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MANAGEMENT OF THE FACULTY TEACHING ACTIVITIES IN THE ART
SCHOOLS IN NORTH VIETNAM: A PROPOSED
ENHANCEMENT PROGRAM A Dissertation Presented to
the Faculty of the Graduate School
Southern Luzon State University, Lucban, Quezon, Philippines
In Collaboration with
Thai Nguyen University, Socialist Republic of Vietnam
In Partial Fulfillment of the
Requirements for the Degree of
Doctor of Philosophy in Educational Management ACKNOWLEDGMENT

Grateful acknowledgement is hereby extended to the following individuals who have
provided the researcher much needed help in the completion of this work:
DR. CECILIA N. GASCON, Ph.D., President of the Southern Luzon State University in
the Republic of the Philippines, for her untiring effort and belief that this collaboration is possible
thus enabling us to pursue the Ed.D degree;
Prof. Dr. DANG KIM VUI, President of ThaiNguyenUniversity, the Socialist Republic of
Vietnam for his incomparable contribution and support to the Doctor of Philosophy in Educational
Management program in Cooperation with the Southern Luzon State University, the
SocialistRepublic of the Philippines;
Dr. WALBERTO A. MACARAAN, Vice president, Academic Affairs for his support to
the tie – up program between SLSU and TNU and his adviser, for guidance and endless support
for the improvement of this study;
Dr. APOLONIA A. ESPINOSA, Dean, Graduate school for his support to the tie – up
program between SLSU and TNU;
Prof. Dr. TRAN VAN DIEN, Rector of Thai Nguyen University of Agriculture and
Forestry for his invaluable assistance in the establishment of the Doctor of Philosophy in
Educational Management program in cooperation with the Southern Luzon State University,
Philippines;
Dr. NGUYEN TUAN ANH, Former Director of the InternationalTrainingCenter,
ThaiNguyenUniversity for his precious and wholehearted assistance and encouragements in the
3 establishment of the Doctor of Philosophy in Educational Management program in cooperation
with the Southern Luzon State University, Philippines;
DR. NGUYEN THE HUNG, Ph.D., Director of the International Training Center, Thai


5 TABLE OF CONTENTS
TITLE PAGE ………………….……………………………………………………… ……… 1
ACKNOWLEDGMENT 2
TABLE OF CONTENTS 5
LIST OF TABLES 7
LIST OF APPENDICES Ошибка! Закладка не определена.
ABSTRACT 10
BACKGROUND OF THE STUDY 14
OBJECTIVES OF THE STUDY 16
HYPOTHESIS 17
SIGNIFICANCE OF THE STUDY 17
SCOPE AND LIMITATIONS OF THE STUDY 18
DEFINITION OF TERMS 18
Chapter II. REVIEW OF LITERATURE AND STUDIES 24
RELATED LITERATURE AND STUDIES 24
RESEARCH PARADIGM 37
Chapter III. METHODOLOGY 45
LOCALE OF THE STUDY 45
RESEARCH DESIGN 51
POPULATION AND SAMPLING 51
INSTRUMENTATION 54
DATA GATHERING PROCEDURE 54
STATISTICAL TREATMENT 55
CHAPTER IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA 59
Chapter V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS 5
SUMMARY 5

Time Management 66
Table 6. Weighted Mean Average of the Teaching Activities among Students of the Art School as
to Professional Competencies on the Program 69
Table 7. Weighted Mean of the Teaching Activities among Students of Art Schools as to
Methods and Teaching Skills 73
Table 8. Weighted Mean of the Teaching Activities among Students of the Art Schools as to
Ensure Their Teaching and Relationships with Students 77
Table 9. Mean Difference among Teachers and Administrators of Respondent Schools as to
Teaching Plan and Preparation 79
Table 10. Mean Difference among Teachers and Administrators of Respondent Schools as to
Management of the Program 82
8 Table 11. Mean Difference among Teachers and Administrators of Respondent Schools as to
Teaching Time Management 84
Table 12. Mean Difference of Students of Respondent Schools as to Professional Competence of
Teachers 86
Table 13. Ascertain if there is significant difference students of Methods and teaching skills of
teachers 89
Table 14. Ascertain if there is significant Difference students of Ensure their teaching and
relationships with students 91
Table 15. Perceived Common Problems in the Management of Faculty teaching Activities 93
Table 16. Common Problem on the Management of Teachers by School 96 9
ABSTRACT
The main purpose of this was the evaluation of faculty teaching activities to improve
the quality training of art school in Vietnam with a view to the development of quality training
schools of art in Vietnam in the period 2013 – 2020.
The dissertation assessed the teaching activities of teachers in art schools from the point
of views of managers and teachers in terms of teaching plan and preparation, management of the
program and teaching time management based on standards: talent development, assessment
tools, action programs, learning objectives, learning outcomes, reasonable allocation,
competences and skills of teachers, and the overarching monitoring classes, according to the
11 evaluation criteria of the Ministry of Education and Training in order to enhance teachers’
teaching competencies in art schools.
This study used the descriptive correlation design in analyzing the investigated
variables. The dissertation evaluated the teaching activities of teachers in art schools from the
point of views of students in terms of professional competencies, methods and teaching skills,
peers and student relations through activities: providing necessary documents to prepare for the
course, lesson presentation; combination of teaching methods, developing talent and artistic
potential.
The questionnaire was used as major data-gathering instrument and unstructured
interview was done to cross check the responses of the respondents. There were 325 teachers,
administrator and students used as respondents in this study. Weighted mean and chi-square
regressions were used in the study to analyze the data.
The respondents ranked the instructional variables that influence the performance of
selected sectarian schools as follows: There is no significant difference between administrators
and faculty about teaching plan, management of the program and teaching time management. But
there is significant difference in the lesson presentation of the teachers, the use of textbooks and

ascertain their shortcomings so that they can not only improve themselves but also increase their
teaching effectiveness.
13 Effective teaching is activity which promotes the intellectual vitality of the university
and the wider community. The primary focus of this activity is transmission of knowledge and
the development of new skills, insights, and sensitivities within the classroom; teaching is not
limited to that setting. It also includes the advising, supervising and mentoring of students, the
sharing of personal and professional growth with others, and the presentation of intellectual and
moral concerns within the university community.
Resolution No.14/2005/NQ-CP dated November 2, 2005 by Government of Vietnam on
Substantial and comprehensive renewal of Vietnam's tertiary education in the 2006-2020 period
affirmed: ―To build up a sufficient contingent of tertiary education lectures and administrators,
who have ethical quality and professional conscience, high professional qualifications and an
advanced teaching and management style‖. Student evaluation of teaching has been a compulsory
practice of institutional quality evaluation since the academic year 2009-2010. Because there are
aspects of teaching performance that cannot be evaluated only by students most schools regard
student evaluations of teaching as one source of information for improving effectiveness of
teaching. Faculty assessment has been tested in a number of training institutions in the form of
tested; the assessment results are used to improve the teaching quality of faculty.
Many Vietnamese scientists have studied this issue, such as the research: Master Pham
XuanThanh, Quality of Postgraduate Training in Vietnam: Definition, Criteria and Mesurement
scales; Nguyen Phuong Nga (2007): "Student faculty evaluations - testing and modeling tools"
National University Publishing House Hanoi;… In 2000, the Ministry of Education and Training
Vietnam funded a project to develop a common set of questionnaires to evaluate the quality of
teaching and the scientific research ability. This set includes:
(1) Course Evaluation Form (for students);
14


share a common ethnic heritage, language, religion, occupation, or geographic region. These
artistic traditions are passed down through generations and reflect the values of their shared
culture. Skills are typically learned directly through observation and imitation from someone
steeped in the tradition, rather than through classes, books, or other means of institutional
instruction.
Art faculty are qualified educators and, in some instances, artists that instruct students
in theoretical and practical knowledge in art theory, art history, aesthetics, visual art, ceramics,
design and other art-related subjects.
Evaluation of teaching in art schools there are some differences: the teaching and
learning environment characteristics, the level of awareness, gender, ethnicity, therefore
evaluate teaching in art schools have constraints but the evaluation of teaching is an inevitable
trend, which is a mandatory, teaching art schools need comprehensive preparation of theory and
practice to ensure improved training.
In order to effectively improve teaching quality, art schools has put a lot of continuous
effort into studies related to facultys’ teaching effectiveness. However, there is no complete
system in Vietnam which can be used as a tool to evaluate faculty’ teaching to improve the
quality training of art school.
Based on this background, the researcher intends to find other processed to evaluation
of faculty teaching activities to improve the quality training of art school in Vietnam.
16 OBJECTIVES OF THE STUDY
The main purpose of this was the evaluation of faculty teaching activities to improve
the quality training of art school in Vietnam with a view to the development of quality training
schools of art in Vietnam in the period 2013 – 2020.
Specifically it aimed to answer the following:
1. Assess the teaching activities of teachers from the point of views of respondents in
terms of:
1.1 Teaching Plan and Preparation

cultural exchanges; to promote school effectiveness and efficiency; fostering productive work
environments; improvement of the school's ability to accomplish its mission.
Administrators: Have evaluation plan for the development strategy; identifies ways to
reach higher standards and correct significant discrepancies; Understanding and organizing
subject matter for learning; annual evaluation of faculty; Oversees faculty evaluation process
within school.
Faculty: Improvement purpose reflects the need for professional growth and
development of the individual faculty; contributing to the personal goals of the faculty; provides
18 a systematic opportunity for individual skill enhancement; enhanced self-expectations; increases
the likelihood of changes in teaching performance; develop strategies to integrate the arts into
facultys daily classroom instruction.
Students: To enhance perception, appreciation of the arts, and abilities to express
themselves creatively; Engaging and supporting all students in learning.
Future Researchers: Developing as a professtional educator. Planning instruction and
designing learning experiences for all students of art schools.
SCOPE AND LIMITATIONS OF THE STUDY
The primary intent of this study was the evaluation of faculty teaching activities to
improve the quality training as a whole of art school in Vietnam alongside with five art schools
from the years 2008 – 2009 to 2012 – 2013. There were 325 of students, teachers, and
administrators used as respondents in this study.
Four major sources of information are used to determine the effectiveness of an
individual faculty: students, faculty (self-evaluation), colleagues and managers and
administrators. This evaluation must be consistent with assignments and the goals and objectives
for art school development.
The time frame of this study covered the period from November 2012 to July 2013.
DEFINITION OF TERMS
For better understanding the planning terms in this study were defined conceptually and


planning and management of teaching, the deployment of teaching methods, learning and
evaluation activities, and finally the revision and improvement of the procedures carried out.
Management is the act of coordinating the efforts of people to accomplish desired
goals and objectives using available resources efficiently and effectively. Management comprises
planning, organizing, staffing, leading or directing, and controlling an organization (a group of
one or more people or entities) or effort for the purpose of accomplishing a goal. Resourcing
encompasses the deployment and manipulation of human resources, financial resources,
technological resources, and natural resources.
Managing the classroom is defined as the methods and strategies an educator uses to
maintain a classroom environment that is conducive to student success and learning. Although
there are many pedagogical strategies involved in managing a classroom, a common denominator
is making sure that students feel they are in an environment that allows them to achieve.
Planning is the best antidote for the nerves that many people feel when teaching a
subject for the first time or meeting a new group of students. It is also the only way to ensure that
your educational objectives are achieved. Planning begins with thinking about how you would
like your students to approach their learning in your subject, and what you would like them to
understand, know or be able to do by the end of the semester. Whether you are planning a subject
for the first time, or reviewing an existing subject it is important to consider the effects of your
teaching and assessment on students' learning.
Teaching plan include what will be taught, when teaching will occur, where teaching
will take place, who will teach and learn, and how teaching will occur.
Plan and preparing allows one to anticipate challenges, estimate timing, and improve
delivery quality. In order to properly plan and prepare for instruction, a teacher must consider
21 some, if not all, of the following: significant content, challenging learning goals, prior
knowledge, range of abilities, experience and interest of students, diverse perspectives,
motivation and self-directed learning, developmental differences, suitable resources, technology,

A competency is an underlying characteristic of an individual which enables him/her to
deliver superior performance in a given situation. Competencies consist of clusters of knowledge,
attitude and skill set.
A teaching method comprises the principles and methods used for instruction.
Commonly used teaching methods may include class participation, demonstration, recitation,
memorization, or combinations of these. The choice of teaching method or methods to be used
depends largely on the information or skill that is being taught, and it may also be influenced by
the aptitude and enthusiasm of the students.
The teaching skills are defined as a group of teaching acts or behaviors intended to
facilitate students learning directly or indirectly.
Peer relationships often occur in the context of the school environment and are often
influenced by attachment security, the quality of ties to one’s peers may contribute to the
explanation of the relationship between attachment and academic performance. Peer relationships
also appear to affect discipline-specific academic success.
Outcomes assessment is any systematic inquiry in which the goal is to document
learning and to improve the teaching/learning process. It can be understood more precisely as a
23 process of: Defining what students should be able to do, think, or know at the end of a unit of
instruction (defining, that is, the student learning outcomes). Designing the curriculum and
students’ learning experiences to address these outcomes. Determining whether, and to what
extent, students can do, think, or know it. Using this information to make improvements in
teaching and learning.
Learning outcomes are specific, observable behaviors evidenced by students who have
achieved your educational objectives. Learning outcomes are stated operationally, and describe
the observable evidence of a student's knowledge, skill, ability, attitude or disposition.

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