Browsing by Author "Assumption University. Graduate School of Education"
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ItemAn action agenda for educational leaders in response to marketing orientation of higher education institutions in ThailandThe objectives of this research are: 1) to identify the major challenges in higher education (HE); 2) to explore the application of marketing-oriented activities in HE; 3) to ascertain the perception and attitudes of educational leaders towards marketing orientation (MO) in higher education institutions (HEIs), Thailand; and 4) to propose an action agenda regarding MO for educational leaders of HEIs, Thailand. Qualitative research methods, i.e. the content analysis and semi-structured interview were employed. One hundred eighty books related to HE were chosen for content analysis. Assumption University, Ramkhamhaeng University, King Mongkut‘s Institute of Technology Ladkrabang, and Chulalongkorn University were selected as the sample universities representing private, open, autonomous, and public universities respectively. Four presidents or vice presidents from the above universities were interviewed by employing semistructured interviews. The major findings are 1) the influences of MO and external drives have changed the context in which HEIs exist and therefore it calls for a strong and visionary leadership which can apply strategic long-term planning based on a business platform. 2) The practice of MO in HE showed a) HEIs were committed to create a good image in order to attract perspective students; b) HEIs focused on increasing the satisfaction of their niche markets; c) in order to design excellent programs, reforms in curriculum were conducted to satisfy the practical demand-driven context; d) self-accountable entrepreneurial and academic activities were employed to enlist financial support. 3) The leaders of HEIs, Thailand were aware of the importance of applying marketing techniques and strategies in HE; nevertheless, such techniques and strategies were only applied at a superficial level and certain areas, rather than at a strategic and holistic level. 4) Therefore, the action agenda proposed calls for a strategic perspective towards the application of MO by employing a holistic approach in HEIs, Thailand, which covers the levels of 1) Government 2) The public 3) The industry 4) The university and 5) Leadership. The significance of the study is the action agenda can be referred by all the stakeholders of HE in order to effectively respond to MO.
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ItemAn application of blake and mouton's leadership styles of seminarians of Saint Joseph major seminary in Ho Chi Minh City diocese during serving at ParishThe purpose of this study was to use the theory of Blake and Mouton’s leadership Grid to measure seminarians’ behaviors in when they served at parishes. The objectives were (1) to determine the leadership styles the seminarians applied during serving at parish; (2) to examine relationship between seminarians’ leadership styles and their demographic profile; (3) to compare the difference in Team leadership styles among age groups, diocese groups, educational attainment groups, and work experience groups. The research method using in this study was quantitative. A Likert scale questionnaire which based on Blake and Mouton’s leadership Grid theory was used to determine leadership styles of 168 seminarians of five classes from three dioceses at Saint Joseph Major Seminary of Ho Chi Minh City diocese. The data from questionnaire was analyzed by using SPSS program. The findings of this study demonstrated that there was a dominant leadership style the seminarians applied during serving at parish; seminarians’ leadership styles were no related to age, diocese, educational attainment, and work experience; Team leadership style of seminarians were no significantly different among age groups, diocese groups, educational attainment groups, and work experience groups.
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ItemApplication of task-based learning in teching business Chinese reading in ThailandTask-Based Learning (TBL) has been attracting the attention of researchers and language teachers for many years. However, far less research has been carried out as to whether TBL works for teaching Business Chinese Reading. This study aims to offer a unique contribution by integrating a discussion of TBL pedagogical principles with descriptions of their application to teaching Business Chinese Reading. This study uses the basic principles and main ideas of TBL as the foundation and combines the specific characteristics of Business Chinese Reading. Integrating both quantitative and qualitative approaches, this study examines the knowledge and application of TBL among Assumption University students who study Chinese as a second language. To testify TBL is more effective than traditional teacher-center instruction, an experimental study is carried out in the research. The research subjects consisted of 54 senior students in Business Chinese Department of Assumption University. Students in both experimental group and control group received a pretest during the week before instruction began, and they also received a post-test during the week after instruction concluded. From the analysis it is easy to get the conclusion that TBL used appropriately in teaching Business Chinese Reading is helpful in improving students' reading skills.
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ItemAssessing students' self-efficacy for learning at an International University in ThailandDevelopment of a commitment to lifelong learning among students has become a key objective of education throughout the world. This is particularly the case in university study at both the undergraduate and, more especially, at the graduate levels, where the students are expected to shoulder increasingly greater responsibility for their own learning in both classroom-based and online learning contexts. An important aspect of that responsibility lies in the acquisition of metacognitive self-regulatory skills whereby students are enabled to manage their own learning in a variety of environments. Social cognitive self-regulation theory posits that an individuals’ beliefs in their ability to manage their own learning will be predictive of their active participation in current learning which will in turn be predictive of their commitment to lifelong learning. This paper describes a small scale validation study – prelude to an intended large scale university-wide study - of a questionnaire to measure self-efficacy for university level learning. The original 10-item scale, composed of 2 sub-scales (self-efficacy for information processing and self-efficacy for information finding), was first developed by researchers in Italy in 2007. It was slightly modified for the current study (a further 2-item sub-scale being added to measure self-efficacy for English listening and reading comprehension) and completed by a convenience sample of graduate (M.Ed.) students (n = 38) at an English-medium international university in Thailand. Each of the 3 sub-scales attained satisfactory degrees of internal consistency reliability. As well, in line with selfefficacy theory, correlations between each of the 3 sub-scales as well as the total scale and the respondents’ self-reported expected grades were robust and statistically significant.
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ItemA case study of the effects of a teaching method on students' academic achevement in life science and the use of self-regulated learning strategies(Assumption University, 2009) Holden, Diana K. ; Assumption University. Graduate School of EducationThe purpose of this study was to examine the effects of a teaching method on academic achievement in life science and on students’ use of self-regulated learning (SRL) strategies by grade eight students at Bangkok Christian International School. The method of teaching was adapted from Zimmerman’s cyclic model of self-regulated learning. Strategies for promoting students’ self-regulated learning strategies were identified through the literature review and applied into the study group: meta-cognitive strategies such as planning, monitoring, and regulating, and resource management strategies such as time management and study environment management. One sample and paired sample t-tests were used to analyze the effects of the teaching method on students’ academic achievement in Life Science and use of self-regulated learning strategies respectively. The results of the study and reccommodations to incorporate SRL more into traditional classrooms are discusses.
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ItemA comparative study of the teaching volunteers' perecptions toward leadership styles and organization culture at Shanan Education Networking Group (SENG), Northern Shan State, MyanmarThe purpose of this study was to compare the teaching volunteers’ perceptions toward leadership styles and organizational cultures in SHANAN Education Networking Group (SENG), Northern Shan State, Myanmar. The study focused on teaching volunteers from the five (5) selected community-based education centers in Northern Shan State, under the SHANAN Education Networking Group, Myanmar. The sample was composed of eighty-five (85) teaching volunteers in SENG. The main source of the data was a set of questionnaire that covers teaching volunteers’ demographics, leadership styles and organizational culture. The collected data were analyzed by using the descriptive statistics, Frequency percentage, Standard deviation Mean, and One-way ANOVA. The study found that Democratic leadership style was the most perceived leadership style of teaching volunteers at SHANAN Education Networking Group, Northern Shan State, Myanmar. The teaching volunteers’ perceptions toward Organizational culture were at “Positive level,” which means that they were positive perceptions towards the Organizational culture of SHANAN Education Networking Group, Myanmar. The research found there was no significance difference between teaching volunteers’ leadership styles and their perceptions toward organizational culture. No matter what leadership styles teaching volunteers were used, their perceptions toward organizational culture were the same.
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ItemA comparative study on student achievement in science through cooperative learning and individual learning at Nantawan International School(Assumption University, 2013) Hatipoglu, Vahide Gaye ; Assumption University. Graduate School of EducationThis study compared the differences in student achievement in science between cooperative learning and individualistic learning. The study had four objectives which were to determine 1) if there is an improvement in student achievement in science through cooperative learning, 2) if there is an improvement in student achievement in science through individualistic learning, 3) if there is a significant difference in student achievement in science between cooperative learning and individualistic learning activities, 4) if there is a significant difference in student achievement in science through cooperative learning and individualistic learning activities by year of study in Nantawan International School. The sample of 64 multinational students from the varying levels of primary Year 3 to 6 were given pretests and posttests through both cooperative and individualistic learning style in order to compare student achievement in science in the second semester of the academic year 2011-2012 at Nantawan International School. A major finding of the study was that there was a significant difference in student achievement in science between cooperative learning and individualistic learning activities in all four year levels from Year 3 to 6 in the direction that cooperative learning activities were more effective than individualistic learning activities for achievement in science. There was no significant difference in student achievement in science through both cooperative learning and individualistic learning activities by year of study in Nantawan International School. As a result of findings of this research, cooperative learning is recommended in the teaching/learning process to improve student achievement in science.
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ItemA comparative study on students value education achievement between two teaching styles : multimedia teaching style and traditional teaching style at Saint Louis School Chachoengsao, Thailand(Assumption University, 2013) Witthaya Thepkom ; Assumption University. Graduate School of EducationThe purpose of this study was to compare the students’ value education achievement taught by multimedia teaching style and traditional teaching style at Saint Louis School Chachoengsao, Thailand. Before conducting the teaching the pre-test was given to measure the students’ learning level with the selected 99 students out of 277 students who were studying Value Education in the 12th grade during the first semester of academic year 2013 at Saint Louis School Chachoengsao, Thailand. The study was conducted with two groups of students with two different teaching styles they were 50 students as the control group taught by traditional teaching style and 49 students as the experimental group taught by multimedia teaching style since both groups were basically in the similar studying environment, learning level based upon the pre-test result and studying in the same study program. After conducting the teaching, the post-test was given to students in both groups in order to compare their achievement in value education. The Independent Sample t-test (two-tailed) was used to analyze the data gathered from the post-test score. The result showed that there was a significant difference in students’ value education achievement taught by multimedia teaching style and traditional teaching style since the students who were taught by multimedia teaching style gained higher mean score of the post-test than students taught by traditional teaching style which implied that the students’ achievement in value education after being taught by multimedia teaching style found to be more effective than being taught by traditional teaching style. There was no significant difference in students’ value education achievement taught by multimedia teaching style and traditional teaching style according to gender neither in control group nor experimental group which implied that gender was not significantly different in the students’ value education achievement whether being taught by multimedia teaching style or traditional teaching style. There was a significant difference in students’ value education taught by multimedia teaching style and traditional teaching style according to grade point average (G.P.A) in the group of students that taught by traditional teaching style which implied that students who got higher G.P.A were still effective on their performance than students who got lower G.P.A. Finally, there was no significant difference in students’ value education taught by multimedia teaching style and traditional teaching style in the group of students that taught by multimedia teaching style which implied that all students benefitted equally with the use of multimedia teaching style concerning to their value education achievement whether they got lower or higher G.P.A. Multimedia teaching style can help all students of different learning levels improve their value education achievement equally.
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ItemA contingency-based personality model of teacher placement for international Singaporean primary schools in Thailand(Assumption University, 2011) Dubolino, Allen A. ; Assumption University. Graduate School of EducationEffective teacher placement is one of the most difficult problems facing educational administrators today. The data shows that 25% of teachers are leaving the job within their first year of service and 50% within their first 5 years of service. Much of this teacher attrition is believe to be attributed to poor hiring and placement practices. With modern research highlighting the importance of teachers’ personalities and dispositions to both their effectiveness and longevity, it is clear that new teacher placement models will be in demand. The objectives of this research are as follows: 1. To investigate if there is a relationship between teacher personality and the academic success of their students 2. To compare these potential relationships across four core subject areas and grade levels 1-6. 3. To propose an effective contingency-based personality model of teacher placement for use in international Singaporean primary schools in Thailand.
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ItemThe culture conundrum : classroom challenges in the Asian millennium(Assumption University Press, 2010) Srinath Ramnath ; Assumption University. Graduate School of Education"Those who know nothing of foreign languages know nothing of their own." Johann W. Goethe. This study will aim to highlight the importance of learning, understanding and assimilating cross cultural awareness and developing tolerance towards other cultures and cultural mores in the context of a technological explosion through the use of cyber-media and globalization. Firstly the importance of cultural understanding in an era of Free Trade Agreements (FTA) and how institutions and organisations will need to reinvent themselves will be discussed. This is necessary in order to become more competitive in order to survive in a world dominated by the emergence of Asian Economies as Powerhouses, given the economic recovery in Asia, much faster than in the West with more V shaped countries; which has led the west to use the term, Asian Millennium and the significance of the G 20 summit rather than the G8 of the past. The next focus will be on how the paradigm shift in business models has morphed, the example of "Lenovo" and "Siemens" models will be highlighted, where business no longer happens to be a brick and mortar industry where money alone matters. What matters more now is how businesses can realign their models to become more competitive as the challenges of globalization pose more demands on businesses and their ability to adapt to cross cultures and tune themselves. This study will argue that understanding cultures better and developing business models based on cross cultural awareness and tolerance will be the keys for both educational institutions and global corporations alike to succeed in the Asian Millennium and for the west to be aware of Asian cultures now! "No culture can live, if it attempts to be exclusive." Mahatma Gandhi In fundamental ways, the forces of globalization challenge the previous approaches and theories of development. In the minds of some observers, globalization is an exaggerated form of global capitalism; in the view of others, it is a wake-up call to look for alternate forms to the new social and cultural contexts which dictates the era of globalised education, primarily dominated by the use of technology where cultural arrangements are being spontaneously generated by the advent and reality of globalization.
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ItemDevelopment of a strategic plan to enhance leadership IQ for adminstrators in Silesian schools in ThailandThe purpose of this study was to develop a strategic plan to enhance Leadership IQ for administrators in Silesian schools in Thailand. There were fourteen schools in three types: girls, boys, and co educational, and 219 administrators in three levels: religious, administration staff and department heads. In addition, there were 360 teachers, 449 students, and 236 service-employees involved in this research. Questions (36 scenarios) were used to measure Leadership IQ of administrators based on the eight leadership roles: the selector, the connector, the problem solver, the evaluator, the negotiator, the healer, the protector, and the synergizer. The data was collected by randomly selecting from teachers, students, and service-employees for the best practices. Different statistical methods used in this research were descriptive statistics, ANOVA (F-test), and t-test. The findings were as follows: Most of the administrators at the three levels of leadership IQ Profiles had the role of the connector at a high level, while the other roles were in the middle to lower levels. As for education, all administrative levels had high scores in the role of the connector, and there was no significant difference in Leadership IQ between male and female administrators. Furthermore, after comparing the average of leadership IQs among administrators, the best practices were not significantly different (t = - 0.36, -0.51, -0.89) in any leadership role. The results of the study indicated that most of the administrators had high scores in the leadership role of the connector. However, the other leadership roles should be emphasized and valued as important. Therefore, the strategic plan was developed to enhance the leadership roles of Silesian administrators.
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ItemA development of a teacher leadership framework for gifted education in Thailand(Assumption University, 2014) Jane Kanjanaphoomin ; Sangob Laksan, jt. auth. ; Assumption University. Graduate School of EducationTeacher leadership was examined in the context of gifted education in Thailand for a development of an effective framework. An explanatory mixed method design was employed involving both quantitative and qualitative data collection from content analysis; and survey, interview and document from teachers. Results revealed that there were three major areas and nine attributes leading to effective teacher leadership. School leadership, teacher leadership and principles of learning are major considerations for teacher leadership to succeed in gifted education. Findings revealed that the gifted high school under study demonstrated good overall teacher leadership. Two significant areas strongly permeating were teacher collaboration, and teachers’ relationship and positive influence on one another. Two areas that were perceived not strongly present by teachers at the school were distributed leadership and professional learning community. The findings suggest that the framework can serve as a guideline for both gifted and general education in Thailand. Since the school is the country’s national high school for the gifted; the prevailing teacher leadership practices currently found can to some extent be a legitimate framework to emulate.
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ItemDevelopment of academic administration within the 'PDCA' framework as perceived by adminstrators in private school under the office of Nonthaburi educational service area 2(Assumption University, 2009) Phetsuphak Kitsakul ; Assumption University. Graduate School of EducationThis study proposes: 1) to investigate the administrators and administrative committees’ actions in academic administration. 2) To examine and compare the actual and expected actions in the framework of academic administration by administrators in private schools under the office of Nonthaburi Educational Service Area 2. 3) To determine an effective strategy for implementing an ‘Academic Administration’ using PDCA framework based on the standards and quality assessment of ONEC (Office the National Education Commission Office of the Prime Minister Kingdom of Thailand). The samples used in this study to determine and compare followed methods of surveying questionnaires for administrative committees and teachers in private schools under the office of Nonthaburi Educational Service Area 2 in 2007- 2008 academic year. The scope is the field of ‘Academic Administration’ in five tasks that are: 1) academic affairs planning 2) curriculum development 3) instruction management 4) supervision and instructional improvement and 5) evaluation of academic affairs on the standards and quality assessment of the PDCA framework. The instruments for collecting data include five tasks of academic administration as above. Action throughout four strands of PDCA framework by the office of National Education Standards and Quality Assessment involves: (P = plan, D = do, C = check, A = Action). The statistical methodologies used for interpretation of data are mean, standard deviations, and t-test within the location of methods: 1) to search for the real statement of problems in ‘academic administration’ 2) to reveal the nature of the PDCA framework related to how to work in effectively in academic administration, 3) to develop and propose active strategies and suggested actions in order to improve standards and quality in the five tasks of academic administration construct cited in the Standards and Quality Assessment of ONEC. Comparison of the actual actions of administrators in five tasks of Academic administration throughout four actions of PDCA: This framework was examined related to statistically significant differences from the expected actions in the group of administrative committees; classified by gender, age, educational background and working experience. Next, the actual actions or expected actions, were looked at, especially in the framework of PDCA (P = plan, D = do, C = check, A = Action) throughout the five task areas cited above. Supervision and Instruction Improvement and Evaluation of Academic Affair were looked at in private schools under the office of Nonthaburi Educational Service Area 2 for the 2007- 2008 academic year. The results of this study will be used to propose effective suggestions for implicative actions: 1. if there are high or low-rated actual actions of school administrators in the five tasks in academic administration throughout the four actions of PDCA framework. One is able to find out what factors were weak or strong so as to solve and develop remediation programs to address need. 2. If there are high or low-rated expected actions then one can propose, motivate, and develop school administrators and teamwork aspects to implement the academic administration in every school.
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