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.

Teachers are vital to the success of any education system. However, concern continues to be raised about the quality of teachers’ preparation in the teachers’ colleges and about the quality of teachers in schools in Tanzania (Global Partnership for Educational Support in Tanzania Mainland, 2013; Mgaiwa, 2018; Makoro, 2020). In line with such concerns, this study explored Tanzania’s pre-service teachers’ demonstration of knowledge and skills of teaching during teaching practice. The study was conducted in three secondary schools located in Moshi rural District in Kilimanjaro region in Tanzania. It involved five pre-service teachers from one of the Diploma Teachers Colleges, five supervisors from the same Teachers’ College and mentor teachers from the three home schools where pre-service teachers were placed for teaching practice. The study is descriptive, employing qualitative methods of data collection. Interviews, focus group discussions and observations were used to collect data. Drawing on Shulman’s (1986) categories of knowledge, data were analyzed thematically. The findings revealed that the pre-service teachers had limited skill in lesson preparation and classroom management, which negatively impacted their learning during teaching practice. Based on these findings, the study recommends that teacher education colleges should take steps to better prepare pre-service teachers to effectively handle lesson planning, teaching, and classroom management.   

https://journal.lib.uoguelph.ca/index.php/ajote/article/download/7264/6889

Pre-service Teachers’ Preparedness to Teach during Teaching Practice in Tanzania

This paper presents an investigation into the attitudes of School Administrators to the relationship between formal school registration and school improvement. It concerns a mandatory inspection-type registration process for all Non-Government Schools in Western Australia. Part of the aim of this registration process was to help schools improve twelve educational and administrative aspects. These were: (1) School Governance, (2) School Financial Viability, (3) Enrolments & Attendance, (4) Number of Students, (5) Instructional Time, (6) School Staff, (7) School Infrastructure, (8) School Curriculum, (9) Student Learning Outcomes, (10) Care for Students, (11) Disputes and Complaints, (12) Legal Compliance. A questionnaire based on these twelve aspects was designed with five items per aspect (60 items total), conceptually ordered from easy to hard, and given to 110 administrators. It was completed by 65 administrators for a useable, response rate of 59%. The data were analysed to create twelve Guttman Scales. In a Guttman Scale the items are aligned from easy to hard horizontally and the person scores ae arranged vertically from high (top) to low (bottom) by items. If the data were to fit a Guttman pattern accurately, then the pattern of person responses for each item would be in a perfect step- type arrangement. If a person scores high on the hardest item, then that person scores high on all the other easier items. If a person scores low on the easiest item, then that person will score low on all the other harder items. In a practical situation, as was the case for these twelve Guttman Scales, the response patterns were not in perfect step-type arrangement, but they were all very acceptable. The response patterns fit a Guttman pattern, giving strong evidence for a unidimensional scale. The twelve Guttman Scale scores were then used to calculate 66 zero-order, effectively different inter-correlations (Pearson Product-Moment Correlations) between and amongst the twelve aspects of formal registration. The results showed that there were items that administrators said were relatively easy to say that actual school improvements were due to formal registration and other items that administrators said were very hard to say that actual school improvements were due to formal registration. This study produced new Guttman Scales and many interesting correlations for a key aspect of school improvement. It provides new insight into the policy and practice of school registration.

/pdf/school-administrators-beliefs-that-school-improvements-were-2n3eswg0c3.pdf

Jan Gray

Papers

Pre-service Teachers’ Preparedness to Teach during Teaching Practice in Tanzania

School administrators' beliefs that school improvements were due to formal school registration guttman scales & their inter-correlations