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All Journal International Journal of Evaluation and Research in Education (IJERE)
Kieu Oanh, Pham Thi
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Education

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Analysis of bibliometrics in studying the influence of the environment on preschool children’s psychological development Thi Ut Sau, Nguyen; Thi Nhung, Tran; Kieu Oanh, Pham Thi; Thi Thuy, Vu; Thuong Thuong, Le Thi; Thi Hoa, Nguyen
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 4: August 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i4.30817

Abstract

This article aims to provide an overall picture of research on the environment’s influence on preschool children’s psychological development. The researchers used the preferred reporting items for systematic reviews and meta-analysis (PRISMA) method to collect data and VOSviewer software to analyze 119 articles from the Scopus database from 2000 to 2023. The results showed that since 2006, i) the environmental influence on the psychological development of preschool children has received much attention; ii) the United States and the United Kingdom are the two leading countries in terms of the number of publications; iii) Leve, Neiderhiser, Reiss, and Shaw are the four leading authors; iv) 16 out of 20 influential journals in this field are Q1 journals, most of which belong to educational psychology. The two main concerns of the authors in these 119 articles are “parenting” and “development.” In the past five years, researchers have focused on topics such as “autism,” “preschoolers,” “environment,” “COVID-19”, and “externalizing problems”.
Professional development of EFL teachers through constructivist-oriented training programs Kieu Oanh, Pham Thi; Van Trao, Nguyen; Hong Nhung, Nguyen Thi
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i2.38654

Abstract

Despite increasing policy endorsement of constructivist-oriented (CO) teacher training, limited empirical evidence has clarified how such programs reshape English as a foreign language (EFL) teachers’ beliefs and classroom enactment under curriculum reform. This study examines the influence of CO teacher training programs on the professional development (PD) of secondary English teachers in Vietnamese general education. A sequential explanatory mixed-methods design was adopted to capture both general patterns and nuanced forms of change. Quantitative data were collected from 192 secondary English teachers through a questionnaire survey to identify patterns in teachers’ beliefs, reported practices, and perceived contextual constraints, while qualitative data were obtained from 22 teachers through semi-structured interviews, classroom observations, lesson plan analysis, and reflective journals to provide triangulated classroom-based evidence. Findings reveal that belief-level endorsement was more consistent than sustained pedagogical restructuring, particularly in assessment for learning (AfL) practices. Teachers increasingly reconceptualized their roles as facilitators and demonstrated greater attention to learning task design, classroom interaction, and competency-aligned assessment. However, the enactment of constructivist teaching (CT) remained uneven and was shaped by contextual constraints such as large class sizes, limited instructional time, and curriculum-related pressures. The study conceptualizes PD as a non-linear and contextually mediated process. By integrating large-scale survey data with sustained classroom-based qualitative documentation, this research offers triangulated and context-sensitive empirical evidence from a reform-driven EFL system, contributing nuanced insight to international scholarship on teacher PD.
Co-Authors Hong Nhung, Nguyen Thi Thi Hoa, Nguyen Thi Nhung, Tran Thi Thuy, Vu Thi Ut Sau, Nguyen Thuong Thuong, Le Thi Van Trao, Nguyen