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Teachers as Therapists (Kimberley |
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Theme: Special Education/Counselling
According to a review of recent theoretical articles (Hayes, 1995; Mackey &
McQueen, 1998), applied literature (Carlson, 2001; Maguson, 1996)and
empirical research (Franklin, Biever, Moore, Clemons, & Scamardo, 2001;
Quinn & Cowie, 1995), teachers may act as therapists for students in their
classrooms, taking on a role in conversation and instruction that, at times,
seems to transverse the student-teacher relationship boundaries (Nichols,
1998). Such approaches may be deliberate and follow a specific program and
particular psychological theory (Barnes, 2000). Other times, involvement is
more informal, perhaps to the point of being inadvertent (Hayes, 1995).
Often, such intervention by teachers happens more with students needing
special education assistance or greater individual attention (Peach & Keeny,
1991).
Little recent empirical research is available that outlines how teachers
view their potential or existing therapeutic role, or how they feel they are
teaching therapeutically (one example is Bauman, 2002). The purpose of this
proposed project is to examine if teacher participants are either
inadvertently or deliberately acting as therapists towards their students,
and whether they feel such involvement is necessary or appropriate. This
research will also provide a comparison between the approaches of classroom
teachers and special education teachers. The primary research questions
include: Are teachers using a therapeutic approach when teaching? How do
teachers describe themselves as therapists? What are the ethical
implications of teachers acting as therapists? |
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Abstract (Thinan) |
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Indicators of Effective English as a
Foreign Language (EFL) Instruction in Thai Universities |
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To date, there have been no studies
in Thailand of EFL teaching effectiveness comparing public universities
(non-profit institutions funded primarily by the government), autonomous
universities (non-profit institutions funded by a combination of government
money and funds from other sectors), and private universities (for-profit
institutions funded by tuition fees, private endowments, and venture
capital). The autonomous administrative system in a university is considered
relatively new to the Thai educational system. One of its policies is that
the autonomous universities in Thailand consider English language as a key
instructional element to distinguish themselves from other universities.
More research is needed to explore the parameters which lead each of them to
have effective EFL instruction.
Four Thai universities (Burapha
University, Srinakharinwirot University, Mae Fah Luang University, and the
University of the Thai Chamber of Commerce) will be examined in this study.
Burapha University and Srinakharinwiroj University are public universities,
Mae Fah Luang is an autonomous university, and the University of the Thai
Chamber of Commerce is a private university.
The purpose of this study is
two-fold. First, it will attempt to identify key indicators of effective EFL
instruction in a general way (e.g., proportion of native English speakers in
instructional staff; proportion of foreign-educated Thai instructors, etc.).
Second, it will compare these indicators among the selected universities to
see if they may have an impact on learners’ performance (implying that they
may be selectively emphasized to improve the EFL-training effectiveness in
lower-performing institutions). Both qualitative and quantitative research
methodologies will be used for this study. |
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