Browsing by Subject "Teacher effectiveness"
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ItemA comparative study of Grades 10 and 11 students' perceptions of English teacher effectiveness in Lai Za High School and Mai Ja Yang High School in Kachin State, MyanmarThe purpose of this study was twofold: firstly, to determine Grades 10 and 11 students’ perceptions of English teacher effectiveness using Danielson’s (2011) framework for teaching model and its domains (i.e., planning and preparation, classroom environment, and instruction) in Lai Za High School and Mai Ja Yang High School in Kachin State, Myanmar; and secondly, to identify whether there were significant differences in Grade 10, Grade 11, and Grades 10 and 11 students’ perceptions of English teacher effectiveness between the same schools. This quantitative study used the Students’ Perceptions of Teacher Effectiveness Questionnaire (SPTEQ, Sprague, 2013). The respondents were 184 Grades 10 and 11 students in Lai Za High School and 220 Grades 10 and 11 students in Mai Ja Yang High School during the academic year 2017-2018. The research findings indicated that, in Lai Za High School, on average, Grade 10 students perceived their English teachers as neither effective nor ineffective, while Grade 11 students perceived their English teachers as effective. In Mai Ja Yang High School, both Grades 10 and 11 students, on average, perceived their English teachers as effective. Independent samples t-tests revealed that there were significant differences in Grade 10 and Grades 10 and 11 students’ perceptions of English teacher effectiveness between Lai Za High School and Mai Ja Yang High School, whereas no significant difference in Grade 11 students’ perceptions of English teacher effectiveness was noted between Lai Za High School and Mai Ja Yang High School.
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ItemCritical pedagogy in English language teaching(Assumption University, 2006) Sureepong Phothongsunan ; Assumption University. Graduate School of English
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ItemA development of ICT competency leadership model for teachers in Saint Gabriel's foundation schools of Thailand(Assumption University, 2012) Verayuth Boonpram ; Assumption University. Graduate School of EducationThis research aimed to (1) explore and (2) design the information and communication technology (ICT) competency leadership model for teachers as well as to (3) find out its efficiency and (4) propose it to maintain the high-academic profile of Saint Gabriel’s Foundation schools of Thailand. A mixture of qualitative and quantitative research designs using the five ICT indicators namely hardware, software, ICT communicative tools, teaching and learning and ethical standards were applied. The 4Is theory of transformational leadership factors in correlation with the eight types of ICT leadership approaches was used in the design of the ICT competency model. The school directors from its 13 Saint Gabriel’s Foundation schools were given an in-depth interview and questionnaires were administered to those teachers who use ICT and English as the medium of instructions. Most of the respondents were female, ranging from 40 years old and above; with more than 10 years of teaching experience. They were also educationally qualified having at least a minimum qualification of Bachelor’s degree. The number of teachers was evenly distributed among the five major subjects such as English, Science, Mathematics, Computer and Social Science. The results showed that 303 teachers have been using technological media as aid for teaching while computer/laptop and internet were technological devices most commonly used for teaching and learning as well as for research purposes. The use of ICT must be enhanced and supported to promote and develop their leadership skills thus acquire competency. ICT integration in the teaching and learning process provides meaningful experiences; make the work easier using the Microsoft office and communicate and receive data worldwide. Most of the respondents have been using web browsing for research purposes, online materials for class activities, emails for sending and receiving messages, and watching movies, listening to music and reading news as a recreational form of ICT communicative tools. The respondents exhibited skills of integrating ICT in the teaching and learning process. They have employed record lesson attendance and making presentation for lectures. They have used software to enhance classroom activities and make the lesson more interesting for learners. Two thirds of the respondents agreed that professionalism was an essential requirement for being a good teacher. However, responding to the demands of the modern generation of learners with sufficient knowledge in ICT skills and healthy classroom atmosphere were primary qualifications a teacher must possess to gain competency in leadership. It was to cultivate moral values, enhance ethical standards and employ safety policies on the use of ICT resources.
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ItemIllustration of test development project assessment and evaluation of EP teachers(Assumption University Press, 2010) Ratchaporn Rattanaphumma ; Assumption University. Graduate School of English
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ItemA model of effective challenge management strategies of chairpersons in private international university in ThailandChairperson is an academic leader in Public and Private Higher Educational Universities in Thailand. This study mainly emphasizes on Private International Universities. There is a widespread perception of a lack of good leadership in our society in the phase of increasingly challenging problems and needs. This study emphasizes mainly on coping with demand and change in the market, and the expectation of stakeholders from private international universities. Learning, leading and progressing are deeply intertwined and we need to regard each other as worthy of attention caring and involvement if they are to learn together. It is in fact reciprocal. The main objectives of this study are to explore the roles chairperson perform as chair and the challenges chairpersons confront challenges chairpersons confront while performing their roles as chair, and what strategies they use to deal with the challenges. Finally develop a model of effective challenge management strategies will be developed for the chairpersons.
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ItemPerception of effective teaching characteristics : a case study of MBA program students of Assumption University, Thailand(Assumption University, 2005) Potjanee Muangsillapasart ; Patricia Arttachariya, jt. auth. ; Assumption University. Martin de Tours School of Management and EconomicsThis study determined students' perceptions of effective teaching characteristics which promote learning in the Master of Business Administration (MBA) program, and identified personal factors influencing their perceptions of effective teaching. The researcher selected seven personal factors (gender, age, nationality, program-time of study, academic trimester, grade point average (GPA) , and work experience) to study the differences in their perceptions of Five Key Behaviors contributing to effective teaching (lesson clarity, instructional variety, task orientation, engagement in learning process, and student success). A total of 307 responses consisting of 131 MBA Day program and 176 MBA Evening program students were collected. The responses ranked important teaching characteristics as student success, lesson clarity, task orientation, instructional variety, and engagement in learning process, respectively. Through Independent T-Test analysis and ANOVA, it was found that age, GPA, and work experience showed no difference in students 'perceptions of effective teaching characteristics. On the other hand, gender, nationality, program-time of study, and academic trimester showed significant differences in students 'perceptions of effective teaching characteristics.
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ItemThe relationship of perceived teacher effectiveness and perceived teacher's classroom use of dialects with motivational orientation for learning Chinese language of Grade 10 students in Chinese language class at Hengxian High School, Guangxi Province, ChinaThe purpose of this study was to identify the relationship of perceived teacher effectiveness, perceived teacher’s classroom use of dialects with motivational orientation for learning Chinese language of Grade 10 students in Chinese language class at Hengxian High School, Guangxi Province, China. Analysis of the collected data revealed that there was a significant, positive, and moderately strong correlation between perceived teacher effectiveness and motivational orientation for learning Chinese language of Grade 10 students in Chinese language class at Hengxian High School. The research findings indicate that the level of teacher effectiveness can affect students’ motivational orientation for learning Chinese language in Chinese language class at Hengxian High School. However, teacher’s classroom use of dialects does not significantly affect students’ motivational orientation for learning Chinese language in Chinese language class at Hengxian High School. Based on the research findings, recommendations for students, teachers, administrators and future researchers are provided.
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ItemA study of teacher utilization of smart board at Pan-Asia International School BangkokThe current study was carried out how smartboard can motivate the students to learn more effectively and how smartboard has been used in each subject. Smartboard is an expensive teaching facility. To have it in the school, the teachers should have enough ability to use it and use it properly. Smartboard is a new technology especially in education, not only the teachers are facing to the new technical problems, the students also face to the challenge of new technology. The quantitative research approach was employed by means of a survey questionnaire. Data obtained from 67 teachers were statistically analyzed in order to identify the frequency of smartboard used at Pan-Asia International School and at the same time, to examine gender and grade levels differences in teachers’ utilization to use smartboard. The result of data analysis revealed the following: (a) every subject teacher use smartboard to teach at Pan-Asia International School, almost 4 to 10 hours per week; (b) there is no difference in teachers’ ability to use smartboard regarding teachers’ gender at Pan-Asia International School Bangkok; (c) there is no significant difference in teachers’ ability to use smartboard regarding the grade levels of teaching at Pan-Asia International School Bangkok.
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