Rubric Evaluation

Evaluation Rubric:   GROUP CASE STUDY

1.   CONTENT (applies to Presentation plus Written report)                                                                  Name:   

	LEVEL 4	LEVEL 3	LEVEL 2	LEVEL 1
Identification of the Main Issues/ Problems	Identifies & understands all of the main issues in the case study	Identifies and understands most of the main issues in the case study	Identifies and understands some of the issues in the case study	Identifies and understands few of the issues in case study
Analysis of the Issues	Insightful and thorough analysis of all the issues	Thorough analysis of most of the issues	Superficial analysis of some of the issues in the case	Incomplete analysis of the issues
Comments on effective solutions/strategies  (The solution may be in the case already or proposed by you)	Well documented, reasoned and pedagogically appropriate comments on solutions, or proposals for solutions, to all issues in the case study	Appropriate, well thought out comments about solutions, or proposals for solutions, to most of the issues in the case study	Superficial and/or inappropriate solutions to some of the issues in the case study	Little or no action suggested, and/or inappropriate solutions to all of the issues in the case study
Links to Course Readings and Additional Research	Excellent research into the issues with clearly documented links to class (and/or outside) readings	Good research and documented links to the material read	Limited research and documented links to any readings	Incomplete research and links to any readings

2.   PRESENTATION

		LEVEL 4	LEVEL 3	LEVEL 2	LEVEL 1
	Delivery and Enthusiasm	Very clear and concise flow of ideas. Demonstrates passionate interest in the topic and engagement with the class.	Clear flow of ideas Demonstrates interest in topic and engagement with the class.	Most ideas flow but focus is lost at times Limited evidence of interest in and engagement with the topic	Hard to follow the flow of ideas. Lack of enthusiasm and interest.
	Visuals	Visuals augmented and extended  comprehension of the issues in unique ways	Use of visuals related to the material	Limited use of visuals loosely related to the material	No use of visuals.
Staging		Uses stage effects, such as props, costumes, sound effects, in a unique and dramatic manner that enhances the understanding of the issues in the case study	Uses stage effects, such as props, costumes, sound effects, in an effective manner to extend understanding of the issues in the case study	Limited use of stage effects, and/or used in a manner that did not enhance the understanding of the issues in the case study.	No use of stage effects
Involvement of the class: -Questions -Generating discussion -Activities		Excellent and salient discussion points that elucidated material to develop deep understanding Appropriate and imaginative activities used to extend understanding in a creative manner	Questions and discussion addressed important information that developed understanding Appropriate activities used to clarify understanding	Questions and discussion addressed surface features of the topic Limited use of activities to clarify understanding	Little or no attempt to engage the class in learning
Response to Class Queries July 6, 2004		Excellent response to student comments and discussion with appropriate content supported by theory/research	Good response to class questions and discussion with some connection made to theory/research	Satisfactory response to class questions and discussion with limited reference to theory and research	Limited response to questions and discussion with no reference to theory/research

Evaluation Rubric:   CREATE YOUR OWN CASE STUDY

1.   CASE STUDY of an incident from your practicum placement                                 Name:

	LEVEL 4	LEVEL 3	LEVEL 2	LEVEL 1
Context and Background Information	The episode is clearly situated with the appropriate details e.g. grade level, subject being taught etc.	The episode is situated with most of the appropriate details	The episode has few of the appropriate details	No context or background information
Content	Incidents are interesting and realistically portrayed	Incidents are interesting but not realistically portrayed	Incidents are realistically portrayed but not interesting.	Incidents are neither interesting, nor realistically portrayed.
Writing Skills	Writing is totally free of errors Report of the episode is very concise	There are occasional errors. Report could be tightened a little	There are more than occasional errors  Report could be tightened quite a lot	Errors are frequent  Report of the episode is extremely long-winded.
Format	Format is appropriate and enhances the understanding of the critical episode in a creative and dramatic manner throughout the case	Format is appropriate and enhances the understanding of the critical episode in dramatic manner for most the case	Format is appropriate and enhances the understanding of the critical episode some of the time	Format is appropriate but seldom enhances the understanding of the critical episode

2.   ANALYSIS: Making connections from theory/evidence to your practice

	LEVEL 4	LEVEL 3	LEVEL 2	LEVEL 1
Identification of the Main Issues/ Problems	Identifies, labels and understands five to seven main issues from five to seven different chapters, and the problems/questions are all relevant and diverse.	Identifies, labels and understands four of the main issues from four of the chapters, and the problems/questions are mostly relevant and diverse.	Identifies, labels and understands three of the issues from three of the chapters, and the  problems/questions are somewhat relevant and diverse.	Identifies, labels and understands two of the issues from two of the chapters, and the problems/questions are relevant and diverse.
Analysis of the Issues	Insightful and thorough analysis of all the problems/questions	Thorough analysis of most of the problems/questions	Superficial analysis of some of the problems/ questions in the case	Incomplete analysis of the problems/questions
Comments on effective solutions  (Solution in the case already or proposed by you)	Well documented, reasoned and pedagogically appropriate comments on solutions to all problems/questions	Appropriate, well thought out comments on solutions to most of the problems/questions	Superficial comments about solutions to some of the problems/ questions	Superficial comments and at times inappropriate solutions to some of the problems/ questions
Links to Course Readings and Additional Research	Excellent research into the problems/questions with clearly documented links to the material read in class and possibly additional material	Good research and documented links between the problems/ questions and the material read	Limited research and links between the problems/questions and the material read in class	Incomplete research and links between the problems/questions the material read in class

July 6, 2004

KNOWLEDGE FORUM DISCUSSION                                                                                       Name:

	LEVEL 4	LEVEL 3	LEVEL 2	LEVEL 1
Conceptual Understanding	Demonstrates a clear and deep understanding of the theory and the “big ideas” presented in the chapter.	Demonstrates clear understanding of the ideas presented in the theory presented in the chapter.	Demonstrates limited/surface understanding of the theory presented.	Demonstrates superficial  understanding of the theory.
Identifies Issues/Problems (if applicable)	Demonstrates a clear and deep understanding of an issue/problem in the case study.	Demonstrates deep understanding of an issue/problem in the case study.	Demonstrates limited/surface understanding of an issue/problem in the case study.	Demonstrates superficial understanding of an issue/problem in the case study.
Connections:  Theory and Practice	Makes appropriate, insightful and powerful connections between the issue/problem and the theory.	Makes appropriate and insightful connections between the issue/ problem and the theory.	Makes appropriate but somewhat vague connections between the issue/problem and the theory.	Makes little or no connection between the issue/problem and the theory.
Referenced Sources	Accurately and precisely integrates conceptual material from the text. Uses specific concepts and terms extensively with page numbers references.	Accurately integrates conceptual material from the text. Specifically uses some concepts and terms with page numbers references.	Limited integration of the conceptual material from the text. Limited use of concepts and terms from the chapter with page number references.	Integrates few or no concepts from the chapter. Very limited use of concept and terms from the chapter.
Recommendations	Makes realistic, appropriate and insightful recommendations clearly supported by the information presented and the theory from the chapter.	Makes realistic and appropriate recommendations clearly supported by the information presented and the theory from the chapter.	Makes realistic or appropriate recommendations supported by the information presented and the theory from the chapter.	Makes realistic or appropriate recommendations with limited support from the information presented and the theory from the chapter.
Assumed a Variety of Roles	Demonstrated leadership and initiative.	Took on a variety of roles including leadership.	Fulfilled a supportive role.	Demonstrated limited engagement.
Writing Skills	Writing is totally free of grammar and spelling errors. Clear and concise presentation of ideas.	There are occasional spelling errors. Clear presentation of ideas	There are more than occasional spelling errors. Most ideas are presented clearly.	Spelling errors are frequent  Hard to follow the ideas.

The Quality Of Our Teacher

The Quality Of Our Teacher


               By


Ms. Mingkwan Boonrod ID. 51069335

Ms. Chittima Khamdee   ID. 51069448



           Present to


Dr. Namtip Wipawan


Sripatum University  2/2010




Introduction

In this report you will find the information about the quantity and quality of our teachers. What is the effectively of the teacher quality to the education level in the country and how to improve the quality of our teacher.





Content  
                                                                                                       page
         
The quality of our teacher.                                                                1

Thailand still has too few teachers. What should be done to           1  
remedy this grave problem?                                                         

What three things are needed to get higher-quality teachers?        1

Is it possible to increase teacher salaries?                                        1

To achieve optimum results, how should teachers be retrained?      2

In your opinion, how can teachers become high-level                        2 
professionals?                                                                              

Would a more elaborate licensing scheme solve the problem?          2

Should Thailand develop its own teaching methods like other countries?   2
 
Summary                                                                                             7
 
REFERENCE                                                                                         8

 

The quality of our teacher has been to of the list of must do thing to improve Thailand’s declining education standard.
Thailand still has too few teachers.  What should be done to remedy this grave problem?

The Ministry of Education (MOE) has approved 30,000 scholarships for students to study education, going to assist the Office of Higher Education Commission to select colleges that best suit the specific needs of the teacher candidates.

They are going to assess the education faculties all over the country and pick the best ones for producing teachers in each field. For English teachers, for example, They are going to identify education faculties that produce the best English teachers. They will enrol students interested in becoming English teachers there.

The problem is not that we lack enough teacher graduates; the problem is that many of the teacher-graduates lack the required standards to teach.

Each year, 2,000 to 3,000 people are trained in each subject. This is more than sufficient. But often, they do not want to pursue a teaching career.
 
What three things are needed to get higher-quality teachers?

Number one, scholarships have to be provided. Next, we have to use the ''demand-side'' approach and a closed system for producing teachers, which means that if 5,000 teachers are required each year, 5,000 people who live in the areas that are short of teachers should be given scholarships, trained to be teachers and sent back to teach in their hometowns.

Finally, we need to reform teacher education. This can be done right away. For example, we can invite good and skilled people to become faculty members and train them to teach and to carry out research projects. We need a new public institution dedicated to teacher education and improving teacher quality. This will encourage people to become quality educators.
 
Is it possible to increase teacher salaries?

It is very difficult to increase the salaries of every teacher. It is better to associate salary increases with specific career paths and professional accomplishments.

Also, if we try to encourage the private sector to be more involved in the education industry, there is a likelihood that private investment in the education sector will soar, thereby saving the government a lot of money. And we can use the money saved to make teacher salaries more attractive. Currently, in basic education, the private sector's involvement is only 20 percent. I would like to see that figure rise to 50 percent.
 
The MOE aims to collaborate with universities to retrain 500,000 existing teachers within 2010. Is this feasible and will it achieve the desired results?

It is a good policy, but it is difficult to implement. It raises such questions as who will be the trainers, how will the training be carried out, how would the ministry ensure that the rewards are attractive, and will there be any research or pilot programmes to back up this project? We need to first find acceptable answers to these and other questions.

Teacher-trainers and university teachers are different. Trainers have to be capable of convincing their trainees to put the knowledge received into action, to inspire their trainees to improve their teaching styles and behaviours on their own throughout their teaching careers. Such persons are very rare, in my opinion.

The MOE may not understand this point fully. It thinks that university teachers, such as faculty members at education faculties, have the ability to train the new batches of teachers. The success of the policy will depend greatly on the existence of trainers who hold a trainer's licence and a quality training curriculum.

This curriculum cannot be a short course or mini-workshop.

In addition, even after the trainees have completed and passed the course, there must be follow-up assessments and on-the-job training for the successful trainees, as well as the teacher-trainers.

The ministry may achieve its goal of retraining the teachers, but this process, alone, is unlikely to change outmoded teaching habits that have been ingrained.
 
To achieve optimum results, how should teachers be retrained?

It is also important for school principals to spearhead changes. We have to motivate school principals and the director of each of the education service areas and develop them to perform the role of teacher-leaders, so that they can then become effective teacher-trainers and teacher supervisors.

The fundamental paradigm of teacher development has to be changed here in Thailand. We have to ask ourselves why _ despite having gone through several teacher-development policies _ the teaching behaviours of Thailand's educators are still far short of modern, student-centred goals.

Therefore, policymakers need to conduct in-depth investigations, not just have a couple of meetings and make quick and ineffectual decisions.
 
In your opinion, how can teachers become high-level professionals?

To attain a high-level teaching profession, prospective teachers must be guided and taught to think and act professionally. Hence, for education students, four years in a university is not enough. They need to spend at least six years. They also need the will to teach, and they must absorb good teaching practices, care for students, love the teaching profession, and always keep abreast of the changes and developments in their profession. If incoming teachers are not inspired to reach these objectives, they will never be able to inspire their student-teachers in turn.

We have to select suitable people to study education. Most of the education associations that are in existence at present need to focus on the quality of students, teachers, education and academic research. Thailand has a lot of associations, but most of them don't help to advance professional quality.
 
Would a more elaborate licensing scheme solve the problem?

Normally people who are engaged in high-level professions are required to be licensed. The scope of the licences that are issued by the Teachers' Council of Thailand is too general, too broad.

We have to issue specific licences for the different academic levels and various types of academic institutions. There should be a special licence for kindergarten teachers, another for Mathayom (secondary school) teachers, etc.
 
Should Thailand develop its own teaching methods like other countries?

Many people think that developing a profession can be done by merely training the teachers and the administrators.

While that part is essential, the most important task is to develop a body of knowledge that teachers can use, as well as to come up with solid theories on education reform, for example, how to train mathematics teachers to improve their teaching behaviours.

Currently, Thailand has no such body of knowledge. Each teacher is using his or her own skills and gifts to deliver lessons. At the moment, we do not contribute enough influence on the theoretical side of teacher education.

                                   
Summary

The quality of the teacher is the top problem in our country. Variable of the quality problem is the unbalance demand. If we look back to the main point we have more new graduated but not well trained. In other hand the teacher need high salary level and they teach in town. The salary level is also the problem the new graduated will not return to their home town if they well paid in town. Deep in content area knowledge will typically produce smaller learning gains in their student compare to more seasons experience and teaching skill will be more benefit.

Equal the teacher quality by give them the education, train and sent them back to their home town. Give the scholarships to the area where high need of the teacher, train their skills, give them the teaching technique and teaching experience. The last step is scans their attitude retrain them as possible as it can.





Reference
Book: The quality school teacher
Magazine: Education week
Wikipedia the free encyclopedia
www.bangkokpost.com

How search engines work?

The term "search engine" is often used generically to describe both crawler-based search engines and human-powered directories. These two types of search engines gather their listings in radically different ways.

Crawler-Based Search Engines
Crawler-based search engines, such as Google, create their listings automatically. They "crawl" or "spider" the web, then people search through what they have found.
If you change your web pages, crawler-based search engines eventually find these changes, and that can affect how you are listed. Page titles, body copy and other elements all play a role.

Human-Powered Directories
A human-powered directory, such as the Open Directory, depends on humans for its listings. You submit a short description to the directory for your entire site, or editors write one for sites they review. A search looks for matches only in the descriptions submitted.
Changing your web pages has no effect on your listing. Things that are useful for improving a listing with a search engine have nothing to do with improving a listing in a directory. The only exception is that a good site, with good content, might be more likely to get reviewed for free than a poor site.

"Hybrid Search Engines" Or Mixed Results
In the web's early days, it used to be that a search engine either presented crawler-based results or human-powered listings. Today, it extremely common for both types of results to be presented. Usually, a hybrid search engine will favor one type of listings over another. For example, MSN Search is more likely to present human-powered listings from LookSmart. However, it does also present crawler-based results (as provided by Inktomi), especially for more obscure queries.

The Parts Of A Crawler-Based Search Engine
Crawler-based search engines have three major elements. First is the spider, also called the crawler. The spider visits a web page, reads it, and then follows links to other pages within the site. This is what it means when someone refers to a site being "spidered" or "crawled." The spider returns to the site on a regular basis, such as every month or two, to look for changes.
Everything the spider finds goes into the second part of the search engine, the index. The index, sometimes called the catalog, is like a giant book containing a copy of every web page that the spider finds. If a web page changes, then this book is updated with new information.
Sometimes it can take a while for new pages or changes that the spider finds to be added to the index. Thus, a web page may have been "spidered" but not yet "indexed." Until it is indexed -- added to the index -- it is not available to those searching with the search engine.
Search engine software is the third part of a search engine. This is the program that sifts through the millions of pages recorded in the index to find matches to a search and rank them in order of what it believes is most relevant.

Major Search Engines: The Same, But Different
All crawler-based search engines have the basic parts described above, but there are differences in how these parts are tuned. That is why the same search on different search engines often produces different results.  Information on this page has been drawn from the help pages of each search engine, along with knowledge gained from articles, reviews, books, independent research, tips from others and additional information received directly from the various search engines.

http://searchenginewatch.com/2168031

Internet

1. What is the internet?

Answer: The Internet is a global network of computers each computer connected to the Internet must have a unique address, known as an IP address.

2. What is Internet Protocal (IP Address)?

Answer: Internet Protocol is the language that computers use to communicate over the Internet which every machine on the Internet has a unique identifying number.

3. What is the OSI model? Communication standards 7 layers

Answer:The OSI, or Open System Interconnection, model defines a networking framework for implementing protocols in seven layers. Control is passed from one layer to the next, starting at the application layer in one station, proceeding to the bottom layer, over the channel to the next station and back up the hierarchy.

Including 7 layers : 1.Application, supports application and end-user processes.

                            2.Presentation provides independence from differences in data  represent

                            3.Session, establishes, manages and terminates connections between

                            application.

                            4.Transport,provides transparent transfer of data between end systems.

                            5. Network, provides switching and routing technologies creating                             logical paths, known as virtual circuits, for transmitting from node to 

                            node

                            6.Data Link, data packets are encoded nd decoded into bits. 

                            7.Physical, conveys the bit stream - electrical impulse, light or radio  

                            signal through the network at the electrical and mechanical level

4. What is Internet Infrastructure?

Answer: Internet infrastructure which the Internet backbone that made up of many large networks for interconnect with each other, are known as Network Service Providers or NSPs. Some of the large NSPs are UUNet, CerfNet, IBM, BBN Planet, SprintNet, PSINet, as well as others.

5. What is domain names?

Answer: Domain Name Service or DNS is a distributed database which keeps track of computer's names and their corresponding IP addresses on the Internet.

6. What is World Wide Web? and its services?

Answer: World Wide Wed (www). is one of the most commonly used services on the Internet. The application protocol that makes the web work is Hypertext Transfer Protocol or HTTP which web browsers and web servers use to communicate with each other over the Internet.  The Hypertext Markup Language (HTML). is the language used to write web pages.

Sources by:

http://www.theshulers.com/whitepapers/internet_whitepaper/index.html

http://computer.howstuffworks.com/internet/basics/internet-infrastructure5.htm

http://www.webopedia.com/quick_ref/OSI_Layers.asp

Oline Catalog and Databases

1. Can you identify the library website, OPAC, library database? (define)

Answer: -A library catalog is a database of all the materials a library owns or an organized, searchable list of records that identify, describe, and locate materials in one or
more library collections and each record includes information about the materials.

-OPAC are Online Public Access Catalog


-Database can be bibliographic or full text that inform you of the existence
of article, and you then pursue that article in the library's physical collection by using he library catalog, in the electronic collection by doing an E-journals search or procuring it via our webpage.


2. List 5 PDF files of articles you search from google
 
Answer: (1) IRAQ WAR ENDS
This special edition of The New York Times comes ..... fallen American soldiers will file thousands of civil lawsuits alleg- ing wrongful death. ...
nsm.uh.edu/~dgraur/niv/nytimesparody.pdf

(2) New York Times/CBS News-June 12-16,2009 N=895
All trends are from New York Times/CBS News polls unless otherwise noted. An asterisk indicates registered respondents only. ...
s3.amazonaws.com/nytdocs/docs/155/155.pdf

(3) Torture at Times: Waterboarding in the media
torture: The New York Times characterized it thus in 81.5% (44 of 54) of articles on .... http://www.burrellesluce.com/top100/2008_Top_100List.pdf ...
www.hks.harvard.edu/presspol/.../papers/torture_at_times_hks_students.pdf

(4) OPTIMISM AND THE FUTURE-CBS News
1 Feb 2009 ... In July 2008, a CBS News/New York Times Poll found that 57% of. Americans approved of building more nuclear plants in order to ...
www.cbsnews.com/htdocs/pdf/SunMo_poll_0209.pdf -

(5) Report short form
2 May 2005 ... New York Times television and ourselves. It can be met most effectively if the effort is led by the newsroom, with support and advice from ...
www.nytco.com/pdf/siegal-report050205.pdf -

3. What is " an abstract"?
Answer: An abstract is a short summary of an article, book, or other publication.

4. What is "a full-text article" ?
 
Answer: In computerized databases, the complete article rather than just a citation or abstract. In LIAS databases, move from the record screen to the full text of an article by entering the command DIT. A full-text article in LIAS can be printed, sent to your email address, or saved to disk.

5. What is your search technique(s) when you're doing your homework or assignment?
 
Answer: My searching teniques are enter keywords as well as title, author, and subject
terms to search for materails, It will make my searching is easier and more flexible.

Sources of Knowledge: Libraries

1. Why the library is important for the learning process?

Answer: Because libraries are the center place of organized collection of documents, films, maps, sound-recordings and other media, and designed to meet the information, educational and recreational needs of given user population. 

2. Search 5 books, 5 journals and 5 online databases from http://library.spu.ac.th

Answer: 5 Books
1) Moble internet by Sarawat Call#Tk5105,55ส355ป2544
2)IE explorer chat and ICQ Call# TK 5105,875,157พ5530.
3) Internet explorer 5 by Kronrapat  Call# TK5105,875ภ169ท2542
4)Fronpage 2000 by sadyya Call# TK51058885ป342ค2544
5)Internet cafe by Danupol Call # TK5105875ด124ค2543

5 Journals

1)mega project by Veeratee
2)Mittal by Veerapong
3)MMC and Tam: Leadership by Veerapong
4)mobile commerce by Vuttikrai
5)Network-based Society by Pubait

5)Online database
1) netlibrary Thai universtity ebook net
2)Proquest digital dissertation
3)Thailis Thailis digital collection
4)Ebsco EBSCO Atoz
5) Ingenta connect Ingenta Multi science

Exercise 4: Reference Source

The 2009 Nobel Peace Prize was awarded to U.S. President Barack Obama "for his extraordinary efforts to strengthen international diplomacy and cooperation between peoples."^[The Norwegian Nobel Committee announced the award on October 9, 2009, citing Obama's promotion of nuclear nonproliferation and a "new climate" in international relations fostered by Obama, especially in reaching out to the Muslim world.

Obama is the fourth U.S. President to be awarded the Nobel Peace Prize, after Theodore Roosevelt (1906) and Woodrow Wilson (1919)—both of whom received the award during their terms—and Jimmy CarterVice President Charles Dawes was a co-winner with Austen Chamberlain (1925), and former Vice President Al Gore was a co-winner with the U.N.'s Intergovernmental Panel on Climate Change (2007) (2002), who received the award 21 years after leaving office. In addition, then-sitting

Obama is the first U.S. president to receive the award during his first year in office (at eight and a half months, after being nominated less than a month in office), although several other world leaders were awarded in the year following their election to national office, including Óscar Arias (1987) and Aung San Suu Kyi(1991);

On December 10, 2009, Obama accepted the prize in Oslo. In a 36-minute speech, he discussed the tensions between war and peace and the idea of a "just war". Obama announced early that he would donate the full 10 million Swedish kronor (about US$1.4 million) monetary award to charity. The largest donations were given to the housing charity Fisher House Foundation who received $250,000, and the Clinton Bush Haiti Fund which received $200,000. Eight organizations which support education also received a donation. $125,000 were donated to the College Summit, the Posse Foundation, the United Negro College Fund, the Hispanic Scholarship Fund, the Appalachian Leadership and Education Foundation, and the American Indian College Fund. $100,000 was donated to Africare, and the Central Asia Institute.

U.S. President Barack Obama receiving the 2009 Nobel Peace Prize