Thesis Proposal Defense 2009

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  • For instance, the Swiss traditionally prefer a homogeneous education, although their system is rather decentralized
  • work, interaction, and general
  • qualitative approaches emphasize description, understanding, and interpretation of the stressful events by interviewing subjects or using open-ended questionnaires (Parkes, 1985)
  • because those who are ultimately called on to implement the new best practices were part of the process of validating those evidence-based practices
  • There are two ways in social validity, social comparison and subjective judgment.
  • A pilot study was administrated to a native English teacher and 37 students of Department of English at National Taichung Institute of Technology in Taichung, Taiwan. One class of the fourth graders was taught English related to English conversation and oral skills for fifty minutes a class, two classes a week, and totally eighteen weeks for a semester. In order to understand the culture shock of the native English teacher in Taiwan, both of face-to-face interview and post-questionnaire were used in this pilot study.
  • the communication problems exist in not only teaching students but also working with local English teachers and administrators at schools.
  • The participants were chosen by their~, for example as pilot study, the Nest's Nationality is America, and he has been working in Taiwan for more than 2 years. The administrators who work in NTIT all have more than 1 year working experience. Also, their working items were considered in this research.
  • Due to increase this study’s internal validity, member checking used and an audit trail consisting of interview recording files and transcriptions will be used to ensure the reliability of this research.
  • Numbers!
  • In order to increase this study’s internal validity,
  • In order to increase this study’s internal validity,
  • Thesis Proposal Defense 2009

    1. 1. Presenter : Yi-Chun Tsai Advisor : Dr. Chin-Ying Lin December 24, 2009
    2. 2. Introduction I Purposes of the Study II Research Questions III Literature Review IV Methodology V
    3. 3. <ul><li>Background of the Study </li></ul><ul><ul><li>In academia, the emergence of globalization as a dominant discourse has generated heated debates on issues such as whether the world is becoming more homogenous or heterogeneous. </li></ul></ul><ul><ul><li>(Ke, 2008) </li></ul></ul>
    4. 4. <ul><li>Background of the Study </li></ul><ul><ul><li>While most of the published literature on expatriation has focused on the training and selection , little is known about the processed that expatriates find most useful in adjusting to living and working in a foreign country . </li></ul></ul><ul><ul><li>(Palthe, 2004) </li></ul></ul>
    5. 5. <ul><li>Statement of the Problem </li></ul><ul><ul><li>There is a limited amount of research that has focused on native English teachers (NETs) in Taiwan, especially related to their cross-cultural adjustment on educational organization and working. </li></ul></ul>
    6. 6. <ul><li>Purposes of the Study </li></ul>to explore the notion of the factor---the cross-cultural adjustment of the native English teachers at schools in Taiwan <ul><ul><li>to investigate the view with respect to </li></ul></ul><ul><ul><li>administration staffs for the native </li></ul></ul><ul><ul><li>English teachers in Taiwan </li></ul></ul>
    7. 7. <ul><li>Research Questions </li></ul><ul><li>How do the native English teachers adjust themselves to the academic culture at schools in Taiwan? </li></ul><ul><ul><li>What is the culture shock for the native English teachers at schools in Taiwan? </li></ul></ul>
    8. 8. <ul><li>Research Questions </li></ul><ul><ul><li>What are the different working </li></ul></ul><ul><ul><li>expectations between the native </li></ul></ul><ul><ul><li>English teachers and the administrators? </li></ul></ul><ul><ul><li>What trainings effectiveness for native English teachers may improve their adjustment in Taiwan? </li></ul></ul>
    9. 9. Academic Culture Culture in Organizations Culture in Educational Administration Culture Shock World Culture Cross-cultural Adjustment
    10. 10. <ul><li>World Culture </li></ul><ul><ul><li>It is a complex whole which includes knowledge, belief, art, law, morals, custom, and any other capabilities and habits acquired by human as a member of society. </li></ul></ul><ul><ul><li>( Tylor, 2004 ) </li></ul></ul>
    11. 11. <ul><li>Academic Culture </li></ul><ul><ul><li>It is the miniaturization of the concept of culture so that researchers study and write about the culture of the school or even the culture of the classroom. </li></ul></ul><ul><ul><li>(Scollon, 2009) </li></ul></ul>
    12. 12. <ul><li>Culture in Organizations </li></ul><ul><ul><li>That is a pattern of shared basic assumptions that the group learned as it solved its problems of external adaptation and internal integration . </li></ul></ul><ul><ul><li>(Schein, 2002) </li></ul></ul>
    13. 13. <ul><li>Culture in Educational Administration </li></ul><ul><li>Some characteristics of school culture that </li></ul><ul><li>we tend to regard as fixed are attributable to </li></ul><ul><li>differences in national culture and </li></ul><ul><li>expectations . </li></ul><ul><ul><li>(Huberman, 2004) </li></ul></ul>
    14. 14. <ul><li>Culture Shock </li></ul><ul><ul><li>It is becoming the intercultural competent </li></ul></ul><ul><ul><li>consists of changing values, greater self- </li></ul></ul><ul><ul><li>confidence, and a change in perspective. </li></ul></ul><ul><ul><li>(Taylor, 2004) </li></ul></ul>
    15. 15. <ul><li>Cross-cultural Adjustment </li></ul><ul><ul><li>It follows logically that the various </li></ul></ul><ul><ul><li>antecedents to adjustment may have different </li></ul></ul><ul><ul><li>degrees of impact on each facet of </li></ul></ul><ul><ul><li>adjustment. </li></ul></ul><ul><ul><li>(Palthe, 2004) </li></ul></ul>
    16. 16. Research Design Instrument Procedure
    17. 17. <ul><li>Case Study Method </li></ul><ul><li>It refers to a method that complements survey </li></ul><ul><li>and experimental techniques, one which </li></ul><ul><li>provides detailed information about the </li></ul><ul><li>research. </li></ul><ul><ul><li>(Gomm et al., 2000) </li></ul></ul>
    18. 18. <ul><li>Qualitative approaches </li></ul><ul><li>With qualitative approaches, respondents </li></ul><ul><li>have more freedom to express their feelings, </li></ul><ul><li>so cultural differences and cross-cultural </li></ul><ul><li>adjustment could be better captured. </li></ul><ul><ul><li>(Liu & Spector, 2005) </li></ul></ul>
    19. 19. <ul><li>Social Validity </li></ul><ul><li>Socially valid findings may be achieved </li></ul><ul><li>through the use of participatory action </li></ul><ul><li>research, which, in its theoretical orientation, </li></ul><ul><li>helps bring the results of research closer to </li></ul><ul><li>adoption . </li></ul><ul><ul><li>(Forster & Mash, 1999) </li></ul></ul>
    20. 20. <ul><li>Subjective Judgment </li></ul><ul><li>As one of social validity method, it is a </li></ul><ul><li>popular method for quantifying subjective </li></ul><ul><li>judgment utilizes the dominant eigenvector of </li></ul><ul><li>a matrix of paired comparisons. </li></ul><ul><ul><li>(Schlosser, 2003) </li></ul></ul>
    21. 21. <ul><li>Pilot Study </li></ul>Members of Department of English at NTIT 1 NET Interview 37 Students Questionnaires 6 Interviews in random
    22. 22. <ul><li>Results of Pilot Study </li></ul>The native English teacher had different beliefs and expectations on teaching from Taiwanese students. <ul><ul><li>The communication problems exist in working with local English teachers and administrators at schools. </li></ul></ul>
    23. 23. <ul><li>Participants </li></ul>Administrators Members of a school in central Taiwan NETs
    24. 24. NETs <ul><li>Participants </li></ul>Personal Information Workplace Background Jobs and Positions Working Experiences Administrators
    25. 25. <ul><li>Documentary Analysis </li></ul><ul><li>Organizing </li></ul><ul><li>Reading </li></ul><ul><li>Describing </li></ul><ul><li>Classifying </li></ul><ul><li>Interpreting </li></ul>NETs <ul><li>In-Depth Interview </li></ul><ul><li>Face-to-face interview </li></ul><ul><li>Two hours and recorded </li></ul><ul><li>Open-ended questions </li></ul><ul><li>Member checking </li></ul><ul><li>Follow-up interviews </li></ul><ul><li>Instruments </li></ul>
    26. 26. <ul><li>Instruments </li></ul>Educational organization and administration in schools Hiring the native English-speaking teachers in schools Administration assistants AE AH Teaching assistants TE TH Student assistants SE SH Administrators
    27. 27. <ul><li>Reliability </li></ul><ul><li>The investigator’s position including the basis </li></ul><ul><li>for selecting informants , and an audit trail </li></ul><ul><li>consisting of interview tapes and </li></ul><ul><li>transcriptions , will be used to ensure the </li></ul><ul><li>reliability of this research. </li></ul><ul><li>(Flick, 2006) </li></ul>
    28. 28. <ul><li>Validity </li></ul><ul><li>Member checking will be used and the in- </li></ul><ul><li>depth interview and the open-ended </li></ul><ul><li>questionnaires of this study will be applied the </li></ul><ul><li>between-method of methodological </li></ul><ul><li>triangulation . </li></ul><ul><li>(Denzin, 1986; Flick, 2005) </li></ul>
    29. 29. <ul><li>Procedure </li></ul>NETs Interview Administrators Questionnaires Data Analysis
    30. 30. <ul><li>Data Analysis </li></ul>Research Q1+Q2 Cross-Cultural Adjustment NETs Interview Part I + II Administrators Questionnaires Part II + III
    31. 31. <ul><li>Data Analysis </li></ul>Research Q3+Q4 Expectations and Trainings NETs Interview Part I + II Administrators Questionnaires Part IV + V
    32. 32. <ul><li>Make the definition of terms shorter </li></ul><ul><li>Add the list of literature review </li></ul><ul><li>Note the limitation of the study </li></ul><ul><li>Design the interviews of students </li></ul>

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