Faculty of Education - Theses
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ItemTeachers' roles : catering for the marginal child in Thailand's border schools( 2005)This thesis investigates the roles of primary school teachers who work in remote areas along the Thai-Burmese border in Ratchaburi Province, Thailand. It also develops a framework to re-conceptualize teacher education so that it will be more concerned with the needs of poor, marginal children who are linguistically and culturally diverse, and with the needs of illiterate villagers, and remote communities. A qualitative study was conducted in the three remote primary school settings with high percentages of bilingual students in the Province. The teachers, the headmasters, the school supervisors, the school board members and the provincial primary education administrator were involved in the study. Data was collected by means of personal diaries, individual interviews, focus group interviews, open-ended responses to a questionnaire, school documentation, a personal letter, and the Rajabhat Universities' teacher education curricula. Data was analyzed using the Princess Sirindhorn's Children Development Projects to indicate the current and expected roles of teachers, and then the data was triangulated and synthesized to determine the diverse roles of teachers including: providing effective education, leading students to a better life, empowering parents, developing schools, and developing communities. These diverse roles may positively affect individual, family, and community or environmental circumstances where children are "at-risk". And these can assist children to become valued citizens for their communities and country. Taking these diverse roles as a platform, diverse knowledge, skills, and values are established, and a diverse teacher education framework is identified to better prepare pre-service teachers to work successfully in the remote schools located close to the Thai-Burmese border. Moreover, certain recommendations for policies on teacher education curricula, primary education, staff development, and assessment in Thailand, for Rajabhat Universities, are proposed as well.
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ItemA study of the market orientation and marketing management in Rajabhat institutes in Thailand( 2005)The purpose of this study was to investigate the market orientation and marketing management of the administrators of four Rajabhat Institutes in Thailand, and also the style of leadership they employed in order to bring about effective change, arising from the establishment of a new Education Act, in their institutes. A case study method was used in order to determine how administrators of Rajabhat Institutes employ market-centred leadership to make effective change in marketing and how, in practice, administrators of Rajabhat Institutes implement their marketing concepts. A modified version of Drysdale's (2001) model of market-centred leadership was employed. This involved a consideration of two dimensions: market orientation and marketing management. The case studies revealed that, in the implementation of marketing concepts, the administrators demonstrated varying levels of responding to, and valuing, the importance of market-centred leadership which, in turn, invoked a various degrees of attitude change on the part of administrators. The extent of attitude to change on the part of institutes and administrators within each institute was graded as either high, medium or low. Variation between institutions indicated one Rajabhat Institute was high, two Rajabhat Institutes were medium and one Rajabhat Institute was low. For the administrators within these institutes: all Presidents were rated high; senior administrators varied between high (one), medium (two) and low (one). This suggests that a high level of responding and valuing of market-centred leadership is required if major educational reform is to be successfully implemented.
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ItemCommunicative activities for developing English speaking proficiency in Thailand( 2005)This study investigated the effectiveness of the two communicative activities, Information-gap and Role-play, in developing students' speaking proficiency in an English as a Foreign Language (EFL) classroom. It also provides an understanding of the dynamics of the learning process in the language classroom which resulted in students' progress in speaking. The study comprises a piece of reflective practice in the teacher-researcher's own practice, drawing on an integrated set of qualitative methods to gather data from all involved. This study was conducted in a normal language classroom of thirty-eight students in Thailand, and nine participants were targetted: 3 High, 3 Medium and 3 Low, based on language proficiency levels. Three research questions guided the study: (1) Can Thai students be assisted to use communicative activities, Information-gap and Role-play so as to overcome their weaknesses in speaking English?, (2) What most assists in the creation of meaningful situations?, and (3) What assists with the breaking down of affective barriers to participating in the two communicative activities? Data were gathered from four sources: Speaking Tests as Pretest and. Posttest, student diaries, teacher's journal and ethnographic interviews. The Speaking Test . used as both Pretest and Posttest was analysed by using mean, standard deviation and t-test Dependent measures to test the difference in students' English speaking proficiency between before and after the two communicative activities program. Results of this study reveal that using the two communicative activities, as an: innovative program had a significant impact on improving EFL students' speaking proficiency. Meaningful situations were established using pairwork and group work, both important features of Communicative Language Teaching in the language classroom. This novel classroom organisation created a positive atmosphere,. reducing affective barriers to language learning. Moreover, the dynamic classroom initiated a cycle of student progress in the language learning process which formed the basis of their progress in speaking English competently. Quantitative and qualitative data mutually supported the positive conclusions of the study. Based on the findings, recommendations have been provided for teachers in arranging the EFL speaking classroom. The Information-gap and the Role-play, are highly recommended as effective methods in the improvement of students' speaking proficiency. Additionally, this study attempts to conceptually establish a hierarchy in the relationship of these two activities that will be the most effective for assisting EFL learners in Thailand, at least, to achieve proficiency in spoken English. This study also proposes key factors that teachers must take into account in their attempt to achieve the goal of successfully teaching speaking skills in large EFL classrooms. In particular, it suggests - that when teaching materials designed for the two named activities are introduced to EFL teachers at all levels of education in Thailand, they may achieve success. There is a great deal the teacher must and can do to bring about success in this field. These include designing the materials carefully and arranging the classroom in new and challenging ways, ways which are, nonetheless, compatible with the realities of modern Thailand. Most particularly the teacher must be able to support the learners in their initial endeavours, as they begin to work in very different ways to those they have been used to, within themselves about their own spoken English; in how they work with their friends and classmates; and, especially, in how they relate and work with their teacher. Encouraging them to get through the challenges this offers by taking the time to consciously reflect on what is going on, was shown to be one way this could be done successfully.
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ItemLeadership for academic program administration in Rajabhat Institutes by using Bolman and Deal's framing approach( 2005)The purpose of this research was to investigate the leadership of deans and heads of programs in implementing the policy of academic program administration in Rajabhat Institutes. In particular, the study focused on the leaders' approach within a theoretical framework designed by two authors: Bolman and Deal. They identify four major characteristics and expected functions of leaders within four frames: the structural, the human resource, the political, and the symbolic. The main functions for each frame were to make people accept the change, to practice the policy, to disseminate the practice, to follow up the practice and to revise the practice. A qualitative approach was used to investigate the leaders' approach in implementing the new policy. The four characteristics of leadership in each frame were used to design questions to interview the deans and the heads of programs in order to investigate how they perceived their leadership in implementing the new academic program administration. Further, members of faculties (lecturers) were interviewed, utilising another set of questions, in order to discover their perspectives of the leadership of their deans and heads of programs. A Raj abhat Institute in the central part of Thailand was selected as a case study institute. A sample of deans, heads of programs, and lecturers participated in the study. Four deans were purposively selected. Eight heads of programs and eight lecturers were selected by simple random sampling from the four faculties. All documents related to the academic program administration were used in the study in order to supplement and compare this information with the interview data. The analysis has been presented in descriptive forms with tables. Results of the study revealed that both deans and heads of programs implemented the policy of the academic program administration with almost all the expected functions through the four frames, except for one expected function in the political frame - assess the distribution of power and interest. For the activities under each function in each frame, deans and heads of programs performed the first two activities the most often - to make people accept the change and to practise the change. The last three activities - to disseminate the practice, to follow up the practice, and to revise the practice, seldom occurred. Findings can be drawn to generate three models designed by the researcher to enhance effectiveness and efficiency of the program academic administration. These are a model for an implementation of the APA, a model for a leadership preparation for deans and heads of programs, and a model for an implementation preparation. Further research could investigate: (a) how new leaders could be developed and prepared to work within the system; (b) how leaders could be empowered to implement change; (c) how the structure of APA compares to a departmental structure; and (d) how the institute could contribute to the assessment process and link this to quality assurance.
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ItemThe effectiveness of Web-based language learning: a case study of web-based instruction for a foundation English course at one Rajabhat Institute in Thailand( 2005)This study investigates the impact of one instance of Web-based instruction on students' reading skills and their motivation for self-regulated learning. Due to the problem of mass teaching in the Foundation English subject, one Rajabhat Institute in Thailand was selected as the context of the study. Four Web-based lessons for this subject were developed based on a theory of L2 reading and Web-based instruction. Ten students were purposefully selected based on the information provided on a background questionnaire. Their learning behaviours while participating in the Web-based lessons were video recorded. Stimulated-recall interviews were employed in order to ask students to clarify their salient behaviours. A second questionnaire was used after students had finished studying in order to obtain information about their perceptions of the Web-based lessons. Grabe's (1991) notion of five component skills and knowledge areas in reading was used to analyse students' reading processes. The major findings of this study are that students' linguistic competence and background knowledge appear to play a significant role in L2 reading comprehension. However, in the context of Web-based reading, students' attention to studying within the learning supporting aspects of instructional design also has an impact on their understanding. In the observed process of self-study with Web-based instruction, students used metacognitive knowledge to monitor their comprehension and non-comprehension. This included awareness of using strategies to make sense of what they learned and deal with any problems of comprehension failure. These findings provide evidence that instructional design is the most important aspect in developing Web-based instruction. This study shows that a well-organised design with the features that support students' understanding and content that is relevant to their particular fields enhances both comprehension and motivation to learn. For students with a teacher-directed background, providing a similar kind of instructional support increases their confidence to be self-regulated learners. The significance of these findings in relation to the solution of the problem of mass teaching at the Rajabhat Institute in this study, is that Web-based instruction should be integrated with videoconference teaching. This integration not only facilitates students' understanding of the lesson content but also familiarises them with the on-line learning environment. Preparing students to be e-learners is one of the promising ways to promote lifelong learning, the main aim of educational reform in Thailand.