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.

Whilst some improvements to Indigenous education outcomes have occurred in recent years, there remains considerable inequity in the educational experiences and long-term engagement of Indigenous and non-Indigenous students. One of the factors contributing to the challenging environment for Indigenous students is dissonance of social norms, as a result of ethnic and socioeconomic differences between teacher and student. Many hegemonic culture teachers are unaware of Standpoint Theory and the way in which normative beliefs impact on classroom interactions and student outcomes at the cultural interface. This paper draws on the Theory of Planned Behaviour (TBP) to illustrate ways in which schools can identify areas of ethnic and socioeconomic prejudice impacting classroom interactions, and create shared social norms so that Indigenous students are most likely to experience positive educational engagement. Self-Determination Theory (SDT) is then applied to discuss the type of classroom environment that best enables students to internalise positive educational behaviours in an autonomous manner. Such internalisation is necessary to improve long-term outcomes and postschool educational engagement for Indigenous Australians. The theories explored indicate that motivation for behavioural change relies on the individual's self-perceptions of competence, autonomy and normative beliefs regarding the value of education, and that integration of new behaviours requires an emotionally supportive environment and provision of a meaningful rationale. This paper argues that good practice in Indigenous schooling will address these areas specifically.

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Creating shared norms in schools - A theoretical approach

Over the past two decades there has been a multiplicity of approaches and policies to improve the education of Indigenous young people. As other chapters in this book have shown, reducing the educational disadvantage experienced by this group represents a complex social-policy problem. Rigney (2010) suggests that a key part in closing the gap in educational outcomes necessitates closing the gaps in the strategies currently being used to address the problem. As will be seen in this chapter, there are a wide range of approaches currently under discussion with little consensus on what approaches work best and in which situations. While diversity might be a key component of success, fragmentation of approach is not likely to be effective.

Models of policy development in Aboriginal education

Since public funds first began to flow into non-government schools in the mid-1970s, successive Commonwealth and state governments have steadily increased the amount of funding they have provided to nongovernment schools (Bonnor & Caro, 2007; Macfarlane, 2003). The outcome of this funding decision has brought the cost of a ‘private school education’ within reach of many more Australian families in the 21 century (Rothman, 2003; Symes & Gulson, 2005). This paper explores the historical backdrop within which secondary schooling is provided in Western Australian today in order to better understand how it influences and/or predisposes the secondary school choices currently available to parents in Western Australia. The issue of funding is considered within an historical account of Australia’s dual system of school provision whereby government and non-government school sectors operate in parallel. Details of successive changes to state and Commonwealth school funding policies in Australia since the early 1970s provide a backdrop for consideration of the impact of funding on school choice.

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Funding and Secondary School Choice in Australia: A Historical Consideration

This study examined the managerial structure of Universal Basic Education (UBE) policy embraced by the governments of African countries towards ensuring free, compulsory and uninterrupted access to...

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Management of universal basic education policy in the villages in Nigeria

When school boards are confronted with the challenge of unfamiliar, changing contexts, opportunities and governance responsibilities, they have to be able to respond appropriately. The research reported in this paper investigated the response of five Western Australian primary school boards to such situations. It analyses interview data from 49 board members on their roles and responsibilities using elements of Heifetz' framework of adaptive leadership, and explores the implications of these findings for the boards and their leaders. The findings reinforce the importance of the leader's role in choreographing the learning of the board members, and raise questions about the effect that the composition of boards may have on their capacities for strategic thinking. The paper concludes with a model of adaptive leadership appropriate for school boards, emphasising key elements that are necessary for sustained change.

Jan Gray

Papers

Creating shared norms in schools - A theoretical approach

Models of policy development in Aboriginal education

Funding and Secondary School Choice in Australia: A Historical Consideration

Management of universal basic education policy in the villages in Nigeria

Adaptive leadership in school boards in Australia: an emergent model