DSpace Collection:http://cmuir.cmu.ac.th/jspui/handle/6653943832/75942018-01-11T14:22:50Z2018-01-11T14:22:50ZInstructional Management Competency Development of Novice Instructors in College of Nursing Under the Praboromarajchanok InstituteRungkarn Wuttihttp://cmuir.cmu.ac.th/jspui/handle/6653943832/399502017-08-24T20:05:15Z2014-11-17T00:00:00ZTitle: Instructional Management Competency Development of Novice Instructors in College of Nursing Under the Praboromarajchanok Institute
Authors: Rungkarn Wutti
Abstract: The purposes of this research study were to 1) study contexts of the instructional competency development for novice nursing instructors of nursing colleges under Praboromarajchanok Institute 2) develop and quality of a model for instructional competency development for novice nursing instructors of nursing colleges under Praboromarajchanok Institute 3) study a result of using a model for instructional competency development for novice nursing instructors of nursing colleges under Praboromarajchanok Institute. The population were novice instructors of nursing colleges under Praboromarajchanok Institute in Northern area of Thailand working in the first 3 years, directors and others involved in the development of novice instructors. The samples of the study were included 59 directors and others involved in the development of novice instructors and novice instructors. Data collections were literature review, interviews, focus groups and assessed by using a semi-structured interview questionnaires and recording forms. The data were analyzed with content analysis, mean and standard deviation percentage and test statistics with the Friedman Two-way ANOVA, and Wilcox on Singed-Ranks Test
The results of the study were 1) The instructional competency development of novice instructors also did not meet the expectation of novice instructors and stakeholders expectations, the models for instructional competency development for novice nursing instructors were not as effective as they could be, and they needed to be a form of reflective teaching model to the instructional competency development of novice instructors 2) A model for instructional competency development for novice nursing instructors consists of 4 elements were included the principles and objectives, arrangements, development process, and evaluation. The quality of this model found that the overall quality was highest level. 3) The effectiveness of the model were as follows: a) the instructional competencies average scores of novice nursing instructors were assessed by self-assessment mentors and students higher than before development b) result of satisfied evaluation of the usage of the model was at the highest scores. c) regarding result of students learning outcomes found the second group average scores higher than the first group and the both groups passed standard scores.2014-11-17T00:00:00Zการวิเคราะห์พหุระดับของปัจจัยที่มีความสัมพันธ์กับทักษะชีวิตของนักเรียนชั้นมัธยมศึกษาปีที่ 3ปรเมศวร์ โตศิลากุลhttp://cmuir.cmu.ac.th/jspui/handle/6653943832/398552016-12-12T20:03:35Z2557-01-01T00:00:00ZTitle: การวิเคราะห์พหุระดับของปัจจัยที่มีความสัมพันธ์กับทักษะชีวิตของนักเรียนชั้นมัธยมศึกษาปีที่ 3
Authors: ปรเมศวร์ โตศิลากุล
Abstract: The purposes of this study were to investigate the relationship between factors that are related to life skills class defined by two levels regarding the level of the students factors which are self-concept, achievement motivation to study, democratic parenting, personalityity and classroom-level factors which are environment, classroom environment. This study was also conducted in order to create an equation predicting factors that relate to life skill at mathayom suksa 3 students in The Office Secondary Educational Service Office Area 34 (Chiangmai). The sample was 922 students from 34 classrooms in 1st semester of the year 2014. The sample was selected by the Multi – stage random sampling technique. Data collection instrument included eight series of questionnaires which focused on 1) students’ self-concept, 2) achievement motivation to study, 3) democratic parenting, 4) personality and classroom-level factors which are 5) environment, 6) classroom environment , 7) life skills with their validity of .860 .831 .933 .826 .886 .839 and .892 accordingly. The data were systematically analyzed by using computer program.
The findings of the study were as follows :
1. In terms of student-level factors, it was stated that elf-concept, achievement motivation to study, democratic parenting, personality have positive relationship with life skill and it was statistically significant at .05 level. Self-concept has the most relationship (.607), democratic parenting (.556) and personality (.524) respectively. Relationship in family has the least relationship (.100)
2. In terms of classroom-level factors, it was discovered that environment and classroom environment have positive relationship with the statistical significance at .05. The correlation coefficient is .585 and .487 respectively.
3. The predictive equation for the Life Skills of students was presented in the regression equation form as follows:
Micro-Level Analysis ;
Null Model :
Within – unit Model : SKILL,ij = 3.636 + eij
Between – unit Model : b01 = 3.842 + U0j
Simple Model :
Within – unit Model : SKILL,ij = 3.842 + 0.416SELF + 0.261ACHI + 0.047PER
Between – unit Model : b01 = 3.842 + U0j
bSELF = 0.416 + U0j
bACHI = 0.261 + U0j
bPER = 0.047 + U0j
Standard Score : ZSKILL, = 0.391USELF + 0.039UACHI + 0.219UPER
Macro-Level Analysis ;
Hypothetical Model :
Within – unit Model : SKILL,ij = 3.842 + 0.416SELF + 0.261ACHI + 0.047PER
Between – unit Model : b01 = 3.842 + 0.279ENVI + 0.063CLASS
bSELF = 0.416 + 0.448ENVI + 0.302CLASS
bACHI = 0.261 + 0.478ENVI + 0.318CLASS
bPER = 0.047 + 0.880ENVI + 0.033CLASS
Standard Score : ZSKILL, = 0.625UENVI + 0.534UCLASS2557-01-01T00:00:00Zการพัฒนาความเข้าใจเชิงความคิดรวบยอดทางคณิตศาสตร์ของนักเรียนชั้นมัธยมศึกษาตอนปลายในชั้นเรียนที่สอนด้วยวิธีการแบบเปิดธีรวัฒน์ กันทะhttp://cmuir.cmu.ac.th/jspui/handle/6653943832/398542016-12-12T15:48:26Z2557-01-01T00:00:00ZTitle: การพัฒนาความเข้าใจเชิงความคิดรวบยอดทางคณิตศาสตร์ของนักเรียนชั้นมัธยมศึกษาตอนปลายในชั้นเรียนที่สอนด้วยวิธีการแบบเปิด
Authors: ธีรวัฒน์ กันทะ
Abstract: The purposes of this qualitative research were to 1) analyze mathematical conceptual understanding of upper secondary school students in classroom taught by open approach, and 2) investigate teaching practices that support developing mathematical conceptual understanding of upper secondary school students in classroom taught by open approach. The target group consisted of 28 Mathayom Suksa 5 students at Lampang Kanlayanee School, Muang District, Lampang Province during the second semester of the 2012 academic year. The researcher developed 10 graph theory lesson plans and implemented in real classroom teaching. All classroom teaching-learning activities were videotaped and later on analyzed by means of the protocol analysis using Pirie and Kieren’s levels of conceptual understanding as a frame of reference. Concurrently, data from the student’s behavior observation form and students’ written works were also summarized using descriptive analysis. The research findings were then presented in the form of analytical narrative.
The research findings showed that the students had gradually developed the mathematical conceptual understanding at different levels and the researcher also successfully developed teaching practices through the 4 steps of open approach. Based on the protocol analysis, the students achieved the first five levels of mathematical conceptual understandings throughout the learning unit of graph theory. The students had the mathematical conceptual understanding at level of primitive knowing regarding the use of graph to solve problems which is a prior knowledge for building up the higher levels of mathematical conceptual understanding. Image making occurred while the students creating models by means of graph on their own in order to solve the open-ended problem situations. Image having was developed when the students used mental construct with their own made images. Property noticing emerged after students recognized connections between their various solutions. Moreover, the students developed the conceptual understanding at the level of formalizing through making formulas which representing some rules and theorems of graph theory. As for teaching practices, the followings are the techniques used for developing students’ mathematical conceptual understanding in classroom taught by open approach. Posing an open-ended problem situation for students to solve and encourage them to see the significance of the conceptual understanding at the level of primitive knowing, using periodic questioning to enhance the students’ conceptual understanding up to higher levels, selecting and sequencing various students’ written works which revealed their conceptual understanding at the level of image having for the purposive presentations. In step of whole-class discussion and comparison, the teacher clearly proposed some issues regarding mathematical conceptual understanding at the level of image having through re-voicing and asking the “what”, “how” and “why” types of questions to enhance the level of property noticing and formalizing. To sum up the lesson, the teacher connected students’ various levels of conceptual understanding by means of presenting definitions or principles concerning graph theory in the form of mathematical formulas.2557-01-01T00:00:00Zการใช้การวาดภาพเพื่อส่งเสริมความสามารถในการแก้โจทย์ปัญหาเกี่ยวกับการประยุกต์สมการเชิงเส้นตัวแปรเดียว ของนักเรียนชั้นมัธยมศึกษาปีที่ 2สุวลี แสงเหม่http://cmuir.cmu.ac.th/jspui/handle/6653943832/398172016-12-12T14:08:11Z2557-01-01T00:00:00ZTitle: การใช้การวาดภาพเพื่อส่งเสริมความสามารถในการแก้โจทย์ปัญหาเกี่ยวกับการประยุกต์สมการเชิงเส้นตัวแปรเดียว ของนักเรียนชั้นมัธยมศึกษาปีที่ 2
Authors: สุวลี แสงเหม่
Abstract: The purpose of this research was to study an ability in solving word problems on applied single-variable linear equations of Mathayom Suksa 2 students. The subjects of this research were 32 Mathayom Suksa 2 students from class 2/3 in the second semester of academic year 2013 at Phayamengrai School, Phayamengrai District, Chiang Rai Province. Research instruments were 7 lesson plans, record of classroom behaviors, record of student’s reflective thinking, record of after teaching, and word problem solving ability test on applied single-variable linear equations. The researcher collected the data by teaching according to the constructed lessons plans. After completing all the lessons, the researcher had the students took the word problem solving ability test on applied single-variable linear equations.
The result showed that 23 students or 71.88% of all students had the ability in solving word problems on applied single-variable linear equations. Research findings showed that the ability in solving word problems on applied single-variable linear equations can be promoting by using four methods of drawing, which were drawing set blocks, drawing bar models, drawing line model, and drawing analytic table model.2557-01-01T00:00:00Z