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ItemEducation professional standards in Thailand(Assumption University, 2007) Methi Pilanthananond ; Assumption University. Graduate School of EducationEducation shall be based on the principle that all learners are capable of learning and self-development, and are regarded as being most important. The teaching-learning process shall aim at enabling the learners to develop themselves at their own pace and to the best of their potential. Education can be provided through formal, non-formal, and informal approaches, with emphasis on knowledge, morality, the learning process, and integration of the following factors depending on their appropriateness for each level of education
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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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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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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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ItemThe study of teacher competence of teachers at schools in the Three Southern Provinces of Thailand(Assumption University Press, 2009) Naree Aware Achwarin ; Assumption University. Graduate School of EducationThe research study aimed to determine the teacher competence level and investigate the relationship between teacher qualification, teaching experience, and school size and teacher competence of teachers at schools in the three southern border provinces of Thailand. The method of survey research was used through questionnaire. The unit of analysis was teachers, 750 were selected by simple random sampling methods from nine educational regions, 18 secondary schools, under the Basic Education Commission of Thailand (OBEC) at Narathiwas, Pattani, and Yala province. The instrument used for collecting data was a questionnaire, constructed by the researcher, employing the professional standards of knowledge and experience from the Teacher Council of Thailand (2005) containing nine competence areas. The Cronbach's Alpha coefficient for the reliability was 0.96. The questionnaire consisted of two parts; part one cover up independent variables, part two was 5- rating scale questionnaire pertaining to teacher competence. The statistical devices used in analyzing data were descriptive statistics ; percentage , arithmetic mean, standard deviation to determine the teacher competence level and employed the Pearson 's Product Moment Correlations Coefficient to investigate the relationship between teacher qualification , teaching experience, and school size and teacher competence. The findings revealed three features that most of (l) the teachers (92.88%) hold bachelor degree; very few teachers (6.23%) bold master degree or higher degree. Most of the teachers (71.07%) had teaching experience of more than 10 years. (2) The level of teacher competence of teachers at schools in the three southern border provinces of Thailand was at high level. 'Teachership' was the highest teacher competence. In order from the highest to the lowest of nine competence areas, the ranking was teachership ; psychology for teachers; educational measurement and evaluation; classroom management ; learning m anagement; educational innovation and information technology , language and technology for teachers; curriculum development; and educational research. 3) An analysis of the relationship between teacher qualification, teaching experience,and school size and teacher competence of teachers was conducted. This was carried out in the three southern border provinces of Thailand by using Pearson Product Moment Correlation Coefficients. The results revealed that: (a )There was a positive, significant relationship, between teacher qualification and teaching experience, teacher competence areas in language and technology for teachers, curriculum development, and educational research.(b) There was positive, significant relationship, between teaching experience and school size, teacher competence areas of curriculum development: This was a negative significant relation sh ip with competence areas in language and technology for teachers and educational innovation and information technology.The results of the findings provide several direction s for future research and practice. The results confirm the value of professional teacher standards of knowledge and experience for teachers and educators and its relations in the context of the schools in the three southern border provinces of Thailand.
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