Thesis Proposal Defense


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  • Thesis Proposal Defense

    1. 1. Presenter : Yi-Chun Tsai Advisor : Dr. Chin-Ying Lin June 8, 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>Statement of the Problem </li></ul><ul><ul><li>There is a limited amount of research that has focused on native English-speaking teachers (NESTs) in Taiwan, especially related to their cross-cultural adjustment on educational organization and teaching. </li></ul></ul>
    5. 5. <ul><li>Purposes of the Study </li></ul><ul><li>to explore the notion of the factor---the cross-cultural adjustment of the native English-speaking teacher at schools in Taiwan </li></ul><ul><ul><li>to investigate the view with respect to administration staffs for the native English-speaking teachers in Taiwan </li></ul></ul>
    6. 6. <ul><li>Research Questions </li></ul><ul><li>How does the native English-speaking teacher adjust culture shock of at schools in Taiwan? </li></ul><ul><ul><li>What are the expectations between the native English-speaking teacher and the administration staffs in Taiwan? </li></ul></ul>
    7. 7. Academic Culture Culture in Organizations Culture in Educational Administration Culture Shock World Culture Cross-cultural Adjustment
    8. 8. <ul><li>World Culture </li></ul><ul><ul><li>That 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>
    9. 9. <ul><li>Academic Culture </li></ul><ul><ul><li>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,1999) </li></ul></ul>
    10. 10. <ul><li>Culture in Organizations </li></ul><ul><ul><li>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>
    11. 11. <ul><li>Culture in Educational Administration </li></ul><ul><li>Some characteristics of school culture that we tend to regard as fixed are attributable to differences in national culture and expectations . </li></ul><ul><ul><li>(Huberman, 2000) </li></ul></ul>
    12. 12. <ul><li>Cross-culture in Schools </li></ul><ul><ul><li>Cross-national different is in teaching , curriculum , and patterns of academic tracking that reflects differences in national culture and ideology. </li></ul></ul><ul><ul><li>(Schmidt et al., 2006) </li></ul></ul>
    13. 13. <ul><li>Culture Shock </li></ul><ul><ul><li>Culture shock is becoming the intercultural competent consists of changing values, greater self-confidence, and a change in perspective. </li></ul></ul><ul><ul><li>(Taylor, 2004) </li></ul></ul>
    14. 14. <ul><li>Cross-cultural Adjustment </li></ul><ul><ul><li>It follows logically that the various antecedents to adjustment may have different degrees of impact on each facet of adjustment. </li></ul></ul><ul><ul><li>(Palthe, 2004) </li></ul></ul>
    15. 15. Research Design Instrument Procedure
    16. 16. <ul><li>Case Study Method </li></ul><ul><li>It refers to a method that complements survey and experimental techniques, one which provides detailed information about the research. </li></ul><ul><ul><li>(Gomm et al., 2000) </li></ul></ul>
    17. 17. <ul><li>Qualitative approaches </li></ul><ul><li>With qualitative approaches, respondents have more freedom to express their feelings, so cultural differences and cross-cultural adjustment could be better captured. </li></ul><ul><ul><li>(Barling et al., 2004) </li></ul></ul>
    18. 18. <ul><li>Social Validity </li></ul><ul><li>Socially valid findings may be achieved through the use of participatory action research, which, in its theoretical orientation, helps bring the results of research closer to adoption . </li></ul><ul><ul><li>(Forster & Mash, 1999) </li></ul></ul>
    19. 19. <ul><li>Subjective Judgment </li></ul><ul><li>As one of social validity method, it is a popular method for quantifying subjective judgment utilizes the dominant eigenvector of a matrix of paired comparisons. </li></ul><ul><ul><li>(Schlosser, 2003) </li></ul></ul>
    20. 20. <ul><li>Participants </li></ul>NEST Administrators Members of Department of English at NTIT
    21. 21. <ul><li>Participants </li></ul>Personal Information Workplace Background Working Items Working Experiences NEST Administrators
    22. 22. <ul><li>Documentary Analysis </li></ul><ul><li>Organizing </li></ul><ul><li>Reading </li></ul><ul><li>Description </li></ul><ul><li>Classifying </li></ul><ul><li>Interpretation </li></ul><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>NEST
    23. 23. <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 Questionnaires
    24. 24. <ul><li>Procedure </li></ul>NEST Interview Administrators Questionnaires Data Analysis
    25. 25. <ul><li>Data Analysis </li></ul>Research Q1 Cross-Cultural Adjustment NEST Interview Part I NEST Interview Part II
    26. 26. <ul><li>Data Analysis </li></ul>Research Q2 Viewpoints and Expectations NEST Interview Part I Administrators Questionnaires Part I+II+III