement and educational quality. Further, the partnership recognizes that literacy is
fundamental to academic success and proposes to integrate literacy concepts within the
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graduate courses. This paper describes the partnership and initial phases of its
implementation using a data-based decision making model.
University Partnership for Educational Reform 4
University Partnership for Educational Reform and Development: Ferris State University
in Michigan and An Giang University in Vietnam Plan for Improving Student Achievement in the Mekong Delta Region
PROBLEM. According to Dr. Vo-Tong Xuan, Rector of An Giang University in Long
Xuyen, Vietnam, poverty is rampant in the Mekong Delta, the “rice bowl” of Vietnam,
which is the second largest rice exporting country in the world.1 Furthermore, he
reported that as a result of devastating floods and agricultural policies that uncovered the
overwhelming poverty of the rural people of the Mekong Delta, the income of the rice
farmers continually decreases even though rice production increases. When comparing
the Mekong Delta to the seven other regions of Vietnam using socio-economic factors, it
ranks sixth. The Mekong Delta region is marginalized by low educational attainment and
minimal investment in infrastructures such as health care, insurance, and agriculture
extension and is unable to respond adequately to the Vietnamese government’s call for
modernization and industrialization as the country joins the regional and global
economic. To join the global economy, Vietnam, particularly the Mekong Delta region,
needs an educated workforce and skilled agricultural workers who can apply new
technologies and implement new management skills. Yet, educating the citizens of the
Mekong Delta is problematic. Dr. Vo-Tong Xuan reports that Vietnam faces a “serious
challenge” with students, particularly rural students, demonstrating lower knowledge
levels than in the past. Additionally, enrollments in post-secondary institutions are
dropping in quantity and quality as measured by achievement. To move Vietnam forward
and ensure that it can meet its economic goals and be a competitive nation, the quality of
education must improve as well as the quality of educated citizens, particularly in the 1 Contained in the PowerPoint presentation and project proposal that Dr. Vo-Tong Xuan presented at Ferris State University in April 2006.
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Mekong Delta. To that end, Ferris State University in Michigan (United States) and An
Giang University in the Mekong Delta proposed a partnership to reform teacher
education and to elevate student achievement levels in the elementary and secondary
schools in An Giang Province.
Through this proposed education reform initiative, the partners, Ferris State
University and An Gang, will focus on improving teacher pedagogy, content knowledge,
technology infusion in instruction, and literacy instruction by implementing educational
improvement and reform in two parallel strands.
The Parallel Strands of the Proposed School Reform Initiative
Strand I will focus on delivering a high
quality Master of Education in Curriculum
and Instruction with a subject matter
emphasis in science, mathematics, and
technology with the inclusion of literacy
and action research.
Strand II will be the application phase to
implement educational improvement
initiatives in the elementary and secondary
schools by applying the knowledge, skills,
and strategies in the courses in a rigorous
and sustainable model for teacher
improvement.
In survey data compiled by Dr. Vo-Tong Xuan,2 teachers in the Mekong Delta receive
poor performance evaluations. The poor ratings on their performance evaluations are part
of an overall degrading of education which perpetuates a vicious cycle that leads to
decreases in student achievement, increases in the dropout rates, and victimizes students.
It also creates a schism between the wealthy and poor students because wealthy students
can afford private tutoring while the poor students languish in failing schools.
2 Presented at Ferris State University in April 2006.
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Focusing specifically on the Mekong Delta, the secondary students applying for
admissions to universities have the lowest scores on a nationally administered,
standardized university admissions test in the country. On the national admissions test,
the mean score for all of Vietnam is seven with a standard deviation of 5.2. The mean
score for An Giang Province is one with a standard deviation of 3.8 which is the lowest
admission score of any province in the Mekong Delta.
Figure 1 College Admission Test Average Scores Across Vietnam
Specifically, the problems to be addressed through the partnership are:
1. An Giang University has the mission to prepare the teachers of An Giang
Province where the student achievement scores are the lowest in the Mekong
Delta as well as the country. The new teachers as well as the veteran teachers
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need to improve their pedagogic and content knowledge to redesign education to
focus on student learning.
2. An Giang University has to respond to the pressures of growth going from 7,000
students in 2006 to a projected 12,000 students by 2010 and as many as 500
faculty. Because teacher education is the mission of the University, An Giang,
and teacher preparation involves the entire faculty, all An Giang faculty members
have to improve their pedagogic and content knowledge.
3. Many faculty members at An Giang do not have advanced degrees and tend to
perpetuate old, rhetorical teaching techniques with limited content knowledge.
4. An Giang needs a cost effective3 and efficient manner, using hybrid or mixed
delivery systems, to bring professional, educational opportunities to its faculty to
ensure that they have access to advanced degrees, improved pedagogy models,
and enhanced curriculum preparation strategies to better prepare teachers.
5. An Giang faculty members need to become “trainers of trainers” to improve
teaching to ultimately lead the reform in the elementary and secondary schools.
6. An Giang needs to begin an outreach program, which is an integral component of
this proposed partnership to improve the teaching effectiveness of current teachers
in the province. Ultimately, having a more effective teaching core will improve
student performance on the national tests and future progress on the region.
RATIONALE FOR SOLUTION. The rationale for this proposed project is based on
documents, which emerged from the G8 Summits in Cologne and St. Petersburg, as well
as research on international education, professional teacher education, and learning
theory. During July, the G8 Summit2006 met in St. Petersburg, Russia where the 3 Proposed cost will be $5,700 per student per year.
University Partnership for Educational Reform 8
diplomats and ministers reviewed a document, Education for Innovative Societies in the
21st Century.4 The document presented the following guiding principles that delineate the
connection between education and economics emerged, which undergird the proposed
project:
1. Education is the heart of human progress—economic and social prosperity are dependent on educating all citizens in a rapidly changing world.
2. Education enriches cultures—creates global understanding and respect for the rule of law…and is essential for the development of human capital…an engine for economic growth.
3. Development of a global innovation society—a society depends on the mobility and integration of knowledge and technologies for all nations.
4. Knowledge-based economies require innovative education systems—with frameworks in place to ensure reliability, competitiveness, and incentives for innovation.5
In addition to these guiding principles promoted by the G8 Summit and UNESCO, the
United States is securing Permanent Trade Relations with Vietnam (PNTR). Specifically,
Richard Armitage stated, “This country needs stronger relationships in Southeast Asia,
and to gain these the United States must demonstrate a genuine interest in the problems
and challenges of our friends (2006).” The proposed partnership demonstrates that Ferris
State University has a genuine interest in the faculty of An Giang as well as the people of
An Giang Province.
For Vietnam, specifically An Giang University in An Giang Province, promoting
economic development through education requires that Vietnamese educators must
provide a high quality basic education through implementing high quality post-secondary
education programs, as well as promoting high standards and lifelong education. Such
4 Prepared by UNESCO and distributed Sunday, July 16, 2006 from the G8/2006 Russia. 5 The first four guiding principles from Education for Innovative Societies in the 21st Century, G8/2006 Russia, St. Petersburg, Russia, July 16, 2006. These principles provide a foundation for the charge to develop innovation societies, building quality education structures, developing education for all, and advancing social cohesion.
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work requires the ability to elevate the public’s interest in education, invest in knowledge
development, and to support programs which have as their goals developing highly
qualified teachers. Furthermore, the educational reforms, which focus on improving
standards and teacher quality, should be directed to literacy, mathematics, science, and
technology.6 The partnership proposes to improve the quality of veteran teachers’ and
teacher educators’ instructional practice by offering the Master of Education in
Curriculum and Instruction with courses on pedagogy and mathematics, science, or
technology within a technology infused learning environment.
By infusing technology in the delivery of the courses whether using distance
learning models or accessing alternative sources of information, the partnership will be
promoting cognitive flexibility which will redirect the Vietnamese teachers away from
their linear model of teaching (Sprio and Jehng, 1990). The Vietnamese teachers,
according to Dr. Vo-Tong Xuan, present information using a very linear model. The
preferred instructional practices traditional rote methodologies that do not lead students
to search for alternatives, find new applications for their learning, or transfer their
knowledge beyond their learning environments. Through the infusion of technology, the
teachers will learn to construct knowledge from their experiences, interpret various
concepts while they actively engage in their learning, share their learning through various
collaborations, find real-world applications for their learning, and monitor their learning
through formative, integrated assessments (Spiro and Jehng, 1990). The concepts and
activities that the teachers will learn come from the theoretical framework of cognitive
6 This description of the Vietnamese needs and proposed program align with the education-related Millennium Development Goals (MDGs), Education for All (EFA) objectives, and G8 Cologne Summit educational principles.
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flexibility and will enable them to transfer their knowledge from the graduate program to
the schools.
Marlaine Lockheed (2006), who has written extensively about educational issues
in developing countries, argues that “high-quality, equitable education is the driving force
for development.” She bases her argument on the following beliefs: 1) an educated
population is healthier; 2) schools build social cohesion and national integration; and 3)
knowledge is essential for functioning modern societies (2006, ix). The students of An
Giang Province and the Mekong Delta are receiving an education; however, the data
suggest that the quality of their educational experiences need to improve. With an
infusion of research-based pedagogy, including concepts such as cognitive flexibility, and
content knowledge, teachers, who are teaching for learning, should have students who
demonstrate higher levels of achievement and other skills necessary to contribute to the
Vietnamese economic goals.
The Brazilian scholar and educational reformer, Paulo Freire (1970) wrote
extensively about literacy and the interactions between thought, language, and concepts
of the world. With adult literacy woven as a theme through proposed Master of
Education, the Ferris State University faculty and Vietnamese teachers, who will be the
students, will engage in authentic dialogues about culture and communication as well as
celebrating the local knowledge as a basis for future learning and communication.
Specifically, the focus will be on real world reading and learning.
Fred Newmann and his colleagues (1995) conducted research on improving
student learning through alternative teaching and assessment and found that connecting
learning to the real world was an essential variable for improving student achievement.
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Specifically, Newman, Secada, and Wehlage (1995) found that students who have
opportunities to engage in activities that promote critical thinking, substantive
conversations, acquisition of deep knowledge, and connections to the real world. By
infusing these standards into the proposed program, the Vietnamese teachers will learn,
practice, and review an entirely different pedagogy model. The Vietnamese teachers will
learn to engage their students in interactions that promote learning rather than present
rote knowledge which the students deposit for use at some unforeseen and future time.
Freire (1970) described students as the depositories and teachers as the depositors in
these antiquated and oppressive models in which students do not manipulate their
learning, rethink, or make connections (53).
Suzanne Grant Lewis (2006), who researches and writes about creating a bridge
between academia and practice in the comparative and international educational venues,
identifies strategies for creating change which is the purpose of the proposed project. The
change that this project is seeking to make is significant reform and improvement in the
quality of education for Vietnam; however, Lewis provides lessons learned that apply to
this initiative. Those lessons include working in partnership to learn about the education
and culture of Vietnam and the Mekong Delta, provide course content that is authentic
and related to the lives of the students, and incorporate practices, objectives, and
materials that are within the realistic structure of the Vietnamese educational framework
and societal constraints. For example, in the proposed biology courses in ecology and
biotechnology, the concepts and instruction relate the teaching and learning objectives
and concepts to the current and future needs of the Mekong Delta.
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PROPOSED SOLUTION. Ferris State University and An Giang University will be partnering
to offer the Master in Curriculum and Instruction with a subject matter option to teachers
and teacher educators at An Giang University. The curriculum aligns with the G8
Cologne Summit guiding principles and promotes quality instruction in literacy,
mathematics, science, and technology. However, the partners in this project also agree
with Cuban (1993) that changing teacher practice is a difficult and daunting task.
Specifically, merely sitting in a classroom, listening to a lecture, or interacting with a
DVD will not change practice. Therefore, the partners plan to use the research-based,
cyclical professional development model that the North Central Education Laboratory
(NCREL) developed through its Strategic Teaching and Reading and Learning through
Technology (1997-1999). Through this cyclical model, the Vietnamese teachers will
grow professionally by:
1. Building a Knowledge Base—Build new knowledge, information, strategies, and skills in science or mathematics and pedagogy;
2. Observing Models and Cases—Explore instructional examples to generate practical understanding of the research-based knowledge and principles in content disciplines of mathematics or science and pedagogy.
3. Reflecting on Your Practice—Examine instructional methodologies, using action research strategies based on the new knowledge, information, strategies, and skills as they impact instructional change.
4. Changing Your Practice—Implement new instructional plans and revise them if necessary based on action research findings vis-à-vis student achievement.
5. Gaining and Sharing Expertise—Collaborate with colleagues to redesign instructional practice to focus on student learning.7
This model is cyclical and provides a conceptual frame for delivering the courses,
reflecting, changing instructional practices, and engaging in action research.
7 http://www.ncrtec.org/pd/lwtres/npdm.pdf (in a downloadable Adobe file.)
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Figure 2 Professional Development Model
Adult learning theory supports using a cyclic model for professional development to
change the traditional instructional strategies of the Vietnamese teacher, because,
according to Marsha Specks (1996), adults have difficulty transferring learning.
Specifically, for adults the transfer is not automatic (pp. 36-37). In this case, for the
Vietnamese teachers, the learning will be situated in their own working environments
stressing local knowledge, and the support for implementing the new pedagogical
strategies and content knowledge will be embedded in the proposed Master of Education
program which will include the reflective practice and action research strategies
addressed in the cyclical NCREL professional development model.
Action research methodologies for teachers focus on improving practice and
enhancing student performance. In this case, the Vietnamese teachers will examine their
own practice, either individually or collaboratively, to assess the outcomes of their
Building Knowledge Ferris State University Courses
Observing Models and
Cases Available on DVDs
Gaining and Sharing
Expertise
Reflecting on Practice
Available & Begin Action
Research
Changing Practice
Implement Change
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teaching strategies, reflect on their practice, and test new methods. As they implement
new instructional strategies with enhanced content knowledge, they will report their
experiences and findings to their colleagues with the intent of sharing practices that
enhance student learning and improve their schools. The purpose of the proposed
inclusion of action research is to give the Vietnamese teachers a model for examining
instructional changes in an atmosphere of continuous improvement (Calhoun, 1994).
Place-based education is an orientation to teaching that uses local resources and is
especially relevant to this proposed project because it uses local resources to teach
concepts. In the case of An Giang University and the Mekong Delta region, there are
resources related to the growing of rice. Specifically, there is Cuu Long Rice Institute in
Can Tho, Vietnam8. Using the resources of the Cuu Long Rice Institute and aligning
biology content to rice, teachers can learn more about the content. Similarly, using the
folklore, local history, and community resources for authentic experiences, the education
core courses can provide venues in which the Vietnamese teachers can assist their
students in finding relevant applications of knowledge which can enhance student
achievement (Newmann, Secada, and Wehlage, 1995).
PROGRESS. After hosting Dr. Watson for a semester of teaching and partnering with
Ferris State University for several study abroad trips at An Giang, Dr. Vo-Tong Xuan
invited a delegation from Ferris State University to visit his institution. In February,
2006, Dr. Michael Harris, Vice President for Academic Affairs, led a delegation that
included a Ferris trustee and faculty member to An Giang where the initial proposal was
developed to focus on teacher preparation. Subsequently in April 2006, Dr. Vo-Tong
Xuan brought a delegation to Ferris State University where they met with the various 8 http://www.clrri.org/en/
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deans and faculty members and Dr. Vo-Tong Xuan gave a poignant presentation on the
status of education in the An Giang Province. He also negotiated various aspects of the
proposed project. Dr. Vo-Tong Xuan, Dr. Harris, and several members of the faculty and
administrative staff, including deans, attended a reception at the Ferris State University
President’s house to demonstrate university-wide support for the program.
Specifically, while Dr. Vo-Tong Xuan and his delegation were at Ferris State
University, they met with the Dean of the College of Education and Human Services, Dr.
Michelle Johnston, and Interim Director of the School of Education, Dr. Liza Ing, as well
as other education faculty members. Through their meetings, the representatives of the
partnering universities developed a curriculum which is within the Master of Education
of Curriculum and Instruction with the subject matter option. The curriculum includes
eight core education courses and eliminates electives to ensure continuity in the program
delivery and nine to twelve credits of a content discipline. Specifically, the nine to twelve
credits would be in science (biology, chemistry, or physics) or mathematics.
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Figure 3 Proposed Course of Study
Proposed Vietnam Course of Study
Ferris State University College of Education and Human Services
Master of Education—Curriculum and Instruction with a Subject Area Option
Core Education Courses—(3 credits per course)
• EDUC 690 Principles and Theories of Teaching and Learning & Teaching/Learning Theories in the Classroom
• EDUC 620 Advanced Integrated Curriculum Design and Evaluation • EDUC 511 Principles of Educational Evaluation and Design • EDUC 616 Issues in Education • ERLA 511 Literacy and Content Learning • EDUC 660 Action Research • EDUC 540 Educational Technology in the Classroom • EDUC 601 Curriculum Leadership and Development Total Credits for Core Education Requirements 24 Credits
Arts and Sciences and Technology Subject Discipline Electives 9-12 Credits
Total 33-37 Credits
The Vietnamese teachers, who will be the candidates for the Master of Education, will identify their subject area interests in mathematics, science, or technology to complete their degrees.
In May, 2006, Drs. Klein and Watson were in Vietnam to engage in further
discussions regarding the delivery of the program and the technology capacity necessary
to support distance learning. Subsequently, they reported their findings to their colleagues
at Ferris State University. Dr. Watson continued contact with Dr. Vo-Tong Xuan and met
him in New York in November 2006.
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Throughout the Summer Semester of 2006, implementation committees met to
determine the most efficient and cost effective way to offer distance learning classes in
Vietnam without sacrificing quality. Essentially, they formulated the delivery structure
for the proposed program. After the technology assessment, it was decided that online
classes would not be appropriate considering the technology infrastructure at An Giang.
The following decisions were made:
1. Classes will be offered in a mixed-delivery format using DVDs of the Ferris State
University faculty teaching their classes. The Television and Digital Media
Program, which is a department within the College of Education and Human
Services, is responsible for developing the DVDs. Using DVDs is advantageous
because they have a large storage capacity which can include videos, films, and
documents. The students can have own their personal DVDs which they can
replay. Some modules of the courses will be using tradition face-to-face teaching
for modeling, and there will be e-mail exchanges between students and faculty.
2. The data collected and shared by Dr. Vo-Tong Xuan provided a benchmark for
future formative and summative evaluations.
3. Course and program outcomes and assessment were established, including an
electronic portfolio system for archiving evidence of teacher progress.
4. Dr. Watson wrote a proposal for a grant application and is searching for possible
funding sources.
5. As a result of Drs. Watson and Vo-Tong Xuan met in New York City in
November 2006,
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6. Dr. Johnston met with educational consultants from the International Rescue
Committee about the feasibility of the plan.
RESEARCH AGENDA: The partners, Ferris State University and An Giang, will formulate
an evaluation plan to examine the impact of the educational plan and implementation of
the Master Degree of Education—Curriculum and Instruction with a subject area
emphasis. The impact studies will include the collection of institutional data as Dr. Xuan
has begun to lead to a longitudinal collection of data as well as case studies, action
research, which will be an integral component of the graduate studies, and rich life
stories.
SUMMARY. The developing educational partnership between Ferris State University and
An Giang University is a first step in improving educational achievement for the
underrepresented and underperforming students in An Giang Province. Specifically, the
teachers who will participate in this proposed program, when implemented, possess the
content knowledge and pedagogical skills to improve student achievement scores of the
An Giang Province of the Mekong Delta. Furthermore, they will have the tools necessary
to sustain the increases in achievement as well as monitoring their practice through action
research strategies to promote continuous student improvement.
Ferris State University and An Giang are developing a new model of
collaboration that aligns to the G8 principles, addresses quality, and utilizes research on
best practice. This new model is sustainable and able to be replicated.
University Partnership for Educational Reform 19
References
Armitage, R. and Schriver, R. (2006). Trade with Vietnam.
http://www.washingtontimes.com/op-ed/20060717-08432-9809r.htm
Calhoun, E. (1994). How to use action research in the self-renewing school. Alexandria,
VA: Association for Supervision and Curriculum Development.
Cuban, L. (1993). How teachers taught. New York: Teachers College Press.
Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum Publishing
Company.
Lewis, S. G. (2006) “On teaching for social change: Creating a bridge between academia
and practice. In B. Piper, S Dryden-Peterson, and Y. Kim (Eds.) International
education for the millennium: Toward Access, Equity, and Quality. Cambridge,
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Lockheed, M. E. (2006). “Forward.” In B. Piper, S Dryden-Peterson, and Y. Kim (Eds.)
International education for the millennium: Toward Access, Equity, and Quality.
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The NCREL Professional Development Model. (1997-1999).
http://www.ncrtec.org/pd/lwtres/npdm.pdf (in a downloadable Adobe file.)
Specks, M. (1996, Spring). Best practice in professional development for sustained
educational change. ERS Spectrum, 33-41.
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Spiro, R. J. & Jehng, J. C. (1990). Cognitive flexibility and hypertext: Theory and
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