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1
Hart-Rawung, Pornpimon, und n/a. „Internationalising English language education in Thailand: English language program for Thai engineers“. RMIT University. Global Studies, Social Science and Planning, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20090715.100731.
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This current research study is an outcome of the global expansion of English into the business world, the vigorous growth of the research in the area of English language acquisition as a second language and a global language, as well as of the researcher's passionate ESP teaching experience to university engineering students, and her pro-active engagement with Thai automotive engineers in the multi-national companies. Through investigating the English language learning and working experience of Thai automotive engineers, pictures about their needs on English language communication in the workplace are sketched; through looking into the perspectives of the university teachers and the international engineering professionals, the factors impacting on the needs of those automotive engineers in English language communication have been demonstrated. As a product of this research study, an ESP working syllabus has been designed to showcase the major findings of this stu dy, and to inform the current and future practices in English language learning and teaching for global engineers from the angles of program design. In light of the principles in second language learning and teaching, and of the theoretical framework in Global English, this research study has been designed with a multi-faceted research strategy, which interweaves qualitative and quantitative research paradigms, and consists of questionnaire survey, in-depth interviews and case studies. The data obtained through this research strategy are analyzed through SPSS statistics, content analysis and triangulation. The research participants were recruited from two settings: automotive engineering workplace and technological educational institutions in Thailand. They include: 1) automotive engineers from an automotive-parts manufacturer, 2) foreign engineering professionals who co-work with the engineers from that manufacturing company, and 3) ESP teachers from the two selected technology universities of Thailand. The results from this study indicate that proficiency in English communication has not only become a global passport for Thai automotive engineers, but also for the engineering organisations. It works as a source of power for both employees and employers, if they own it, in entering global automotive business to effectively function and compete, but as a challenge for those who do not possess this asset. It is believed that enhancing their English language proficiency for engineers is a key toward their generic skills building. On the basis of the findings of this study, a 90-hour sample ESP syllabus spread out over a course of three months is developed. It employs an integrated model of syllabus design, having incorporated and balanced learner-centred approach, communicative approach and task-based approach. It combines classroom-based training sessions, self-directed learning and advisory sessions to introduce and strengthen the knowledge and skills and to mentor the engineers grow through the self-directed English learning process. Thus, the objectives of this sample ESP syllabus are to foster Thai engineers as not only proficient English communicators, but also as autonomous English learners. Through this learning process, they could get themselves better prepared for the challenges posed by this ever-changing world, while sowing seeds for nurturing future global leaders in the engineering profession.
2
Liando, Nihta V. F. „Foreign language learning in primary schools with special reference to Indonesia, Thailand and Australia /“. Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09ARM/09arml693.pdf.
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3
Khunnawut, Saowakhon. „English as a foreign Language in the Thai higher education context investigations into teaching and learning styles and strategies, and other factors“. Dresden TUDpress, 2009. http://d-nb.info/999730584/04.
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4
Kulsiri, Supanit, und n/a. „A Critical Analysis of the 2001 National Foreign Language Standards-Based Curriculum in the Thai School System“. University of Canberra. Education & Innovation, 2006. http://erl.canberra.edu.au./public/adt-AUC20070813.123324.
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The status of English language has increased over the years as a tool for international
communication. The Thai government emphasises that English language education
has now become part of the full driving force for national development. This research
implies that in order to cultivate Thai learners of English to meet social demands,
sound theoretical and coherent philosophical bases of curriculum are essential in the
curriculum planning process. This research analyses the new official English language
curriculum for the Thai school system: "English language learning strands and
standards under Basic Education curriculum 2001" (English language standards-based
curriculum, ESB Curriculum), which in 2001 was promulgated as the new official
English language curriculum. This research reveals both the coherence and
incoherence of the theoretical and philosophical bases of the Thai ESB curriculum,
identifies strengths and weaknesses of the curriculum and makes recommendations
for curriculum revision and curriculum development that could result in positive and
effective changes in English language teaching and learning in Thailand. This thesis
rests on the premise that principles underlying decisions made in curriculum planning
will have a major impact on the effectiveness of the curriculum. It follows that
difficulties with foreign language education nowadays are a consequence of the
incoherence of philosophical, theoretical, and social bases of curriculum design.
This research analyses the English language curriculum by asking questions about
who was involved in the curriculum planning process and what were the decisionmaking
mechanism and processes involved in its planning. The research is different
from other research in curriculum studies in Thailand that aim only at curriculum
implementation and evaluation. Three sources of data have contributed to the analysis
of the curriculum: curriculum-related documents, interviews with the curriculum
committees, and interviews and questionnaires with school teachers.
The analysis has shown that (1) the curriculum was developed with input from
numerous experts and various groups of stakeholders which affected the underlying
principles, philosophical and theoretical bases of education and English language
teaching and learning; (2) the theoretical and philosophical bases of the curriculum
were found to be incoherent among curriculum elements; (3) the curriculum has
problems at the level of meaning and this has led to the difficulty of conveying the
philosophy of Thai education to the school level. The study has found that the
incoherence of the theoretical underpinnings of the curriculum elements leads to
misunderstanding, misinterpretation and misuse of the curriculum.
The implication for future research is to stress a critical literacy approach to English
language education and curriculum development. In this way, English language is
seen as a language for empowerment, knowledge enhancement, social development
and development of learners as a part of Globalisation and Information Age in the 2 lst
Century as also stated in the Thai National Education Act 1999.
5
Wat-aksorn, Patchara. „Pedagogical factors and considerations that should be included in the decision-making process for delivery of an EFL/ESL program through distance learning in Thailand : a delphi study /“. free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9964008.
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6
Padermprach, Napapach. „The problems of English Language Education at the upper secondary level in Thailand : the perceptions of Thai EFL teachers and students in Bangkok“. Thesis, University of Warwick, 2017. http://wrap.warwick.ac.uk/99651/.
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This study seeks to investigate the problems of English language education in Thailand by exploring Thai EFL teachers’ and students’ perceptions at the upper secondary level. Nowadays, English language education is increasingly important in Thailand in a number of domains including professional advancement, expansion of the tourist industry, and high social status. Moreover, English is expected to be an official language among ASEAN countries. Therefore, the Thai government is trying to improve English language proficiency among Thai people. However, the problem is that, on national and international English language examinations, Thai learners have very low scores despite studying English for twelve years in primary and secondary schools. Through the literature review, the importance of exploring teachers and students’ perceptions was identified as crucial to an investigation of this phenomenon, together with an attempt to identify problems of English language education at various educational levels both in the global and Thai contexts. Most previous research utilised a top-down approach to explore context-specific problems and policymakers normally design top-down educational policies; however, the current research has expressly applied a bottom-up approach to investigate the problems of English language education at the upper secondary level in Thailand. This research took a case study approach, comprising in-depth interviews and focus group interviews. Sixteen Thai EFL teachers had in-depth interviews whereas focus group interviews were used with 10 groups of Thai EFL students. Furthermore, to broaden the data and to gain a more detailed perspective of the issues emerging from the first interview round, second interviews were also conducted with each of the 16 teachers and with 10 individual students, each of whom was randomly selected from each focus group. The data in this study were analysed using thematic analysis. Briefly, the findings suggested that the key problematic issues having influence on many other problems were mostly related to low teacher salaries, the ineffective nature of education curriculum and policy, and the prevalence of the English language examination. However, there were also some mismatches between teachers and students’ perceptions toward the problems of English language education in that teachers primarily focused on macro and micro problems whereas micro problems were mainly mentioned by students. Interestingly, apart from the expected problems which were similar to those from literature review, some problems were reported as emergent problems, which are unique in the Thai context.
7
Pongmussaya, Vittaya. „The development of computer assisted instruction on the world wide web to enhance English learning for Thai non-formal education students“. CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2024.
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The purpose of this project was to develop computer-assisted instruction (CAI) software on the world wide web (WWW). This project was an interactive English learning environment for Thai adult students at the Warin Chumrab District Non-Formal Education Center, Thailand. This project software followed the recommendation of a recent study by the center of education technology (CET) indicating that the favorite types of CAI among Thai adult students were tutorial and drill and practice. In this project students chose to learn from two types of lessons, either a tutorial or a drill and practice. The lessons were made interesting by the use of music, animation, and Java applets. Internet tools, such as discussion boards, email, and related educational hyperlinks were easily accessible from within this project. The review group consisted of 20 Thai adult students. The review group responded to a web survey after they had used this project software. The surveyed students stated that the drill and practice exercises, the tutorial and the internet tools enhanced their learning of English.
8
Dagoon, Jinky Lunaspe. „Reading fluency instruction in upper elementary international school classrooms“. CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2624.
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This project focuses on the importance of reading fluency, emphasizing its role in the construction of meaning and aiding in the overall comprehension process. Its components: accuracy, automaticity, and prosody are examined in relation to various activities that enhance each component. A sample curriculum is discussed.
9
Tantiniranat, Sutraphorn. „TESOL purposes and paradigms in an intercultural age : practitioner perspectives from a Thai university“. Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/tesol-purposes-and-paradigms-in-an-intercultural-age-practitioner-perspectives-from-a-thai-university(91d97b31-3147-4c8f-9e42-f98ff75189ca).html.
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Informed by, and seeking to contribute to, discussions about appropriate methodology (e.g. Holliday, 1994), my study as reported in this thesis was concerned with appropriacy of paradigms in TESOL (Teaching English to Speakers of Other Languages). It explored practitioner perspectives in Thai higher education (HE) in this era when English has become 'the' main international language for intercultural communication (IC). This linkage between English as an international language (EIL) and IC is evident in the strategy of the Association of South East Asian Nations (ASEAN) - of which Thailand was a founding member in 1967 - for greater economic, cultural and socio-political integration among its members. For practitioners like me, this regional strategic move in conjunction with Thai policies and curricular documentation raises questions about the appropriacy of the established practices of Teaching English as a Foreign Language (TEFL) in Thailand. My multi-method qualitative case study addressed such questions by exploring the perspectives of three Thai-national teachers of English working in a Thai public university regarding the purposes of, and assumptions underpinning, their teaching of English. As informed by an understanding of their perspectives, I then considered the possible influences which might have shaped these perspectives. The study identified the teachers' main purposes to be short-term, instrumental ones - i.e. for academic study and examination preparation purposes. As such, they tended not to attach much value to the teaching of the cultural dimension (i.e. the target culture of native English speakers [NESs], the students' home cultures and other cultures) or intercultural dimension (i.e. knowledge, skills and mindset needed for engaging people from differing cultural backgrounds). These purposes were underpinned by assumptions they held about the NES linguistic norms as testable norms in TEFL and Teaching English for Academic Purposes (TEAP). The teachers seemed unfamiliar with alternative paradigms - such as Teaching English as an International Language (TEIL) - that might align top-level policy statements and actual classroom practices. This unfamiliarity suggests the inadequacy of the teachers' educational and professional development experiences. The influences from their institution such as exams-oriented and English-medium academic agendas also had repercussions for the teachers' perspectives. Stepping back from the teachers' perspectives, my study suggested discourse inconsistencies across Thai HE regarding paradigms and purposes of TESOL. This situation is unhelpful vis-à-vis the ASEAN foregrounding of EIL for IC, and the consequent need, through TESOL, to prepare Thai students to engage in IC with people within and beyond ASEAN. My study has implications for a direction of change for TESOL in the Thai HE and possibly for similar contexts elsewhere. It offers some suggestions about teacher education that can be supportive of reorienting TESOL towards appropriate and purposeful paradigms.
10
Tangpijaikul, Montri. „The Thai university student's fine-tuning of discourse in academic essays and electronic bulletin boards performance and competence /“. Phd thesis, Australia : Macquarie University, 2009. http://hdl.handle.net/1959.14/73139.
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Thesis (DAppLing)--Macquarie University, Faculty of Human Sciences, Dept. of Linguistics, 2009.Bibliography: p. 208-233.
Introduction -- Conceptual frameworks: language competence and the acquisition of modality -- Generic frameworks: speech, writing and electronic communication -- Linguistic frameworks: modality and related concepts -- Research design and methodologies -- FTDs in the ACAD and BB corpora -- Learner's use of FTDs in discoursal context and their individual repertoires -- Conclusions and implications.
While natural interaction is one of the important components that lead to successful language learning (Vygotsky 1978, 1986), communication in classroom practice in Thailand is mostly teacher-centered and not genuinely interactive. Online group communication is different because it allows learners to exercise interpersonal communicative skills through interaction and meaning negotiation, as in reciprocal speech situations. At the same time it gives learners time to think and produce language without having to face the kind of pressure they feel in face-to-face classroom discussion. The language learner's competence is thus likely to be enhanced by opportunities to communicate online, and to be more visible there than in academic contexts, although there is a dearth of experimental research to show this. One way of investigating the pedagogical potential of bulletin board discussions is to focus on the interpersonal linguistic devices used in textual interactions (Biber 1988). -- The purpose of this research is to find out whether students communicating online in bulletin board writing will exercise their repertoires of linguistic fine-tuning devices (hedges, modals, and intensifiers) more extensively than when writing academic essays. This was expected because hedges, modals and intensifiers are likely to be found in interactive discussions (Holmes 1983), while academic tasks do not create such an environment. Though hedges and modal devices are also found in academic genres (Salager-Meyer 1994, Hyland 1998), those used tend to be academic in function rather than communicative. -- In order to compare the frequency and variety of the fine-tuning devices used by learners in the two mediums, data was gathered from 39 Thai students of English at Kasetsart University, from (1) their discussions in online bulletin boards and (2) their academic essays. Tasks were assigned on parallel topics in three text types (narrative, explanatory, argumentative) for both mediums. The amount of writing was normalized to create comparable text lengths. Measures used in the quantitative analysis included tallying of the types and tokens of the experimental linguistic items, with the help of the AntConc 2007 computer concordancer. Samples of written texts from the two mediums were also analyzed qualitatively and compared in terms of their discourse structure (stages, moves and speech acts), to see which functional segments support or prompt particular types of pragmatic devices. -- The findings confirm that in electronic bulletin boards the students exercise their repertoires of fine-tuning devices more frequently, and use a greater variety of pragmatic functions than in academic essays. This is probably because online discussion fosters interactions that are more typical of speech (Crystal 2006), and its structure allows for a series of interpersonal moves which have no place in academic tasks. Text-type also emerged as a significant factor: writing argumentative texts prompted greater use of modals and intensifiers than the narrative and explanatory ones. Thus students' communicative competence showed itself most fully in the argumentative online assignments, and was not so evident in academic and expository essays. Frequent use of modal and intensifying elements was also found to correlate with the students' English proficiency grades, and how regularly they wrote online. This incidentally shows the importance of exposure to L2 in language acquisition, and that lower-proficiency learners need more opportunities to exercise their L2 resources in interactive discourse, in order to develop competence in using them. -- These research findings support Long's (1996) 'Interaction Hypothesis', that learners learn best in situations that cater for interaction; and Swain's (1985) 'Output Hypothesis', that learners need the chance to exercise their language naturally in a variety of contexts -through academic tasks as well as social interactions, which are equally important for language education. Extended performance opportunities undoubtedly feed back into the learner's communicative competence.
Mode of access: World Wide Web.
xi, 389 p. ill
11
Hanko, Johanne. „Access to education for handicapped children in Thailand“. Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61101.
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Thailand is one of the South East Asian countries undergoing major economical and social changes. On the verge of becoming industrialized, it has a literacy rate of 91% which is well above international standards. Yet, handicapped people have very limited educational opportunities. Less than 4% of handicapped children in Thailand have access to education.The purpose of this study is to determine specific needs of special education by comparing findings from agencies visited such as schools, foundations, government and non government organizations, with government policies.
The educational system is studied and special education policies described. A look at implemented laws shows that the government recognizes its responsibility towards the handicapped; it is also pointed out that the major causes for handicaps are generally due to avoidable situations. Finally, special government projects are highlighted and suggestions are submitted for future developments.
12
Israsena, Vasinee. „Thai Teachers' Beliefs about Learner-Centered Education: Implications for Success For Life Thailand“. Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3959/.
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The Thai government has strongly advocated for the learner-centered education for the past decade. Success For Life Thailand (SFLT), a brain-research-based early childhood education program blended with the theories of the developmentally appropriate practices and child-centered philosophies, has been implemented in Thailand for over 8 years. The purposes of the present study were to: (a) describe the current statuses of the Thai early childhood educators' learner-centered beliefs and practices, (b) identify if the SFLT training workshop affects teachers' learner-centered beliefs and practices, and (c) examine if other variables, along with familiarity with the SFLT program, predict teachers' learner-centered beliefs and practices. Ninety-three preschool and kindergarten teachers participated in the study. Among them, 17 were SFLT trainees in 1999 and 2000 (i.e., the previously trained group), 43 were trained in Year 2006 (the currently trained group), and the others were comparable to the currently trained group by matching the key personal and school variables. The Teachers Beliefs and Practices Survey: 3-5 Year Olds (Burts et al., 2000) and the Learner-Centered Education: the Assessment of Learner- Centered (ALCP) for K-3 (McCombs, 2001) were used to collect data on the various domains of the learner-centered beliefs and practices. Findings reveal that: (a) Thai teachers highly endorse learner-centered beliefs, (b) Thai educators demonstrate relatively low levels of developmentally appropriate practices and high levels of developmentally inappropriate practices (DIP) in comparing with the American early childhood educators, (c) the previously trained SFLT teachers score higher on the DAP domains and lower on the DIP domains than the other two groups, and (d) familiarity with the SFLT program, along with teacher's education level, years of teaching experience, and the total number of students in the classroom do not predict variations on the different domains of the DAP and learner-centered learning questionnaires. Future studies need to use indigenous measurement instruments appropriate to Thai education to evaluate the impacts of the SLFT program on teachers' learner-centered beliefs and practices when more trainees become available, and possibly to include other teacher, student, and school variables.
13
Mudmarn, Saynee. „Language use and loyalty among the Muslim-Malays of southern Thailand“. [S.l. : s.n.], 1988. http://catalog.hathitrust.org/api/volumes/oclc/65091316.html.
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14
Siridetkoon, Pitchayapa. „Motivation, anxiety and international posture of multiple language learners in Thailand“. Thesis, Birkbeck (University of London), 2015. http://bbktheses.da.ulcc.ac.uk/157/.
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This study explored motivation of Thai students who simultaneously studied English and additional L3s (Chinese, Japanese and Korean) in language specialist majors and in English-medium business majors in a Thai university, using Dörnyei’s (2005, 2009) L2 motivational self system and Ushioda’s (2009) person-in-context relational system. Foreign Language Anxiety (FLA) and International Posture (IP) are also investigated in order to find the dynamic interplay between these closely linked variables. The study consists of three parts: 1) a quantitative cross-sectional study with students from year 1to year 4 (N = 356), 2) retrospective interview of 14 students who were studying different languages, and 3) longitudinal case studies of five students over three years. It sheds light on the topic of motivations of multiple language learners across languages and in different learning environments. The findings show that while the increasing importance of English threatened learners’ motivation to study other foreign languages as found in previous research (e.g., Dörnyei et al., 2002, 2006; Henry 2010, 2012), the predominance of English also encourages students to study other languages. International posture was found to link to motivation to learn foreign languages other than English, while FLA does not correlate to IP at all. For both language specialist and English-medium business students, their motivation was mainly generated by immediate need and future use of that particular language.
15
Loipha, Smarn. „The role of library science departments of teachers colleges and universities in continuing professional education for librarians in Thailand“. Thesis, University of North Texas, 1992. http://books.google.com/books?id=nvXgAAAAMAAJ.
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16
Maiklad, Chamaipak. „The beliefs and practices of Thai English language teachers“. Thesis, University of Exeter, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367985.
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17
Beaupre, Charles P. (Charles Paul). „Political socialization of ethnic minorities in Thailand and Taiwan“. Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=28988.
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Thailand and Taiwan have indigenous minority populations which central authorities have sought to assimilate into the national mainstream. In both countries public education has served as an important tool of assimilation. This study examines the political ideology of the moral education curricula as applied to state primary schools serving indigenous populations in three localities in each country. The direct and indirect implementation of moral education was observed and interviews were carried out with teachers, students, parents and community leaders. The results show that as the indigenous minority children become more familiar with the national culture and its value system, they become more aware of ethnic discrimination against them, which in turn leads to a heightened sense of marginality and engenders antipathy toward members of the dominant ethnic group.
18
Jiearatrakul, Tamrongsin. „Knowledge and Skills for the Adult Educator in Thailand“. Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc330785/.
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The purpose of this study was to identify and specify knowledge and skills needed by adult educators in Thailand. This study provided information for establishing a guide to be used in professional training and in graduate programs in adult education. A three round Delphi technique was used to develop the consensus of findings. The first round solicited open-ended responses from twenty panelists. One hundred and twenty-five knowledge and skill statements, the responses from the first round, were developed into a five-point rating scale questionnaire. This questionnaire was utilized in both Round II and III. Median, mode and interquartile ranges were applied to specify the consensus of the panel of experts. The one hundred and twenty-five knowledge and skill statements, seventy-five knowledge statements and fifty skill statements, were classified into four major categories: teaching, administration, research and general experience. The experts for the study consisted of eleven non-formal education officers and nine university professors in adult/continuing education and non-formal education. From seventy-five knowledge statements, sixteen were rated at the highest priority of importance. Forty-nine statements were rated at above average priority of importance and two statements were rated at average. Eight statements did not meet the interquartile range criterion as a consensus of the panelists. From fifty skill statements, fifteen statements were rated at the highest priority of importance; thirty statements were rated at above average; one statement was rated at average; and four statements failed to meet the interquartile range criterion.
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Lohitwisas, Snong. „Rural Women and Development: A Study of Factors Affecting Participation of Rural Women in Nonformal Education Programs in Thailand“. Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332700/.
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This study identified and analyzed factors which affect the participation of rural women in nonformal education programs. These factors were linked to the national program for rural women. Document analysis and unstructured interviews of policy personnel were used to describe national policies for educational programs for women, the status of women's participation in those programs, and issues that influence women's education. Participant observation and unstructured interviews were employed to obtain data in the field study of Baan Kha Klang village. Forty-two women in the village, 21 who had participated and 21 who had not participated in nonformal education programs within the past year, were randomly selected as subjects.
20
Kesonpat, Puongrat. „Participants and Nonparticipants in Nonformal Education in Thai Rural Areas: A Secondary- Analysis“. Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331411/.
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This study was a secondary analysis of survey data on participants and nonparticipants in Thai rural education programs. The original data were collected in 1987 by the Office of the National Educational Commission, Office of the Prime Minister, Bangkok Thailand. This study was conducted in order to examine the effect of selected demographic variables on participation and to determine why some rural villagers participate in nonformal educational programs and other villagers do not.
The data were collected from a survey of nonformal education in Thai rural areas conducted as part of the evaluation of the Fifth Five-Year Plan. The population consisted of 590 participants in nonformal education programs and 860 nonparticipants.
The statistical techniques employed to analyze data were logit analysis, z-test, tables of binomial distribution, and ranking by each of the groups (participants and nonparticipants).
The evidence from this study indicates that the average nonformal education participant is an adult between the age of 36 and 50 years, who has completed four or less years of education, and who is married and works in farming (cultivating rice).
The findings reveal that participants and nonparticipants in nonformal education programs were significantly different according to their needs for health knowledge, agricultural knowledge, further education, knowledge for living, and vocational knowledge.
The reasons associated with participation in nonformal education programs, in this study, were to gain knowledge useful for making a living, for personal interest, to interact with instructors and students, or to make new friends. In this study, the reasons that villagers did not participate in the program were because they lacked time and transportation.
While majority of the participants responded that they were satisfied with the nonformal educational courses, four subgroups, adults from age 21 to 35 years, single adults, adults who completed P.5 (grade 5) and above, and farmers, indicated dissatisfaction.
21
Woranoot, Triwichitkasem Thomas Clayton F. „Teachers' concerns about the innovation of teaching EFL in a private boys school in Thailand“. Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9521345.
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Thesis (Ph. D.)--Illinois State University, 1994.Title from title page screen, viewed April 17, 2006. Dissertation Committee: Clayton Thomas (chair), Kenneth Strand, Bruce Hawkins, Rodney Riegle. Includes bibliographical references (leaves 113-121) and abstract. Also available in print.
22
Shinasharkey, Taminee. „A survey of the attitudes of students in Thailand towards technology-based distance education“. Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1302162.
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The purpose of this quantitative study was to investigate the factors that students considered important in taking distance learning and attitudes of students toward the technology-based distance learning in Thailand. The three main attitude components that were examined in this study were affective, behavioral, and cognitive. The additional components: usefulness, quality, and interaction of technology used in distance learning in Thailand were also examined in this study.Participants of this study were students at Ramkhamhaeng University in Thailand. The questionnaires were used as survey instruments. The questionnaires were distributed by email and paper. Students could complete the questionnaire either by web or by paper. The questionnaires were distributed to undergraduate students around Thailand by staffs of Ramkhamhaeng University. Valid survey responses were received from 307 students; 148 males and 159 females. Based on the analysis of the qualified data, the sample mean scores were significantly higher than the hypothesized mean scores. Students were considered to have positive attitudes toward affective component, behavioral component, and cognitive component. Students also had positive attitudes towards the usefulness, interaction, and quality of technology used in technology-based distance learning in Thailand.The most important factor that students considered in taking distance learning was their work requirements. By gender, male students considered earning more money or getting promoted as their important factor. Female students considered work requirements as their important factor.Students considered most technologies in this study to be useful. However, some students have not had experience with some technologies that they believed were useful. Therefore, institutes and instructors should encourage students to use technologies that universities have currently employed. Institutes should offer training sessions to both instructors and students, so that they can effectively use these technologies in their teaching and learning.Department of Computer Science
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Tarnpichprasert, Maneerat. „Inside bilingual education in Thailand : staffroom and classroom perspectives“. Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/2797/.
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This research investigates the professional backgrounds, experiences and working conditions of teachers on the bilingual programme (English Programme) in Thailand. Its main purposes are to provide an insight into the professional lives and working situations of these teachers and to contribute to a better understanding of the current state of bilingual teaching in the country. The study adopts a qualitative approach to data collection and analysis. The data set comprises thirty-eight in-depth interviews with a group of Thai and foreign teachers involved in bilingual teaching in Thailand, fieldnotes from school and classroom observation conducted in a leading bilingual school in Bangkok, and an analysis of documentary evidence relevant to bilingual education and bilingual teachers in Thailand. Data analysis uses a grounded approach, employing open, axial and selective coding. The research results reveal a number of fundamental problems for bilingual teachers in Thailand and highlight several factors that undermine the implementation of bilingual education in this context. The overall picture of bilingual teaching and teachers emerging from this study reveals considerable fragmentation and an overall lack of coherence, producing a situation that falls far short of the ideal representation of bilingual education to be found in official Ministry of Education documents. The research reveals that, although bilingual teachers are regarded as a homogeneous group, considerable differences are to be found between different categories of teacher and this gives rise to a range of different problems, including the absence of a shared vision of what bilingual education actually involves, a lack of effective communication between groups and, in some groups, a feeling of not belonging to the school community. The study also reveals problems that affect the quality of educational provision, such as inefficient recruitment procedures and related problems of retention, a failure to appreciate fully the contribution made by foreign non-native speaker teachers, and tensions arising from the relationship between subject and language teaching. The thesis concludes with recommendations for responding to these problems and suggestions for further research.
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Pasupa, Sarakard. „Sustainable development in Thailand supported by industrial design education“. Thesis, Loughborough University, 2016. https://dspace.lboro.ac.uk/2134/23707.
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The awareness of sustainable development has been increasing significantly in the Thai manufacturing industry since the financial crisis in 1997. The government has launched several initiatives to promote the development of sustainable products as the concept has a potential to stimulate the national economy and address the sustainability issues. Although the progress has been reflected through the launch of numerous products in the market, most of the products available were only claimed to be sustainable or environmentally friendly. Education is a prerequisite to achieve the integration of sustainable design as it equips stakeholders with knowledge and skills required to be the future decision makers. In other words, it enables designers to create products that contribute to sustainable development. However, the researcher found a lack of sustainable design learning in Thai industrial/product design courses. This situation has motivated the researcher to carry out this PhD research with an aim to support the implementation of education for sustainable development (ESD) into Thai higher education institutions (HEIs). The literature review emphasised the need to tailor the theoretical framework for Thai lecturers due to the lack of ESD training and appropriate materials. It also indicated the lack of publications related to the Thai context and the requirements to identify barriers and needs of the target users. The shortfall was addressed through a series of interviews; experts from three different disciplines (government, business and education sectors) were invited to participate in the interview sessions and reveal the status of sustainable design and ESD in Thailand. The findings were then used to construct the ESD framework that is specific to Thai industrial/product design courses. The SustainAble web-tool was developed to make it more effective in enabling the framework to comply with the needs of Thai design lecturers. Usability testing was employed to test the framework that was presented through the web-tool. The framework evaluation demonstrated the success of the framework development and underlined the need for the web-tool. The tool can fulfill the framework and allow it to be practically applied in the context of Thai design education.
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CHUA, MORITA Liang. „Three Core Values (Religion, Family and Language) of the Chinese in Thailand“. 名古屋大学大学院国際言語文化研究科, 2005. http://hdl.handle.net/2237/19728.
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Karlsson, Ida. „Education for gifted children in Sweden and Thailand : A comparative study of how education for gifted children is organized in Thailand and Sweden“. Thesis, Stockholms universitet, Specialpedagogiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-185557.
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Gifted children are a forgotten group in the Swedish school context according to earlier research. Swedish teachers need to have more knowledge about gifted children. Several countries have special programs or education for gifted children. Sweden has no national action plan for gifted children, though Skolverket has published several texts about gifted children as information to schools. A comparative research design is applied in this study. The method in the thesis is comparative, and semi-structured interviews have been conducted. The respondents were principals, teachers and special educators from Thailand and Sweden. The collected data was thematised into three topics: Definitions of gifted children, strategies in education and“dark side” for gifted children. The data collection was limited due to the Corona-outbreak in the beginning of 2020. However, the result shows there is a difference between how the Thai and Swedish respondents define gifted children. They are fairly consistent in how gifted children can be helped in education. Further knowledge, for researchers and educators in both Thailand and Sweden would improve the education and can help more children to succeed in school.
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Korawik, Jivasantikarn Riegle Rodney P. „Marketing approaches used by private vocational schools in Thailand“. Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3087868.
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Thesis (Ph. D.)--Illinois State University, 2003.Title from title page screen, viewed November 10, 2005. Dissertation Committee: Rodney P. Riegle (chair), Paul Vogt, David Tucker, Richard Wiggall. Includes bibliographical references (leaves 102-105) and abstract. Also available in print.
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Onbun-uea, Angkhana. „Educating Young Children with Autism in Inclusive Classrooms in Thailand“. Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6067/.
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This study investigated what constitutes a teaching curriculum for students with autism in inclusive classrooms in Thailand. The researcher employed 3 qualitative methods: semi-structured interviews, document analysis of curricula and lesson plans, and nonparticipant observations. Six schools were selected as the sites. Participants for interview included 6 principals and 24 teachers. The researcher observed one inclusive classroom for each of the 6 selected schools. The study concentrated on 3 questions: (a) What contributes to appropriate instructional curricula to promote teaching of students with autism in inclusive classrooms in Thailand? (b) What teaching strategies improve the achievement and learning skills of students with autism in inclusive classrooms in Thailand? (c) What are the problems of curricula for teaching students with autism in inclusive classroom in Thailand? Key findings for the research questions were as follows: Common features of effective curricula for teaching students with autism in inclusive classrooms include opportunities, health care, specialized curriculum, students' individual needs and abilities, guidelines of teaching, teacher training and supervision, transition plan, parent involvement, tools/classroom environment, and students' class assignments. The teaching strategies include varying the teaching format (large group, small group, and one-on-one), teaching functional communication (giving direction, close-ended questions or open-ended questions), reinforce communication, using demonstration, modeling, and shaping to teach skills, expecting to gather the child's attention, demonstrating nonverbal communication (use gestures with speech), using appropriate language for the child (short sentence structure), providing visual materials (books, computers, or real objects), starting with small intervals of time and reinforcing, using other children as peer models for helping, working to maintain eye contact, asking the child to say the word, pointing to objects with hands and with gestures, including regular exercise (active movement activity), providing time to be alone, and using math activity (to include counting one-to-one, odd and even, and patterns). Moreover, the results revealed that all of interviewees always used applied behavior analysis (ABA), such as discrete trial instruction (DTI), task analysis, and peer tutoring in their classrooms. However, these classrooms never used floor time approach. The problems in teaching students with autism in inclusive classrooms in Thailand include lack of special teachers, lack of knowledge or training for teachers, lack of a good plan and curriculum, lack of supportive services or effective collaboration, lack of budget, and lack of essential information and materials.
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Vorapanya, Sermsap. „A model for inclusive schools in Thailand /“. Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/9487.
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Siriwat, Patcharapan. „A study of science curriculum implementation in secondary school in Thailand“. Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/a-study-of-science-curriculum-implementation-in-secondary-school-in-thailand(382e1407-c678-4449-8e79-9cd1b1e9ce63).html.
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Educational reform has been perceived as a process whereby the Thai Government expects to increase the national competitiveness and stimulate literacy across the country. Its crucial concept was to implement the student-centred learning approach (SCL). This study presents an analysis of classroom observation focusing on lower secondary (Mattayom 1-3) science classrooms in 14 schools located in a rural area in Thailand and discusses the implementation of the current science curriculum. Additionally, a thematic analysis of interviews with lower secondary school science teachers and focus group interviews of students are presented. Based on the thematic analysis, perceptions of 22 science teachers on the current science curriculum implementation and prospective factors which tend to deteriorate the effectiveness of curriculum implementation are addressed. Like the teachers' interviews, students' perceptions regarding science and benefit of studying science are obtained from 30 groups of students, using the thematic analysis and are presented in this study. Based on the observations of 22 science classrooms, teachers' practices in implementing the current science curriculum in the rural context can be categorised, based on their inclination towards particular learning approaches, into three groups; namely combination of the student-centred learning (SCL) approach and the teacher-centred learning (TCL) approach with a tendency towards SCL, combination of SCL and TCL with a tendency towards TCL ,and the teacher-centred learning (TCL).The teachers' perceptions could be described into two perspectives; namely on the reform and on implementation, and each perspective can be classified into several themes, and the major issues emerged are discussed. The students' perceptions can be categorised into eight themes such as attitudes regarding learning/studying science, future plans, etc. The study is expected to contribute to the understanding of current science teaching and improving its practices for the science teachers in Thailand. Eventually, these experiences could be an example for other transitional countries in the wider context.
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Tantranont, Nuttiya. „Continuing professional development for teachers in Thailand“. Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/2242/.
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Continuing Professional Development (CPD) of teachers has been seen as one of a key element to improve teacher quality and the quality of education in many countries, as well as in Thailand. The current Thai education reforms have recognized the importance of CPD for teachers to maintain and update their knowledge and skills to be able to teach students effectively. They also recognized the need of effective leadership in schools to lead, manage, and support teachers in order to achieve such change. The purpose of this study is to support CPD experiences for teachers to enhance teaching practice and improve student achievement. It was undertaken using a combined methods investigations of both quantitative and qualitative data to understand the current situation of CPD experiences for teachers in Thailand, and extend the knowledge of effective CPD. The study covered respondents from a survey of teachers, and the interviews of headteachers and teachers from selected schools in Chiang Mai, which is located in the North of the country. It was concluded in the study that most respondents were appreciated opportunities for CPD and valued the benefits of CPD to teachers, students, and the schools as a whole. With the increased expectations for highly qualified teachers, all schools need to provide the necessary support for teachers through a range of CPD experiences to enable them to teach to high standards. CPD must be of the highest quality to be effective in order to enhance the teaching practice and student achievement. The study hope that the results and information provided here would be valuable for anyone who are interested in, as well as those who are responsible for an improvement and implementation of CPD.
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Sujjanun, Jintana. „A Study of the Perceptions of Students, Teachers, and Administrators of Actual and Ideal Educational Goals in Level Four Adult- Continuing Education Programs in Bangkok, Thailand“. Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc330993/.
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This investigation sought to examine the congruence or the lack of congruence of educational goals in Level Four Adult-Continuing Education Programs in Bangkok, Thailand. The purposes of the study were to identify the actual and ideal goals of Level Four Adult-Continuing Education Programs and to determine whether any significant differences existed in the perceptions of educational goals of the programs among students, teachers, and administrators.
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King, Deborah. „Deepening democracy? : a study of democracy education programs in Thailand /“. [St. Lucia, Qld.], 2004. http://adt.library.uq.edu.au/public/adt-QU20050410.120201/index.html.
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Nuntrakune, Tippawan. „Cooperative learning in Thailand : professional development to enhance primary education“. Queensland University of Technology, 2008. http://eprints.qut.edu.au/28481/.
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The overall purpose of this study was to develop a model to inform the design of professional development programs and the implementation of cooperative learning within Thai primary school mathematics classrooms. Action research design, with interviews, surveys and observations, was used for this study. Survey questionnaires and classroom observations investigated the factors that influence the implementation of cooperative learning strategies and academic achievement in Thai primary school mathematics classrooms. The teachers’ interviews and classroom observation also examined the factors that need to be addressed in teacher professional development programs in order to facilitate cooperative learning in Thai mathematics classrooms. The outcome of this study was a model consisting of two sets of criteria to inform the successful implementation of cooperative learning in Thai primary schools. The first set of criteria was for proposers and developers of professional development programs. This set consists of macro- and micro-level criteria. The macro-level criteria focus on the overall structure of professional development programs and how and when the professional development programs should be implemented. The micro-level criteria focused on the specific topics that need to be included in professional development programs. The second set of criteria was for Thai principals and teachers to facilitate the introduction of cooperative learning in their classrooms. The research outcome also indicated that the attainment of these cooperative learning strategies and skills had a positive impact on the students’ learning of mathematics.
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Tan, Michelle. „The politics of the decentralisation of basic education in Thailand“. Thesis, University of Leeds, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.484901.
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The political and social reform project in Thailand of the 1990s included an attempt to reform the basic education system, which in tum integrated decentralisation as one of the major reform components. This thesis explores the politics of policy implementation through the lens of decentralisation and is also thus a case study of contemporary Thai bureaucracy. It argues that the design and implementation of the reform efforts codified into the 1997 Constitution and its by-products, the 1999 National Education and 1999 Decentralisation Acts, were distorted by existing rival patronage networks. The core chapters of the thesis present detail on the processes. and outcomes of the Ministry of Education's educational service areas, the legal basis for the transfer of education provision to local administrative organisations, and teachers' politics and the anti-transfer movement. It also presents a case study of Roi-Et Province. In both the Ministry of Education's 'internal' deconcentration and 'external' decentralisation to local bodies, iron triangles involving critical national-local vote bases-permanent bureaucrats, elected politicians, and 'grassroots' vote canvassers-influenced both policy design and implementation. This study thus explores centre-local relations in terms of their legal or administrative, fiscal, and factional political dimensions. Ye~-long field research for this thesis was conducted at the national and local levels, covering not only central ministry-level politics in Bangkok but sele~ted provinces in Thailand's four major regions. In the highly centralised bureaucratic context of the Thai case, institutions (master laws) are employed as legitimising tools. From these distorted aims flow another set of distortions in policy implementation. This study thus questions the legitimacy, efficacy, and democratising potential of the 'private state' of Thailand, suggesting that formidable obstacles to decentralisation persist
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Jeannin, Loise. „Professional Development Needs of Faculty Members in an International University in Thailand“. Thesis, Walden University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10065197.
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In an international university in Thailand, with students coming from 92 different countries, faculty members reported a need for professional development (PD). The purpose of this study was to understand faculty members’ needs and preferences in the undergraduate department to help the administration offer appropriate PD programs. In accordance with the situated cognition theory, professional learning was approached as a social process embedded in workplace interactions. Research questions pertained to teachers’ perceptions about their learning needs, program preferences, and the relationship between PD and student learning outcomes. In this descriptive case study, data were collected from fulltime faculty members via a focus group of 5 participants and 8 individual face-to-face and email interviews. In accordance with a maximum variation sampling strategy, the sample included faculty members from varied academic and cultural backgrounds and diverse lengths of experience in the university. Thematic coding analysis revealed 4 themes: (a) a desire to learn specific content such as classroom management techniques, pedagogy for university-level students, assessment design, and instructional technology; (b) a desire to observe and apply new techniques to better engage diverse students in large classes; (c) a desire to learn collegially to share context-relevant information; and (d) expectations from the university administration. As a result of this study, tailored recommendations for this university were derived to contribute to social change. Appropriate PD programs can enable faculty members to hone their pedagogical skills and improve student learning experience in this multicultural setting.
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Phachon, Khantachvana Kennedy Larry DeWitt McCarthy John R. „Competencies for a technical education curriculum perceptions of technical education teachers in Bangkok, Thailand /“. Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9521334.
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Thesis (Ph. D.)--Illinois State University, 1994.Title from title page screen, viewed April 7, 2006. Dissertation Committee: Larry D. Kennedy, John R. McCarthy (co-chairs), Ronald Halinski, George Padavil. Includes bibliographical references (leaves 109-120) and abstract. Also available in print.
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Kunchaicharoenkul, Kanokporn. „An educational VSAT system for Thailand“. Thesis, This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-09182008-063236/.
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Murray, Neil Langdon. „Communicative language teaching and language teacher education“. Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10019210/.
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This study explores a basic paradox. On the one hand, innovations thatappear in the field of language teaching - or indeed any other field ofendeavour - in order to be maximally effective, need in some way to beincorporated into the contexts of their application. However, such contextsare often unfavourable to the reception of new ideas which consequentlyneed to undergo some measure of adjustment prior to theirimplementation in the classroom. As such those ideas are seldomrealisable in their 'true colours'. Furthermore, they are at timesthemselves not very clear even within their own terms, and may suffer tovarying degrees from vagueness, diffusion and instances of contradiction. What I seek to do in the chapters that follow is investigate Communicative Language Teaching in order to (i) establish what the basictenets of the approach are, and (ii) identify those factors that affect the wayin which communicative principles could be made acceptable andeffective with particular reference to the language teaching /learningsituation in japan. As a necessary corollary of this investigation, consideration is givento the implications for language teacher education where, it is argued,teachers-to-be need to be provided with the means via which to mosteffectively evaluate innovative ideas and come to terms with thosedifficulties that arise from attempts to apply general principles toparticular circumstances.
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Phisalaphong, Rathdow. „Teacher Practice, Curriculum, and Children's Moral Development in Buddhist Temple Preschools in Thailand“. Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc3001/.
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This study investigated what constitutes a moral development program in Buddhist temple preschools in Thailand. The researcher employed three qualitative methods: structured, in-depth interviews, observations of teachers' instruction, and document analysis of curriculum guides. Four Buddhist temple preschools were selected as the sites. Participants for interview included three abbots and one head nun, four principals, and twelve teachers. Participants for observations included four teachers of third year classes in each preschool. The study concentrated on four research questions: (a) what are the elements of the character education curriculum? (b) How do teachers teach moral development concepts and skills? (c) What are the teachers' perceptions of the moral development of third year preschoolers? (d) How do teachers assess their pupils' moral development? Key findings for the research questions were: character education was not a subject in the National Preschool Curriculum which was implemented in the Buddhist temple preschools. Core morality was integrated into every topic. The moral behaviors emphasized in the curriculum and the lesson plans included discipline, mindfulness, kindness, helpfulness, patience, honesty, respect, thriftiness, and politeness. The Buddhist concept of the process of moral development includes character education and meditation. The preschoolers were trained to pay respect to teachers and parents as an obedience approach to character education. Preparation of teachers included screening for their values and pre-service training. The instruction of meditation was approached gradually and aroused the children's interest. After three years of schooling, the third year preschoolers were well-behaved, helpful, and kind; no aggressive behaviors were reported. The assessment of moral development of preschoolers was based on observation of the teachers throughout the school year. Implications for practice are discussed, including procedures for gathering information on beliefs, attitudes, and culture of the parents before implementation of different models of moral development. Finally, future research directions are proposed.
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Burusphat, Surapong. „The National Defense College of Thailand and Its Alumni in the Context of Thai Politics“. Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331582/.
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This study deals with the National Defense College of Thailand and its alumni, who are senior military and civil service officers of the government of Thailand. The study examines the proposition that the political attitudes of military and civil service officers in developing countries are likely to be similar and negative. The second proposition examined in this study is that the attitudes of government officials toward the people are likely to be similar and negative. The study also attempts to examine the official attitudes on the basis of cluster. Each of the three clusters consists of seven classes of the National Defense College. It is argued that the political contexts of each cluster were different and that these differences may result in the different attitudes of officials in each cluster. The study found that military and civil service officers in Thailand hold similar attitudes toward politics and that the attitudes are predominantly negative. Official attitudes were similarly negative. Attitudes toward politics vary, depending upon the time in which the officials were in government service. Officers who worked within the environment of the military government are the most distrustful of politics while officials who worked under a more relaxed, more democratic political system are not as distrustful of politics. Attitudes toward the people are not significantly different among officers from different political environments. It was found that the number of alumni of the National Defense College who were able to reach the three highest ministerial positions in the Thai government has declined over the years. These positions are minister, deputy minister, and undersecretary. One cause of this decline is the increasing politicization of the country or the decreasing role, activity, and involvement of the military in politics. The second cause is the relatively stable number oi the members of each class of the National Defense College. As the overall number of government officers of the country has steadily increased over the years, this stable number has put these officials at a disadvantage.
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Noytim, Usa. „The impact of the Internet on English language teaching: a case study at a Thai Rajabhat University“. University of Technology, Sydney. Faculty of Education, 2006. http://hdl.handle.net/2100/384.
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This research was conducted in the English Department of a provincial Thai university. It seeks to address the tension between the priority accorded to English by the Thai government and the relatively low levels of English of most Thai people. The study investigates the potential of the Internet to support students’ English language development, in particular the capacity of the Internet to support students’ English reading development. The research was located in Central Thailand at Nakhon Pathom Rajabhat University (NPRU), my own work place. Here I investigated students’ Internet practices and the potential offered by one English language program that incorporated use of the Internet. My focus on this one program enabled me to address questions about my own teaching practices, and about the implications of incorporating the Internet for program design and teaching. The research itself was conducted in two stages. Stage One was an ethnographic investigation of students’ current Internet practices, both in and out of University. Outcomes from Stage One then informed the development of an English language program that incorporated extensive use of the Internet. This program was implemented and evaluated in Stage Two of the research. Outcomes from Stage One of the research revealed that the University students had low overall levels of Internet use, low levels of computer and Internet skills, but generally high levels of interest and enthusiasm, and a belief that the Internet could play a positive role in supporting English language learning. Outcomes from Stage Two confirmed that the Internet was potentially a powerful resource for teaching English. However, they also showed that if the Internet was incorporated fully into a program, rather than simply tacked onto a traditional program, then a major rethinking of program design and pedagogical practices was necessary. The implications of such changes in program design and teaching are addressed in the thesis.
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Than, Soe. „Teaching language-based approaches to literature in Thailand : an experimental study of the effectiveness of 'elementary' stylistic analysis and language-based approaches to teaching literature to EFL students at Assumption University, Thailand“. Thesis, University of Nottingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.416898.
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Yamsaengsung, Naowarath. „Developing and Administering a Nonmetropolitan Teachers Education Program in Northeastern Thailand“. Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331756/.
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The primary purpose of this study is to determine the efficacy of the rural teachers preparation program in specific curriculum components, field experience and training, and preparation. A secondary purpose is to determine the need for these components and a limited evaluation of other delivery systems for rural teaching in eight nonmetropolitan teachers colleges in Northeast Thailand. The questionnaire of the Rural Education Association (REA) developed by Barbara Jean Jones was employed to collect data from a random sampling of 352 teachers college instructors and administrators and randomly selected 352 elementary school teachers and administrators. Analysis of data from 508 respondents, were analyzed by using the descriptive statistic and t-test, revealed that: (a) the REA model components were available and are essential for teachers preparation program at Thai teachers colleges in the Northeast, (b) public relations and educational technology including computer literacy components should be developed to meet the public need, (c) teachers college faculty members should receive special training for preparing students to teach in a rural environment, (d) teachers colleges should provide a teacher training site in the provinces, (e) teaching in a rural and an urban environment are significantly different, and (f) there is a need for a special preservice training for teaching in a rural environment.
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Chewapun, Suchart. „Job Satisfaction Among Physical Education Instructors at Teachers Colleges in Thailand“. Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc330841/.
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The purpose of this study was to investigate job satisfaction among physical education instructors at Teachers Colleges in Thailand by using the Faculty Job Satisfaction/Dissatisfaction Scale developed by Olin R. Wood, which was translated into the Thai language by Vatthaisong. The investigation was based on the 10 facets of job satisfaction selected from Herzberg's Motivation-Hygiene theory: achievement, growth, interpersonal relations, policy and administration, recognition, responsibility, salary, supervision, the work itself, and working conditions. The questionnaire consisted of 68 items. A 6-point rating scale was used for the 10 facets of job satisfaction. A total of 169 physical education instructors from 36 Teachers Colleges in Thailand, or 86.22% of the population, participated in this study. For this investigation, frequencies, percentages, one-way ANOVA, and the Scheffe method were used for data analysis. Significance was established at the .05 level. From the findings of this study it could be concluded that physical education instructors were satisfied with their jobs. The major sources of satisfaction were ranked as follows: interpersonal relations, the work itself, achievement, recognition, responsibility, working conditions, growth, policy and administration, supervision, and salary. The gender variable did not contribute significantly to job satisfaction, while region, age, level of education, work position, years of teaching experience, and salary level did contribute significantly to job satisfaction. There were no significant differences between the overall job satisfaction (item 68) of the physical education instructors and their demographic classifications. The levels of overall job satisfaction derived from the 10 facets and item 68 were similar. Thus it could be concluded that physical education instructors at Teachers Colleges in Thailand were satisfied with their jobs.
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Voravarangkurl, Napa. „Wages and Education in Thailand: On th ereturns to Education and demand and supply Issues“. Thesis, University of Essex, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.494341.
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Shadd, Deborah. „On Language, Education and Identity: Minority Language Education Within the Canadian Context“. Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32777.
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“The destiny of a people is intricately bound to the way its children are educated” (RCAP 1996, v. 3: 404). Firm in this belief, the current study undertakes an examination of language and education policy in Canada, seeking to understand how these two factors together impact the formation of identity, not only for individual students in a classroom, but more broadly for the linguistic and cultural communities of which they are a part, as these struggle to establish a place for themselves within the country’s social sphere. Despite the rhetoric of multicultural equality which predominates in Canadian public discourse, the examination of a corpus of historical legislation, carried out within the framework of narrative theory and critical discourse analysis, plainly demonstrates a clear hierarchy of languages and cultures in Canada – established and enforced in law, rooted and reflected in social institutions, reinforced and replicated through formal systems of schooling. As a result, even as speakers of minority languages are taught as students that to achieve success in schooling, they must translate their speech, thinking, and ways of knowing into the language and manners of the majority, so as members of their communities do they learn that, in order to gain a place of full participation in society, they must also translate their ways of acting, of relating to others, and of being in the world. In short, they must translate themselves. Recognizing that students are in this manner transformed in the very movement between classroom and community; and that as these transformed students return to their communities, these are likewise impacted in terms of their sense of belonging in society; we seek to discern what new insights might be gained from the consideration of education in light of a translational paradigm, ultimately identifying three productive methods of entry into such critical reflection: through the variety of significant questions that are raised, through the consideration of specific theoretical concepts reassessed and applied anew, and finally through the reframing and retelling of narratives in translation.
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Yamsaengsung, Uraivan. „The Development of a Model for a Provincial Science Museum in Thailand to Provide Education in Science and Technology“. Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278995/.
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Na, Pattalung Piengpen Newsom Ron. „An analysis of sexist language in ESL textbooks by Thai authors used in Thailand“. [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9057.
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Na, Pattalung Piengpen. „An Analysis of Sexist Language in ESL Textbooks by Thai Authors Used in Thailand“. Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9057/.
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This study identified the types of sexist language that appear in ESL textbooks by Thai authors. The study analyzed the ESL textbooks by Thai authors sold at the Chulalongkorn University bookstore during spring 2007. It was a qualitative case analysis of fifteen ESL textbooks covering the beginning, intermediate, and advanced levels of ESL instruction. The study used feminist criticism to discover what gender roles are sanctioned as appropriate in ESL textbooks by Thai authors and if the language used supports or challenges patriarchy. The results of this study show that sexist language is present in the textbooks and that the textbooks contain content that promotes sexist assumptions concerning gender roles. As a whole, the language and examples used in ESL textbooks by Thai authors support patriarchy.