Scholar: Vol. 1, No. 1 (2009)

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DEVELOPMENT OF A CAREER COUNSELING CENTER MODEL FOR PREPARING STUDENTS FOR THE WORLD OF WORK USING ENNEAGRAM PERSONALITY THEORY
(Scholar, 2009) Nathara (Wipa) Mhunpiew
The 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.
A study on the quality of play towards student development in the international schools of Thailand
(Assumption University, 2009) Rishi, Divia; Assumption University. Graduate School of Education
Play is believed to provide benefits for cognitive, social, emotional, physical and moral development for children from all socioeconomic, cultural and linguistic backgrounds. As children spent most of their time these days at school, schools should provide quality play especially to the early year’s programs. Play would facilitate the development of the whole child if it is of quality.Schools can provide quality play for children if they consider the ten dimensions of play in order to evaluate the quality of play at schools. Aims and objectives, curriculum, learning and teaching strategies, planning, assessment and record keeping, staffing, physical environment, relationships and interactions, equal opportunities, parental partnerships and liaison, monitoring and evaluation are the factors that affect the quality of play at schools. The other essential element to produce quality play is teacher facilitation and understanding towards play.Many theorists like Piaget, Vygotsky, Bruner, Erikson and others have supported the importance of play for children to develop. Thus, the question is not about the presence of play at schools but the quality of play that has been provided by the school is essential. Since, play is common for children, especially in early years, schools already have an essential tool for the development of children but schools need to evaluate and be aware of the quality of play in the schools.Piaget stated the pre – operational stage related to the child’s development. At this stage students can apply the theory of assimilation and accommodation. While the child is at classroom experiencing an academic experience, the child is experiencing assimilation but when children are at play they get a chance to accommodate what they have learnt through play. Play has been regarded as an important element to children’s lives. In the olden days when children spent more time in the fields and homes rather than schools like now, they had the opportunity to interact with their family member, friends, relatives and neighbors. We would often see them playing different kinds of group games together. But these days children are sent to the schools at an early age assuming that they would be better off with an early foundation on the academic areas of life in order to be successful individuals in the future. We could see wonderful playgrounds around the schools with no children playing in it. It is essential for schools to provide the opportunity of play since the school is the greatest area where children could learn and meet friends, in other words school is a social arena where they should be learning and growing. There is a well-established consensus among early childhood professionals that play is an essential element of developmentally appropriate high quality early education programs (Alliance for Childhood, 2006; NAEYC&NAECSSDE,2003). When Children Play: • They have many opportunities to apply mental representations of the world to new objects, people, and situations – the key ability for future academic learning. • They integrate all types of learning – physical, social, emotional, intellectual, and language development. • They are engaged in things they’re interested in – so they have a natural motivation to learn ( Shonkoff & Phillips, 2000) A lot of research has been done in the favor of play for young children. It is regarded as chances for the children to apply their skills, learning and ideas in a situation where they don’t have to think about the consequences of it in reality. There is a well-established consensus among early childhood professionals that play is an essential element of developmentally appropriate high quality early education programs (Alliance for Childhood, 2006; NAEYC&NAECSSDE, 2003). Play provides benefits for cognitive, social, emotional, physical, and moral development (American Academy of Pediatrics, 2006; Elkind, 2007) for children from all socio-economic, cultural, and linguistic backgrounds (Zigler, E. & Bishop-Josef, S., 2006).
Guidelines of educational leadership in program management : the factors enhancing effectiveness of Chinese language programs
(Assumption University, 2009) Xie, Hua; Assumption University. Graduate School of Education
Teaching ethics in the public relations curriculum at the undergraduate level
(Assumption University, 2009) Bu-Nga Chaisuwan; Assumption University. Graduate School of Education
A model for developing student leaders through student activities
(Assumption University, 2009) Orrachat Pisuthipat; Assumption University. Graduate School of Education
The 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.
Digital leadership for high school classroom management
(Assumption University, 2009) Mook, Kim Kyo; Assumption University. Graduate School of Education
The 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 Education
The 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.
The relationship between emotional intelligence and instructor performance in Ho Chi Ming City University of foreign languages and information technology (HUFLIT), Vietnam
(Assumption University, 2009) Nguyen, Tran Thi Vinh; Assumption University. Graduate School of Education
Innovation and educational leadership challenge : a developmental approach
(Assumption University, 2009) Goodman, Andrew M.; Assumption University. Graduate School of Education
Language learning strategies and English proficiency : a study of Chinese undergraduate programs in Thailand
(Assumption University, 2009) Zuan, Zhao; Assumption University. Graduate School of Education
Student leadership as a behavioral modification in controlling disruptive behaviors of classmates : a study of mathayom 3 students at Sirisuksa School
(Assumption University, 2009) Panida Sirichantr; Assumption University. Graduate School of Education
Development of student character through principals' spritual leadership practices based on bandura's social learning theory
(Assumption University, 2009) Joseph K. Jose; Assumption University. Graduate School of Education
Leadership in the development of a kindergarten model in the Bangkok metropolis
(Assumption University, 2009) Pimolpun Burapharat; Assumption University. Graduate School of Education
A study of factors correlating with the learning organization of schools under the congregation of the sisters of the sacred heart of Jesus of Bangkok
(Assumption University, 2009) Waraporn Cheewaruengroj; Assumption University. Graduate School of Education
The world is changing rapidly. Change has evolved from focus on economic development from an agrarian economy to an industrialized economy, from simple life to more complicated life. Therefore, people have to be awake to these changes and must try to improve their skills all the time. They cannot stop their learning simply because they have graduated from school or the university; if they would like to be successful, they must grow. They have to keep on learning from their experiences, environment, or their organization. As Lassey (1998) shows successful people are people who learn. Organizations are no different, successful organizations are learning organizations. Without learning, there is no improvement; and without improvement organizations stagnate.
Expected child development and actual occurrence in children : personal, social and emotional aspects, in a selected kindergarten in Nonthaburi
(Assumption University, 2009) Ploenpis Kowae; Assumption University. Graduate School of Education
Investigation of a teacher's continued profesional development in a Thai context
(Assumption University, 2009) Taylor, Harvey; Assumption University. Graduate School of Education
Development of a strategic plan to enhance leadership IQ for adminstrators in Silesian schools in Thailand
(Assumption University, 2009) Thanad Anan; Assumption University. Graduate School of Education
The 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.
Relationships between situational factors and leadership styles in Chengdu institute Sichuan international studies university (CISISU), P.R.C.
(Assumption University, 2009) Lifan, Chen; Assumption University. Graduate School of Education
Leadership of deans in Private Universities in Thailand, Malaysia, and Singapore : a comparative study and model development
(Assumption University, 2009) Brahmakasikara, Laura M.; Assumption University. Graduate School of Education
Development 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 Education
This 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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