The study aims to determine whether the Big Five model of personality is applicable to the Malay culture. Two studies were conducted among Malaysian students in Australia (N = 174), and a further study (N = 451) conducted in Malaysia used the refined items from the Australian work. Scree and parallel tests indicated that only five factors should be extracted. Exploratory and Procrustes factor analyses indicated that the Big Five factors of Costa and McCrae exist in the Malay personality structure. The Openness to Actions and Values facets, however, were not replicated well. Overall results and congruence coefficients for 28 facets strongly supported the Big Five model as being cross-culturally applicable. Compared to Americans, Malay students appeared to have high scores in Agreeableness and low scores in Extraversion and Openness.
This study utilizes a school-improvement perspective to examine the role of curriculum coordination in the integration of information and communication technologies (ICT) into primary schools. The nature and impact of this role is examined in seven primary schools in Australia. These seven schools were drawn from a longitudinal intervention that provided additional ICTrelated resources and personnel to the schools. An instrument, referred to as the Learning Outcomes and Pedagogy Attributes (LOPA) measure, was developed and charted for the seven
schools over the 4-year data collection period. The changes in LOPAscore over time were then analysed in terms of the conditions at the school with regard to curriculum ICT coordination. The study concludes that the coordinator role and school leadership in general, play critical but varying roles in the complex process of ICT integration into schools. Success appeared to be associated with the support provided for the role, the extent to which the role was connected to school leadership, personal leadership characteristics of those in the role and the strategies employed within the role
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