{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/124318"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/124318","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"From textbook adoption to implementation: investigating teacher agency amid educational reform in Vietnam","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-09-16 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-09-16 without embargo terms","abstract_has_math":false,"creators":["Nguyen, Huong Thi Dieu"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.S.","degree_level":"Thesis","degree_discipline":"Curriculum and Instruction","degree_department":null,"school":null,"contributors":["Möller, Karla J."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-05","date_published":"2024-05","updated_at":"2026-07-22T22:25:00Z","subjects":["Textbook Adoption","Educational Reform","Vietnam","Teacher Training","Textbook Implementation","Figured Worlds","Teacher Professional Development"],"languages":["en","eng"],"rights":["Copyright 2024 Huong Nguyen"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/124318","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Möller, Karla J."]},{"key":"dc:creator","label":"Author","values":["Nguyen, Huong Thi Dieu"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2024-05","2024-05-01"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Textbook Adoption","Educational Reform","Vietnam","Teacher Training","Textbook Implementation","Figured Worlds","Teacher Professional Development"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2024 Huong Nguyen"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/124318"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-09-16 without embargo terms","The student, Huong Nguyen, accepted the attached license on 2024-04-17 at 17:04.","The student, Huong Nguyen, submitted this Thesis for approval on 2024-04-18 at 05:30.","This Thesis was approved for publication on 2024-05-01 at 15:11.","DSpace SAF Submission Ingestion Package generated from Vireo submission #20464 on 2024-09-16 at 00:35:15","The implementation of Vietnam's new national curriculum in the academic year 2022- 2023 marked a monumental shift in the education landscape as upper secondary school English teachers were granted unprecedented autonomy in selecting instructional materials. This departure from past rigid textbook practices signifies a transformative phase in education since the country declared its independence in 1975. Despite the significance of this reform, there exists a limited understanding of the decision-making processes and challenges encountered by upper secondary school English teachers while they navigated their newfound autonomy in textbook selection within this evolving educational framework. This qualitative study illuminates these complexities and experiences among Vietnamese upper secondary school English teachers amid this reform. Drawing from existing literature on professional development and teacher agency within the school curriculum, this study gathers insights through surveys and individual semi-structured interviews with educators in a diverse range of settings situated in Vietnam’s northern mountainous region, including a boarding school, a school for the gifted, an international school, a city-based institution, and a rural school. Findings reveal limited formal training and a reliance on personal experience among teachers, highlighting the need for enhanced teacher preparedness. The textbook adoption process was constrained by time limitations and a lack of specific assessment criteria, yet leadership involvement and collaborative decision-making facilitated a relatively smooth adoption process. Teachers expressed satisfaction with the new textbooks, noting similarities with previous materials and employing adaptive teaching approaches to increase student engagement. However, challenges in teaching the new textbooks persisted, reflecting broader uncertainties in the educational landscape. Implications of the study suggest enhancing the textbook selection process through the development of guidelines and templates, alongside the allocation of adequate time and resources. Moreover, there is a need for professional development initiatives aimed at empowering teachers, fostering mindset changes, and providing continuous, personalized training approaches."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["From textbook adoption to implementation: investigating teacher agency amid educational reform in Vietnam"]}]}],"canonical_facts":{"dc:contributor":["Möller, Karla J."],"dc:creator":["Nguyen, Huong Thi Dieu"],"dc:date":["2024-05","2024-05-01"],"dc:description":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-09-16 without embargo terms","The student, Huong Nguyen, accepted the attached license on 2024-04-17 at 17:04.","The student, Huong Nguyen, submitted this Thesis for approval on 2024-04-18 at 05:30.","This Thesis was approved for publication on 2024-05-01 at 15:11.","DSpace SAF Submission Ingestion Package generated from Vireo submission #20464 on 2024-09-16 at 00:35:15","The implementation of Vietnam's new national curriculum in the academic year 2022- 2023 marked a monumental shift in the education landscape as upper secondary school English teachers were granted unprecedented autonomy in selecting instructional materials. This departure from past rigid textbook practices signifies a transformative phase in education since the country declared its independence in 1975. Despite the significance of this reform, there exists a limited understanding of the decision-making processes and challenges encountered by upper secondary school English teachers while they navigated their newfound autonomy in textbook selection within this evolving educational framework. This qualitative study illuminates these complexities and experiences among Vietnamese upper secondary school English teachers amid this reform. Drawing from existing literature on professional development and teacher agency within the school curriculum, this study gathers insights through surveys and individual semi-structured interviews with educators in a diverse range of settings situated in Vietnam’s northern mountainous region, including a boarding school, a school for the gifted, an international school, a city-based institution, and a rural school. Findings reveal limited formal training and a reliance on personal experience among teachers, highlighting the need for enhanced teacher preparedness. The textbook adoption process was constrained by time limitations and a lack of specific assessment criteria, yet leadership involvement and collaborative decision-making facilitated a relatively smooth adoption process. Teachers expressed satisfaction with the new textbooks, noting similarities with previous materials and employing adaptive teaching approaches to increase student engagement. However, challenges in teaching the new textbooks persisted, reflecting broader uncertainties in the educational landscape. Implications of the study suggest enhancing the textbook selection process through the development of guidelines and templates, alongside the allocation of adequate time and resources. Moreover, there is a need for professional development initiatives aimed at empowering teachers, fostering mindset changes, and providing continuous, personalized training approaches."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/124318"],"dc:language":["en","eng"],"dc:rights":["Copyright 2024 Huong Nguyen"],"dc:subject":["Textbook Adoption","Educational Reform","Vietnam","Teacher Training","Textbook Implementation","Figured Worlds","Teacher Professional Development"],"dc:title":["From textbook adoption to implementation: investigating teacher agency amid educational reform in Vietnam"],"dc:type":["text"],"thesis:degree_discipline":["Curriculum and Instruction"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.S."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:00Z"}