Vu Dao
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Pronouns: she, her, hers
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Doctoral Student, CIDE
Areas of interest
- Education policy
- Competency-based education
- Quality of education
- Teacher professional development
MA, Comparative and International Development Education, University of Minnesota, 2019
BA, Linguistics, Hochiminh City University of Social Sciences and Humanities, 2015
BA, Biology Pedagogy, Hue University of Pedagogy, 2006
N/A
Awards
- Grants to Advance Graduate Education (GAGE) Fellowship, University of Minnesota, 2020
DeJaeghere, J., Dao, V., and Nguyen, T. (2024). Education systems change: cultural beliefs and practices that support and inhibit deep learning in Vietnam. Journal of Educational Change, 25, 555-557. https://doi.org/10.1007/s10833-024-09505-0
Vu, K., Dao, V., DeJaeghere, J., and Glewwe, P. (2024). Collaborative learning in the Vietnam Escuela Nueva Model and students’ learning behaviors: A mixed methods longitudinal study. International Journal of Educational Development, 106, 103017. https://doi.org/10.1016/j.ijedudev.2024.103017
DeJaeghere, J., Duong, BH. and Dao, V. (2023). Quality of teaching and learning: the role of metacognitive teaching strategies in higher-performing classrooms in Vietnam. Educational Research for Policy and Practice, 22(2), 239–258. https://doi-org.ezp1.lib.umn.edu/10.1007/s10671-023-09330-x
Duong, BH., Dao, V. and DeJaeghere, J. (2023). Complexities in teaching competencies: A longitudinal analysis of Vietnamese teachers’ sensemaking and practices. Pedagogy, Culture & Society, 1-23. https://doi.org/10.1080/14681366.2023.2262473
Dao, V. and Vu, K. (2022). A reflection on social norms on teachers in Vietnam. In Hwa, Y.-Y. (Eds.), Purpose, Pressures, and Possibilities: Conversations About Teacher Professional Norms in the Global South (pp. 262-275). Oxford, UK: Research on Improving Systems of Education. https://doi.org/10.35489/BSG-RISEMisc_2022/06
DeJaeghere, J., Dao, V., Duong, B. H., and Luong, P. (2021). Learning inequities in Vietnam: teachers’ beliefs about and classroom practices for ethnic minorities. Compare: A Journal of Comparative and International Education, 5(3), 399-416. https://doi.org/10.1080/03057925.2021.1924621
DeJaeghere, J., Duong, BH. and Dao, V. (2021). Teaching practices that support thinking and promote learning: Qualitative evidence from high and low performing classes in Vietnam. Research on Improving Systems of Education. https://doi.org/10.35489/BSG-RISE-RI_2021/024
DeJaeghere, J., Duong, B.H. and Dao, V. (2022). Cultural Change as System Change: Supporting and inhibiting deep learning in Vietnam. Comparative and International Education Society (CIES): Illuminating the Power of Idealism, April 2022.
DeJaeghere, J., Duong, B. and Dao, V. (2021). Teaching Practices That Support Thinking and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Comparative and International Education Society (CIES): Social Responsibility within Changing Contexts virtual conference, April 2021.
Dao, V. and DeJaeghere, J. (2020). How do Vietnamese secondary teachers’ practices reflect their understanding of competency-based learning? Paper accepted to present at the Comparative and International Education Society (CIES): Education Beyond the Human, March 2020 (did not attend due to COVID-19).
DeJaeghere, J., Dao, V. and Luong, P. (2019). Equality of learning in Vietnam: Do teachers’ classroom practices address inequities among ethnic minority students? Comparative and International Education Society (CIES): Education for Sustainability, April 2019.