หนงสอเรอง การออกแบบการวจย: วธการวจยเชงคณภาพ วธการวจยเชงปรมาณ และวธการวจยแบบผสม (Research Design: Qualitative, Quantitative, and Mixed Method Approaches) เปนหนงสอทเรยบเรยงเพออธบายเกยวกบความแตกตางของกระบวนทศนการวจยทง 2 แบบ ไดแก การวจย เชงปรมาณ และการวจยเชงคณภาพ และความจำเปนของประเดนปญหาการวจยทตองนำกระบวนทศนทง 2 มารวมกนหาขอคนพบเพอนำไปสผลการวจยทสามารถนำผลการวจยไปใชประโยชนไดอยางจรงมากยงขน เรยกวา “การวจยแบบผสมผสาน” ซงเปนหนงสอทอธบายวธการวจยทง 2 ประเภทไดอยางชดเจน และการรวมกนของกระบวนทศนการวจยทง 2 แบบอยางลงตว

Research Design: Qualitative, Quantitative, and Mixed Method Approaches

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Research methods in the social sciences

National policy on education

Ask yourself why the interviewer is asking the question they are? What are they trying to get at? For example, a question about multi-tasking implies that the position requires strong multi-tasking abilities and thus you will want to have clear examples to demonstrate your skills Employers want to know what your experience is in dealing with situations that may come up in their company Research the company and position qualifications so you can match your response to what they seek for the position Connect what skills you have developed in your past jobs and how it connects to the company/position "Tell me About Yourself" Present, Past, Future

사회사업 면접(Interviewing)

Educational Renewal: Better Teachers, Better Schools.

Indigenous education in Australia has been the subject of ongoing policy focus and repeated official inquiry as the nation grapples with trying to achieve equity for these students. Perspectives fr...

A "Formidable Challenge": Australia's Quest for Equity in Indigenous Education.

The issue of school non-completion continues to be a matter of concern for policy makers and practitioners in Australia today. Despite the efforts of governments and school systems to improve participation and retention rates, often one in three students drop out of school before completing Year 12. Major factors influence non-completion and militate against young people remaining at school. Findings from recent research indicate that some non-completers choose to re-enter education through second chance programs outside the school environment. The argument for second chance education presented in this paper is developed within the context of the ‘risk’ society and in relation to recent theories of youth transitions. The need for a ‘second chance’ is justified in relation to recent theories of youth transitions, which suggest that re-entry into second chance education is a personal act of agency through which young people struggle to reclaim successful personal and educational identities amidst the constraints and hazards in their daily lives. Based on the findings that increasing numbers of non-completers are enrolling in TAFE second chance programs, these enabling programs are considered as a means of addressing the needs of this cohort. Educational policy in Australia related to second chance education is critically examined in light of international programs and recommendations for change are made.

https://files.eric.ed.gov/fulltext/EJ743509.pdf

Transitions and re-engagement through second chance education

There has been a growing recognition in the international education community over the last decade of the need to begin the development of teacher-researchers in preservice courses. This paper explores the perceptions of professional empowerment of beginning teachers and their development as active teacher-researchers, drawing on data from surveys conducted in Western Australia of the 1999 and 2000 preservice teacher cohort. Consistent with issues emerging from current literature, the survey data confirmed the over-riding survival mindset of beginning teachers. However, responses also provided evidence of a research mindset open to opportunities later in their teaching career and the professional confidence and skills to become members of a school community of inquiry. A process model is proposed for development of teacher-researchers through preservice course experiences. Introduction There has been a growing recognition in the international education community over the last decade of the powerful role of teachers as researchers (Darling-Hammond, 1999; Gore & Morrison, 2000; Kemmis, 2001; Rogers, 2002). The potential for understanding the complexity of the school community as an effective learning environment is increased when teachers have the skills and opportunities to take the role of researching within their own school community. The growing recognition amongst teacher-educators of the need to provide teachers with the ol ab rtiv ef mw k nd s chskills for anchoring research within their classroom practice is articulated by Bauman (1996, p.29): Teachers must be participants in educational research and development from their first education courses, through their professional development, and on to their service as mentors to new teachers…We need research that helps the institutions and the people who work in them raise questions about their own goals and practice as part of their everyday work. (Bauman, 1996, p29) The aim of this paper is to use the unit experience of two cohorts of preservice teachers to explore the ability of beginning teachers to draw on skills and understandings developed in a research focused unit in their final year of a Bachelor of Education. This paper explores the perceptions of empowerment of new teacher-researchers and their opportunities to become involved in school-based research, drawing on data from surveys conducted within Western Australia of the 1999 and 2000 preservice teacher cohort. The surveys questioned the opportunities and context within which the 200 new Edith Cowan University graduates were able to use these research skills in their first workplace.

/pdf/beginning-teachers-as-teacher-researchers-10oxauhh8f.pdf

Beginning Teachers as Teacher-Researchers

Encouraging positive school experiences is central to the process of lifting both achievement and retention rates among Aboriginal youth. While there is an emerging awareness that more Aboriginal children view school as rewarding and enjoyable than they previously did, this is not the experience of the majority. For most, school remains a place dominated by conflict and/or self-doubt. Explaining such responses is a complex matter, as the causes of non-attendance are constantly changing in accord with developments in modern life (Purdie and Buckley, 2010, p. 3). Chapter 1 explored the theoretical issues behind the often tenuous relationship between Aboriginal youth and school, while other chapters have dealt with the many underlying sociocultural factors.

Attendance and non-attendance at school

Non-completion of senior secondary schooling continues to be a matter of concern for policy makers and practitioners in Australia today. Despite the efforts of governments to improve participation and retention rates, 30% of students drop out of school before completing Year 12. Further, some students remain at school, just biding their time until graduation. Within this context, we investigate whether the wellbeing of the students is a key factor in supporting senior students in deciding to continue at school. The article reports on the first phase of a two-year study of factors impacting on quality retention and participation of 250 Year 11 students from two school communities. This initial phase focuses on the senior students’ perspective of their wellbeing in Year 11, and includes our development of a suite of scales to measure the impact of students’ social connectedness and academic engagement on academic achievement and retention. Data from the survey of students are enriched through student focus groups. The article identifies critical dimensions of what students regard as a healthy senior school culture; that is, a culture conducive to a positive and productive experience in terms of their retention, participation and achievement. Implications for school and system policy and governance are proposed.

/pdf/wellbeing-and-retention-a-senior-secondary-student-2wfl63g01g.pdf

Jan Gray

Papers

A "Formidable Challenge": Australia's Quest for Equity in Indigenous Education.

Transitions and re-engagement through second chance education

Beginning Teachers as Teacher-Researchers

Attendance and non-attendance at school

Wellbeing and retention: A senior secondary student perspective