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		<h1>Sổ tay Nghiên cứu Mở của GO-GN v1.1. Tài liệu tham khảo</h1>
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			<p style="text-align:justify;"><span style="background-color:rgb(255, 255, 0);"><strong>GO-GN Open Research Handbook v.1.1</strong></span></p><figure class="image image_resized image-style-side" style="width:25%;"><img style="aspect-ratio:469/673;" src="https://letrungnghia.mangvn.org/uploads/letrungnghia/news/2026/8.0.1.png" width="469" height="673" /></figure><p style="text-align:justify;"><span style="background-color:rgb(255, 255, 0);"><strong>References</strong></span></p><p style="background-color:transparent;line-height:115%;margin-left:0.25in;page-break-before:auto;text-align:justify;text-indent:-0.25in;">Ajzen, I. (1991). Theory of planned behavior. <i>Organization Behavior and Human Decision Processes</i>, 50, 179-211.</p><p style="background-color:transparent;line-height:115%;margin-left:0.25in;text-align:justify;text-indent:-0.25in;">Åkerlind G. (2005). Variation and commonality in phenomenographic research methods. <i>Higher Education Research &amp; Development</i>, 24 321–334. <a target="_blank" rel="noopener noreferrer" href="https://doi.org/10.1080/07294360500284672">https://doi.org/10.1080/07294360500284672</a></p><p style="background-color:transparent;line-height:115%;margin-left:0.25in;text-align:justify;text-indent:-0.25in;">Akkerman, S. &amp; Bruining, T. (2016). Multilevel Boundary Crossing in a Professional Development School Partnership. Journal of the Learning Sciences 25(2). <a target="_blank" rel="noopener noreferrer" href="https://doi.org/10.1080/10508406.2016.1147448">https://doi.org/10.1080/10508406.2016.1147448</a></p><p style="background-color:transparent;line-height:115%;margin-left:0.25in;text-align:justify;text-indent:-0.25in;">Akkerman, S. F. &amp; Bakker, A. (2011). Boundary Crossing and Boundary Objects. <i>Review of Educational Research</i>, 81(2), 132-169. <a target="_blank" rel="noopener noreferrer" href="https://doi.org/10.3102%2F0034654311404435">https://doi.org/10.3102%2F0034654311404435</a></p><p style="background-color:transparent;line-height:115%;margin-left:0.25in;text-align:justify;text-indent:-0.25in;">Akkerman, S.F., &amp; Bakker, A. (2011). Learning at the boundary: An introduction. <i>International Journal of Educational Research</i>, 50(1), 1-5. <a target="_blank" rel="noopener noreferrer" href="http://doi.org/10.1016/j.ijer.2011.04.002">http://doi.org/10.1016/j.ijer.2011.04.002</a></p><p style="background-color:transparent;line-height:115%;margin-left:0.25in;text-align:justify;text-indent:-0.25in;">Amendum, S. J., Conradi, K., &amp; Hiebert, E. (2018). Does text complexity matter in the elementary grades? A research synthesis of text difficulty and elementary students’ reading fluency and comprehension. <i>Educational Psychology Review</i>, 30(1), 121-151.</p><p style="background-color:transparent;line-height:115%;margin-left:0.25in;text-align:justify;text-indent:-0.25in;">Anderson, C., &amp; Ellerby, W. (2018). Digital maturity model. Achieving digital maturity to drive growth. In <i>Deloitte Digital</i> (Issue February). <a target="_blank" rel="noopener noreferrer" href="https://www2.deloitte.com/content/dam/Deloitte/global/Documents/Technology-Media-Telecommunications/deloitte-digital-maturity-model.pdf">https://www2.deloitte.com/content/dam/Deloitte/global/Documents/Technology-Media-Telecommunications/deloitte-digital-maturity-model.pdf</a></p><p style="background-color:transparent;line-height:115%;margin-left:0.25in;text-align:justify;text-indent:-0.25in;">Anderson, T. (2013). 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Routledge.</p><p style="background-color:transparent;line-height:115%;margin-left:0.25in;text-align:justify;text-indent:-0.25in;">Archer, M.S. (2003). <i>Structure, agency, and the internal conversation</i>. Cambridge: Cambridge University Press.</p><p style="background-color:transparent;line-height:115%;margin-left:0.25in;text-align:justify;text-indent:-0.25in;">Archer, M.S. (2007). The Trajectory of the Morphogenetic Approach: An account in the first person. <i>Sociologica, Problemas e Practicas</i>. 54:35-47.</p><p style="background-color:transparent;line-height:115%;margin-left:0.25in;text-align:justify;text-indent:-0.25in;">Archer, M.S. 2012. <i>The Reflexive Imperative in Late Modernity</i>. First ed. Cambridge: Cambridge University Press.</p><p style="background-color:transparent;line-height:115%;margin-left:0.25in;text-align:justify;text-indent:-0.25in;">Area, M.; Miño, R.; Rivera-Vargas, P. &amp; Alonso, P. (2020). Investigación sobre tecnologías educativas: más allá de los artefactos, in: J. M. S. Gil, F. H. Hernández, L. M. Mesa, J. D. P. Pons, J. I. R. Flores &amp; A. O. Fernández (coords.), <i>Caminos y derivas para otra investigación educativa y social</i>. Barcelona: Octaedro.</p><p style="background-color:transparent;line-height:115%;margin-left:0.25in;text-align:justify;text-indent:-0.25in;">Armellini, A., &amp; Nie, M. (2013). Open educational practices for curriculum enhancement. <i>Open Learning: The Journal of Open, Distance and e-Learning</i>, 28(1), 7–20. <a target="_blank" rel="noopener noreferrer" href="http://doi.org/10.1080/02680513.2013.796286">http://doi.org/10.1080/02680513.2013.796286</a></p><p style="background-color:transparent;line-height:115%;margin-left:0.25in;text-align:justify;text-indent:-0.25in;">Ashworth, P. D &amp; Lucas, U., 1998. What is the ‘world’ of phenomenography?. <i>Scandinavian journal of Educational Research</i>, 42 (4), 415-431.</p><p style="background-color:transparent;line-height:115%;margin-left:0.25in;text-align:justify;text-indent:-0.25in;">Aspers, P. (2009) Empirical Phenomenology: A Qualitative Research Approach (The Cologne Seminars), <i>Indo-Pacific Journal of Phenomenology</i>, 9:2, 1-12, <a target="_blank" rel="noopener noreferrer" href="https://doi.org/10.1080/20797222.2009.11433992">https://doi.org/10.1080/20797222.2009.11433992</a></p><p style="background-color:transparent;line-height:115%;margin-left:0.25in;text-align:justify;text-indent:-0.25in;">Atenas, J. &amp; Havemann, L. (2014). Questions of quality in repositories of open educational resources: A literature review. <i>Research in Learning Technology</i>, 22(1), 1-13. <a target="_blank" rel="noopener noreferrer" href="https://journal.alt.ac.uk/index.php/rlt/article/view/1419/pdf_1">https://journal.alt.ac.uk/index.php/rlt/article/view/1419/pdf_1</a></p><p style="background-color:transparent;line-height:115%;margin-left:0.25in;text-align:justify;text-indent:-0.25in;">Atkins, D. E.; Brown, J. S. &amp; Hammond, A. L. (2007). A review of the open educational resources (OER) movement: Achievements, challenges, and new opportunities. <a target="_blank" rel="noopener noreferrer" href="https://hewlett.org/wp-content/uploads/2016/08/ReviewoftheOERMovement.pdf">https://hewlett.org/wp-content/uploads/2016/08/ReviewoftheOERMovement.pdf</a></p><p style="background-color:transparent;line-height:115%;margin-left:0.25in;text-align:justify;text-indent:-0.25in;">Ayres, L. (2008). Semi-structured interview. <i>The SAGE Encyclopedia of Qualitative Research Methods</i>, 811–813.</p><p style="background-color:transparent;line-height:115%;margin-left:0.25in;text-align:justify;text-indent:-0.25in;">Bailey, K. (1994). <i>Interview Studies in Methods of social research</i>. Simonand Schuster, 4th ed. The Free Press, New York NY 10020.Ch8. 173-213.</p><p style="background-color:transparent;line-height:115%;margin-left:0.25in;text-align:justify;text-indent:-0.25in;">Baker, A. &amp; Ippoliti, C. (2019). Student-driven OER: Championing the student voice in campus-wide efforts. In <i>OER: A Field Guide for Academic Librarians</i> | Editor’s Cut. Pacific University Press. <a target="_blank" rel="noopener noreferrer" href="https://boisestate.pressbooks.pub/oer-field-guide/chapter/student-driven-oer-championing-the-student-voice-in-campus-wide-efforts/">https://boisestate.pressbooks.pub/oer-field-guide/chapter/student-driven-oer-championing-the-student-voice-in-campus-wide-efforts/</a></p><p style="background-color:transparent;line-height:115%;margin-left:0.25in;text-align:justify;text-indent:-0.25in;">Ball, S. J. (2013). <i>Foucault, Power, and Education</i>. Routledge.</p><p style="background-color:transparent;line-height:115%;margin-left:0.25in;text-align:justify;text-indent:-0.25in;">Balloo, K., Gravett, K. &amp; Erskine, G. (2021). ‘I’m not sure where home is’: narratives of student mobilities into and through higher education. <i>British Journal of Sociology of Education</i>. DOI: 10.1080/01425692.2021.1959298</p><p style="background-color:transparent;line-height:115%;margin-left:0.25in;text-align:justify;text-indent:-0.25in;">Bennett, J. (2000). The Academy and Hospitality. <i>CrossCurrents</i>, 50(1/2), 23-35. <a target="_blank" rel="noopener noreferrer" href="http://www.jstor.org/stable/24461227">http://www.jstor.org/stable/24461227</a></p><p style="background-color:transparent;line-height:115%;margin-left:0.25in;text-align:justify;text-indent:-0.25in;">Bensimon, E. M. (2005). Closing the achievement gap in higher education: An organizational learning perspective. <i>New Directions for Higher Education</i>, 2005(131), 99-111. <a target="_blank" rel="noopener noreferrer" href="https://doi.org/10.1002/he.190">https://doi.org/10.1002/he.190</a></p><p style="background-color:transparent;line-height:115%;margin-left:0.25in;text-align:justify;text-indent:-0.25in;">Bensimon, E. M. (2012). The Equity Scorecard: Theory of change. In E. M. Bensimon &amp; L. Malcom (eds.), <i>Confronting equity issues on campus: Implementing the Equity Scorecard in theory and practice</i>. Stylus.</p><p style="background-color:transparent;line-height:115%;margin-left:0.25in;text-align:justify;text-indent:-0.25in;">Bensimon, E. M., Dowd, A. C., &amp; Witham, K. (2016). Five principles for enacting equity by design. <i>Diversity and Democracy</i>, 19(1), 1-8.</p><p style="background-color:transparent;line-height:115%;margin-left:0.25in;text-align:justify;text-indent:-0.25in;">Berman, J. &amp; Smyth, R. 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Discourses of Deficit in Higher Degree Research Supervisory Pedagogies for International Students. <i>Pedagogies: An International Journal</i>, 3:2, 69-84. <a target="_blank" rel="noopener noreferrer" href="http://dx.doi.org/10.1080/15544800801929393">http://dx.doi.org/10.1080/15544800801929393</a></p><p style="background-color:transparent;line-height:115%;margin-left:0.25in;text-align:justify;text-indent:-0.25in;"><br />&nbsp;</p><figure class="image"><img style="aspect-ratio:800/450;" src="https://letrungnghia.mangvn.org/uploads/letrungnghia/news/2026/8.0.2.png" width="800" height="450" /></figure><p style="background-color:transparent;line-height:115%;margin-left:0.25in;text-align:center;text-indent:-0.25in;"><a target="_blank" rel="noopener noreferrer" href="http://go-gn.net/">http://go-gn.net/</a></p><p style="text-align:justify;"><span style="background-color:transparent;">---------------------------------------------------</span></p><p style="text-align:justify;"><span style="background-color:transparent;"><strong>Thừa nhận:</strong>&nbsp;</span></p><p style="margin-left:0.49in;text-align:justify;"><span style="background-color:transparent;">Nội dung này được dịch từ tài liệu của các tác giả: Farrow, R. (ed.), Weller, M., Pitt, R., Iniesto, F., Algers, A., Almousa, S., Baas, M., Bentley, P., Bozkurt, A., Butler, W., Cardoso, P., Chtena., N., Cox, G., Czerwonogora, A., Dabrowski, M.T., Derby, R., DeWaard, H., Elias, T., Essmiller, K., Funk, J., Hayman, J., Helton, E., Huth, K., Hutton, S. C., Iyinolakan, O., Johnson, K. R., Jordan, K., Kuhn, C., Lambert, S., Mittelmeier, J., Nagashima, T., Nerantzi, C., O’Reilly, J., Paskevicius, M., Peramunugamage, A., Pete, J., Power, V., Pulker, H., Rabin, E., Rets, I., Roberts, V., Rodés, V., Sousa, L., Spica, E., Vizgirda, V., Vladimirschi, V., &amp; Witthaus, G. (2023). Sổ tay Nghiên cứu Mở của GO-GN.</span></p><p style="margin-left:0.49in;text-align:justify;"><span style="background-color:transparent;">Mạng lưới Cao học Toàn cầu về Tài nguyên Giáo dục Mở / Trung tâm Nghiên cứu Giáo dục Mở.</span></p><p style="margin-left:0.49in;text-align:justify;"><a target="_blank" rel="noopener noreferrer nofollow" href="https://go-gn.net/gogn_outputs/open-research-handbook/"><span style="background-color:transparent;"><span style="font-weight:normal;">https://go-gn.net/gogn_outputs/open-research-handbook/</span></span></a><span style="background-color:transparent;"><span style="font-weight:normal;">.</span></span></p><p><img class="image-left" src="https://letrungnghia.mangvn.org/uploads/letrungnghia/news/2026/cc-by-logo_5.png" alt="" width="100" height="35" /></p><p style="text-align:justify;"><a target="_blank" rel="noopener noreferrer nofollow" href="https://creativecommons.org/licenses/by/4.0/"><span style="background-color:transparent;color:rgb(0,0,128);">&nbsp;</span><span style="background-color:transparent;">Giấy phép nội dung: CC BY 4.0 Quốc tế</span></a><span style="background-color:transparent;">.&nbsp;</span></p><p style="text-align:justify;"><br /><span style="background-color:transparent;">---------------------------------------------------</span></p><p style="text-align:justify;"><a target="_blank" rel="noopener noreferrer nofollow" href="https://giaoducmo.avnuc.vn/index.php/giao-duc/so-tay-nghien-cuu-mo-cua-mang-luoi-cao-hoc-toan-cau-tai-nguyen-giao-duc-mo-go-gn-global-oer-graduate-network-1682.html"><span style="background-color:transparent;">VỀ TRANG MỤC LỤC</span></a></p><p style="text-align:justify;"><span style="background-color:transparent;">---------------------------------------------------</span></p><p style="text-align:justify;"><span style="background-color:transparent;"><strong>Xem thêm:</strong>&nbsp;</span></p><ul><li data-list-item-id="e81cd98ffa4ea6601e284271107577a11"><p style="text-align:justify;"><a target="_blank" rel="noopener noreferrer nofollow" href="https://giaoducmo.avnuc.vn/index.php/giao-duc/"><span style="background-color:transparent;">Tài nguyên Giáo dục Mở - OER (Open Educational Resources)</span></a></p></li></ul>
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