Scholar: Vol. 1, No. 1 (2009)
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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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ItemDEVELOPMENT OF A CAREER COUNSELING CENTER MODEL FOR PREPARING STUDENTS FOR THE WORLD OF WORK USING ENNEAGRAM PERSONALITY THEORYThe objectives of this study were: (1) to investigate career counseling provision and its pattern. (2) To develop a model of career counseling center for preparing students into the world of work by using Enneagram personality theory to observe the evaluation process of Thai students’ characteristics. (3) To formulate the model of career counseling for students in Thai higher education institutes by integrating Thai value and Enneagram personality theory in order to establish research personality measures for individual student. Samples are four-year-university students from the universities that provided all nine educational groups categorized by UNESCO entitled International Standard Classification of Education (ISCED). Comprehensive universities selected for the study were Chulalongkorn University, Mahidol University, Kasetsart University, Naresuan University, Chiang Mai University, Khon Kaen University, and Prince of Songkla University. 527 respondents participated in the survey. Multivariate tools from SPSS for Windows were used for statistical analysis. The model of career counseling center was developed and confirmed by a committee of experts using the connoisseurship model. Four out of nine personality types -Epicure, Mediator, Trooper, and Giver- from Enneagram personality theory are mostly found among Thai students. The model of career counseling center was thus developed in accordance with the demands of current student personality as well as objectives in accordance to the university service provision policy under the operation of student affairs division. The preparations of location, facility, and structural design of management, service provision process, and student counseling procedure were developed in accordance to help support the student readiness in entering into the world of work. The recommendation for successful career counseling center was restricted its scope of work in programs of study and career counseling. Special emphasis was to be placed upon student personality types in tailored made counseling program oriented to future careers, following six procedures of one-stop counseling service: to investigate student personality type, test of student personality type, check the vacancy job position on database, study on the characteristic of the perspective job, attend the training program, and apply to the job. The counseling service should be based on each student personality type that influences his / her future profession and follow the six procedures of one-stop counseling service.
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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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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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ItemA model for developing student leaders through student activities(Assumption University, 2009) Orrachat Pisuthipat ; Assumption University. Graduate School of EducationThe objectives of this study were: 1) To identify characteristics of student leaders; 2) To ascertain a taxonomy of student leader characteristics; 3) To propose a model for developing new student leaders through student activities. The research methodology was divided into 5 steps according to the objectives. The first procedure in the research design was to identify characteristics of the leader, so the researcher reviewed materials from various sources such as leadership documents, textbooks, websites, research, journals. In addition, the researcher used content analysis methods to synthesize leadership characteristics that existed in leadership theories and found out core characteristics of leaders as presented in dendrograms. The second procedure in the research design was to ascertain a taxonomy of student leader characteristics. The researcher used the core leader characteristics to create the Student Leader Characteristics Checklist and test validity through input from experts combined with using a pilot study of 30 university students at ABAC for a reliability test. Next, a survey of student leaders at universities in Thailand was conducted. The result was the development of Grounded theory of Thai University Student Leader Characteristics. The third procedure in the research design was to find the gaps between student leader characteristics and general leader characteristics. That meant the researcher had to compare the characteristics of student leaders and what ideal characteristics of the leader could potentially be. These were tabulated and grouped by frequency count. The fourth procedure in the research design proposed a model for developing new student leaders through student activities. After determining the missing characteristics of the student leaders, these were matched to student leader characteristics using student activities. If none of the activities enhanced missing characteristics, they were recommending for the new activities. The fifth procedure in the research design was to test the proposed model using expert review. The researcher used the connoisseurship model technique to evaluate the model by the judgment of experts toward the proposed model. Finally, after running through these procedures, a model was developed for new student leaders through student activities. The major findings were as follows : 1) the characteristics of the leader are divided into four dimensions : Intellectual Dimension, Social Dimension, Style Dimension and Management Dimension. 2) The student leader characteristics were in four dimensions but the most non-evident characteristics were Creativity and Critical thinking, Emotional intelligence, Vision and Work in team. 3) A proposed model for developing student leader characteristics through the student activities program in order to enhance the characteristics of the student leaders that reflected on 4 dimensions of the leader characteristics.
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