Students’ Attitudes toward Reading for Pleasure in Greece

Research has indicated that students with more positive attitudes toward reading for pleasure tend to read more often, leading to higher reading achievement. As Greece is a country with below-average reading achievement in all PISA assessment cycles and with very limited related nationally representative research available, it is deemed important to examine factors related to attitudes toward reading for pleasure in Greece and explore any relation to reading achievement. Therefore, the present study, with the use of multilevel modelling analysis of the most recent relevant PISA database, examines factors related to fifteen-year-old students’ attitudes toward reading for pleasure in Greece, focusing on reading achievement, gender, and socioeconomic status (SES). Findings indicated that there is a positive relation between students’ reading for pleasure attitudes and their reading achievement, as well as a weak but positive relation between reading for pleasure attitudes and SES. In addition, boys were found with more negative attitudes toward reading than girls, even after controlling for reading achievement. The present study offers valuable insights for policy and practice and suggests that the promotion of reading as a meaningful recreational activity should constitute a major focus on behalf of parents, teachers, schools and government.

Teaching for Self-Regulated Learning: Why Aim for Behavioural Compliance When We Can Inspire Learning?

This study explored teachers’ pedagogical practices for effective learning in the middle years of schooling. In the context of the primary–secondary schooling transition years in Australia, teacher interviews and classroom observations were conducted to investigate teachers’ everyday practices for planning, instruction, and classroom organisation to frame a pedagogy for self-regulated learning. Evidence-informed practices were identified and classified through the fundamentals for self-regulated learning to explain how the teachers provided opportunities aimed at enabling young adolescent students to rationalise their goals, to accept responsibility for their learning, and to develop their capabilities as resourceful learners within social learning environments. The outcome of this research is a pedagogical model for self-regulated learning. The significance of this model is that it informs teachers’ professional reflection and learning. The findings articulated four core pedagogies that explain what the teacher did to: connect the learning, facilitate the learning; diversify the learning; and socialise the learning. Through these core pedagogies the teachers provided external supports of motivation to generate students’ internal desires for learning that go beyond achieving their behavioural compliance. The model represents a self-regulatory approach to classroom behaviour management that is intended to inspire young adolescent students towards being resourceful learners.

How to Fulfil Vietnam’s Higher Education Accreditation Strategic Plan 2017–2020

Vietnam’s higher education accreditation has been officially implemented for over ten years under the central management of the Ministry of Education and Training. Recently, the Minister of Education and Training has approved the accreditation strategic plan for Vietnam’s higher education from 2017 to 2020. One of the ambitious goals of this plan is to accredit all universities and 10 percent of higher education programmes by the end of 2020. This paper first presents a brief overview of Vietnam’s higher education accreditation system. It then outlines the main points of the higher education accreditation strategic plan 2017–2020, followed by an analysis of the advantages and disadvantages for the implementation of this plan. The paper concludes with several recommendations to fulfil this ambitious accreditation plan. The recommendations are for all levels of Vietnam’s higher education accreditation system: macro level (government), meso level (accrediting agencies), and micro level (higher education institutions).