4-2-58_ส่งโรงพิมพ์ วารสารศึกษาศาสตร์ มข...

1

(Response to interv ention, RTI)

10

3

319

23292

:29

31

37

6 46

55

1

7 63

6

71

1

79

152

87

95

105

113

3

122

20

129

137

147

2

156

1

164

5

172

1

179

:

187

195

2

Yager

202

1

Hewson&Hewson(2003)

208

3

2

218

226

237

4245

254

264

Journal of Education Graduate Studies Researchhttp://ednet.kku.ac.th/edujournal

(Response to intervention, RTI)Raising Students Achievement Through The Response to Intervention Model (RTI)

Unchalee Sarnrattana

Assoc. Prof., Department of Curriculum and Instruction, Special education, Faculty of Educational, Khon Kaen University

1

3 3 (Tier 1)

80-85

2

(Tier 2) 2

3 (Tier 3)

3-6

3

Corresponding author. Tel: Mobile+66 (0)8 1406 1462E-mail address: [email protected]

8 1 - 25572

Abstract

RTI is an education model aimed to provide early systematic assistance to students with learning

difficulty and prevent them from academic failure, which should be apply to grade 1 students. RTI

integrate curricula, research-based instruction or interventions, progress monitoring in a system and

the subsequent use of these data over time to make educational decisions through multi-tiered system

service. Multi-tiered service delivery most divided into three tiers of support, with the intensity of

interventions increasing with each tier. Tier 1 is focused specifically within the core curriculum, with

instruction and interventions targeting all students. Approximately 80% to 85% of the general student

should be able to meet grade level norms without additional assistance. Tier 2 is focused specifically

with students who consistently do not perform within the expected level of performance through Tier 1,

which typically involves small group instruction or additional supplementary interventions. Tier 3

is focused specifically with students who continue to have difficulties after Tier 2 interventions.

Approximately have 3% to 6% of students in Tier 3, these students will received most intense Intervention

services. If Tier 3 is not successful, students are considered for the first time as potentially having a

learning disability or emotional or behavioral disorders and need special education program. In some cases,

Tier 3 is considered to be special education. Using RTI Model has possibility to raise student achievement.

1 ( 6-7 )

Benjamin

Bloom

(Mastery Learning)

..1968 .. 1971

80

8 1 - 2557 3

80

[5]

(Meta analysis)

mastery learning 103 Kulik,

Kulik & Bangert-Drowns 1990

Cohen 0.52

2008 Jon Bergmann

Aaron Sams

(Videoes)

posted

online

Flipped-Mastery model

(Mastery

Learning)

Response to intervention

Response to instruction

(Education for all)

(No child left behind)

(Special education)

(Inclusive education)

(Human right)

(Response

to intervention)

(Response to instruction)

2 RTI Rt

(Behavior difficulties)

(Research-based instructional intervention)

Fuchs [4]

1)

(Accountability)

Fuchs and Fuchs [3]

(Assumption)

1.

8 1 - 25574

2.

(critical)

3. (Multi-tiered

service)

4.

5.

3

(Tier) 3 (Level)

1 (Tier 1)

80-85

60 ( 100

60)

60

( 60%) 80 85

F

80 85

50

60%

80% 80

50 40

60% 40

60%

10

1 (Tier 1)

(Curriculum based measurement, CBM)

(Universal screening

assessments) CBM, Dynamic Indicators

of Basic Early Literacy Skill, Woodcock Reading

Mastery Test-Revised, Woodcock-Johnson-Revised,

Texas Primary Reading Inventory

(CBM)

(Learning

difficulty)

2

2 (Tier 2)

1

30 2-4

9

8 1 - 2557 5

1

1

80-85

2

3 (Tier 3)

1

2

1

2 3

3-6 (3 -6%) 3

2 30

2-4 9

3

(Individualize Education

Program, IEP)

Individualize Education Program (IEP)

3

3

(Learning disability)

.. 2551

(School-wide

screening)

(Progress monitoring)

2

(Formative evaluation)

(Summative evaluation)

2 1

(Criterion referenced)

60

60%

2 (Tier 2) 2

8 1 - 25576

( Norm referenced)

(Percentile)

25

Q1

25

2 (Tier 2)

The

National Research Center on Learning Disabilities

[6]

5

Curriculum

based measurement (CBM)


(Learning difficulty)

1.

2.

3.

8 1 - 2557 7

Positive behavior

intervention support (PBIS) PBIS

(universal screening)

(CBM)

(evidence-based interventions)

1 (Tier 1)

[8]


tablet

2 (Tier 2)

1

Behavioral intervention plan (BIP)

Check- in, Check out plans (CICO)

1.

2. CICO

3.

4.

CICO

CICO

1

(Check list)

3

1 2

8 1 - 25578

Functional

behavioral assessment

(Behavior intervention plans, BIP)

BIP

Schacter

[9], Collins [2] Barley et al., [1]

(CAI)

weblog, wikis, RSS aggregators, social

bookmarking, online photo galleries, audio/visual

casting, Twitter and social networking

.. 2002

1.

2.

3.

4 .


LD

(Special Education)

.. 2552

(LD)

(LD)

90

(ability-

achievement discrepancy)

8 1 - 2557 9

(Invisible disability)

(LD)

(LD)


(At-risk students)

(LD)

[1] Barley, Z, Lauer, P. A., Arens, S. A.,

Apthrop, H. S., Englert, K. S., Snow,

D., & Akiba, M . Helping at-risk students

meet standards: A synthesis of evidence

-based classroom practices. Centennial,

CO: Mid-continent Research for Education

and Learning. 2002.

[2] Collins, A; Halverson Rethinking Education

in the Age of Technology. New York,

NY: Teachers College Press. 2009.

[3] Fucha, D.,& Young, C.L. On the irrel

evance of intelligence in predicting

responsiveness to reading instruction.

Exceptional Children, 73(1), 8-30. 2006.

[4] Fuchs, D., Fuchs, L.S., Compton, D.L.

Bouton., B., Caffrey, E., & Hill., L., Dynamic

assessment as responsiveness to in

tervention: A scripted protocol to identify

young at- r isk readers. Teaching

Exceptional Children, 39(5), 58-63. 2007.

[5] Guskey, T.R. Closing Achievement

Gap: Revisiting Benjamin S. Bloom, s

Learning for Mastery. Journal of Advanced

Academics. 19; 8-31. 2007.

[6] National Research Center on Learning

Disabilities. NRCLD Symposium on RIT

Retrieved October 15, 2006. From

http://www.nrcld.org/symposium2003/

index.html. 2003.

[7] Richardson, Will. Blogs, wikis, podcasts,

and other powerful web tools for classrooms.

Thousand Oaks, CA: Corwin. 2010.

[8] Ruiz, M.I. Training school personnel

on implementat ion of check-in

check-out behavioral interventions.

Communique, 41(1), 7-10. 2012.

[9] Schacter, J; Fagnano. Does computer

technology improve student learning

and achievement? How, when, and under

what conditions? . Journal of Educational

Computing Research 20 (4): 329 343.

1999.


3Strategic Leadership Affecting School Effectiveness in Udonthani Primary Education Service Area Office 3 1) 2)

Kamol Sowapee1) and Wallapha Ariratana2)1)

Department of Educational Administration, Faculty of Educational, Khon Kaen University2)

Associate Professor Department of Educational Administration, Faculty of Educational, Khon Kaen University

1)

3 2)

3 3)

3 215 463

1. 3

2. 3

3

Corresponding author.E-mail address: [email protected]

8 1 - 2557 11

3.

3 .01

4. 3

3 77.20

.01

(Unstandardardized Score)

Y = 3.31 + 0.41(X1)+ 0.77(X

3) + 0.43(X

2)

(Standardized Score)

Z = 0.44(X1) + 0.30(X

3) + 0.28(X

2)

:

Abstract

The objectives of this research were to 1) study the strategic leadership and the effectiveness of

schools, 2) study the relation between the strategic leadership and the effectiveness of schools,and

3) study the strategic leadership affecting the effectiveness of schools. Sampling group consisted of

463 persons including administrators and teachers from 215 schools under the Udonthani Primary Educational

Service Area Office 3. Study tool was a questionnaire. Data was analyzed by using a computer program for

calculating the frequency, percentage, mean, standard deviation, Pearson product-moment correlation

coefficient, and for the stepwise multiple regression equation analysis method.

Research findings were as follows;

1. Overall image of the strategic leadership in schools indicated a high level of performance. When

compared to each other, the highest performance was found with setting organizational direction, following

by strategy implementation, and strategy control and evaluation respectively.

2. Overall image of the effectiveness of schools indicated a high level. When compared to each other, the first

three aspects with highest effectiveness included the student,s characteristics, dropout students, and

the teaching styles respectively. The learning achievement had the lowest effectiveness.

3. The relation between the three aspects of strategic leadership; setting organizational direction, strategy

implementation, strategy control and evaluation, and the effectiveness of schools indicated a high level

with statistical significance at the .01 level.

4. The three aspects of strategic leadership could affect and predict 77.20% of the effectiveness of

schools with statistical significance at the .01 level. These could be formed as the regression equations of

unstandardized score and standardized score as follows;

The Regression Equation of Unstandardized Score:

8 1 - 255712

Y = 3.31 + 0.41(X1)+ 0.77(X

3) + 0.43(X

2)

The Regression Equation of Standardized Score:

Z = 0.44(X1) + 0.30(X

3) + 0.28(X

2)

Keyword: Strategic Leadership, School Effectiveness

[1] (planning) (implementation) [2] [3] [4] (vision) [5] (strategic management)

[6] (strategic leadership) [7] [7] [8] [9] 2

8 1 - 2557 13

[10] (vision) [11] (strategic management)

3 [6] 3 6 215 12 3 [12] [13] 3 1. 3

8 1 - 255714

2. 3 3. 3 4. 3

1. 3 2. 3 3. 3 4. 3

1. 3 2. 1 3 1. 3 1.1

1.2 1.3 2. 6 1) 2) 3) 4) 5) 6)

1.

(Descriptive Research) 3 2. 3 215 215 2,259 2,474 (Sample Size) (Stratified Random Sampling) 136 327 463 3.

8 1 - 2557 15

(Questionnaire) 1 3 1 (Checklist) 2 5 (Rating Scale) 3 54 3 5 (Rating Scale) 3 25 4. (Quantitative Data) 4.1 1 (Frequency) (Percentage) 4.2 2 3 3 (Mean) (Stand-ard Deviation) 4.3

3 (rxy) (Pearson ,s product-moment correlation coefficient) .05 4.4 3 (Stepwise Multiple Regression Analysis)

1. 3 3 [7] [19] [14]

8 1 - 255716

2. 3 3 3 French & Bell [15] Murphy [16] Caldwell & Spinks [17] 8 3. 3 .01

Handy [8] 4. 3 3 77.20 .01 [7] [14] 5 1 2 3 4 5

8 1 - 2557 17

1. 2. 3. 4.

5. 1. 2.

[1] . . . 2553.[2] Robbins. S.P.,& Coulter,M. Management. (7th ed.) Pearson Education. 2003.[3] Steers R.M. Organization Effectiveness: A Behavioral View. Santa Monica, Cliff: Good year Publishing. 1997.[4] . . : . 2549. [5] . . ( 5). : . 2550.[6] . : . : . 2550.

8 1 - 255718

[7] . 2. . 2550.[8] . . : . 2547. [9] Cameron, K.S., and Whetten, D.A. Organizational Effectiveness and Quality: The Second Beneration. Higher Education Handbook of Theory and Research, 11, 265-306. 1996.[10] . . : . 2550.[11] . . : . 2553.[12] 3. 2554. : . 2555.

[13] Fiedler, B. & Bowles, G. Effective Local Management of Schools : A Strategic Approach. London: Ipswich Book. 1991.[14] . . . 2550.[15] French, Wendell L. and Bell, Cecil H. Organization Development. New Jersey : Prentice Hall 1978.[16] Murphy, J. Restructuring schools: Capturing and assessing the phenomena. New York: Teachers College Press. 1991. [17] Caldwell, B.J. & Sprinks, J.M. The Self-managing School . London: Taylor and Francis (Printers) Ltd. 1990.[18] Robbins, S.P. & Coulter, M. Management. (5thedition). New Jersey: Pearson Prentice Hall. 2003.[19] . . : . 2542.


3 23292 A Study of Mathayomsuksa Students Learning Achievement in the ASEAN Studies Course and Their Attitude Towards ASEAN Community, Using CIPPA Learning Model. 1) 2)

Keerana Pechvarakul1) and Ladda Silano2)1)

Curriculum and Teaching, Teaching Social Studies Courses, Faculty of Educational, Khon Kaen University2)

Associate Professor, Curriculum and Teaching, Faculty of Educational, Khon Kaen University

1) 3

23292 75

75 2)

23292

3/1 25 2

2555 40 1) 23292

14 2) 4 40 3)

5 20

1. 3

23292 77.50

33.12 75

2. 23292

81.60

: ,


8 1 - 255720

2558 10 [12]

[13]

Abstract

The purposes of the present research were l) to study mathayomsuksa students learning achievementin the

S 23292 ASEAN Studies Course by using CIPPA Learning Model so that at least 75% of the students

passed the passing criterion of 75% or better and 2) to study the students attitude toward the ASEAN

Community through the S 23292 ASEAN Studies Course using CIPPA Learning Model. The target group

consisted of 40 mathayomsuksa Students at Phol School under the Office of Khon Kaen Secondary

Education Service Area 25, in Phol District, Khon Kaen Province during the second semester of the 2012

academic year. The instruments used for the study included 1) 14 lesson plans on the S 23292 ASEAN

Studies Course, 2) a 40-item, multiple choice learning achievement test and 3) a 20-item, 5-scale attitude

test. The collected data were analyzed by means of percentage, arithmetic mean and standard Devia-

tion.

The findings showed that:

1. About 77.50% of the students made a mean learning achievement score of 33.12 which was higher

than the prescribed passing criterion of 75%;

2. About 81.60% of the students showed a positively High level of opinion in favor of the ASEAN Community.

Keywords: CIPPA Model, Attitude towards ASEAN Community.

8 1 - 2557 21

8 10 10 .. [1] 3 2554 44.31 60 [10] 23292

3 2 2555 (Physical Participation) (Intellectual Participation) (Social Participation) (Emotional Participation) 4 [4]

8 1 - 255722

[6] [2] [9] .01 [7] .05 3

1. 3 23292 75 75 2. 23292 7 1 2 3/ 4 5 6 7 23292 3

8 1 - 2557 23

4 40 23292 3 5 20

1. (One - Shot Case Study ) 2. 3/1 25 2 2555 40 (Purposive Sampling) 3. 3.1 23292 14 3.2 4 40 3.3 5 20 4.

3/1 4 . 1 14 18 2 2555 4.2 4 40 4.3 20 5.

1. 3 23292 3/1 40 23292 5

5 3

8 1 - 255724

5 3 23292 40 31.80 79.50 2.93 31 77.50 33.12 75 75 75 [15] 4 80.22 75 80 80 [8] 6 24 .67 30 82.22 23 24 91.67 [9] 4

.01 [7] 6 .05 [5] [11] 2. 23292 3/1 23292

8 1 - 2557 25

SD

1

1.

3.98 0.98

2.

4.05 0.80

3.

4.05 0.86

4.

4.03 0.88

5.

* 4.12 0.92

6.

4.55 0.70

7. 3.88 1.16

1 4.09 0.90

81.80

2

8.

3.95 0.94

9.

* 4.10 1.03

10.

3.98 0.98

11.

3.93 1.01

8 1 - 255726

SD

12.

*4.30 1.01

13.

4.23 0.79

14.

*3.95 0.82

2 4.06 2.30

81.20

3

15.

3.93 1.08

16.

*4.05 1.03

17.

4.53 0.59

18.

4.00 0.94

19.

*4.00 1.02

20.

4.08 0.90

3 4.10 0.93

82.00

4.08 2.44

81.60

*

8 1 - 2557 27

3 4.08 81.60 [4] [14]

3 23292 1. 2. 1. 2.

[1] . . : . 2546.[2] . 3 . . 2545.[3] . . , 9. 2554.[4] . CIPPA Model. : . 2542.[5] . CIPPA MODEL. : . 2548.[6] . : 2. : . 2544.[7] . 6 . . 2553.[8] . 6. . 2551.

8 1 - 255728

[9] . 4 . 2551.[10] . 2553 ( 2555) 2551. [...: ...]. 2555.[11] . .. 2544. : . 2542.[12] . . : . 2543.

[13] Thurstone, L. Attitude can be Measured. New York: John Wiley and Sons. 1982.[14] . 6. . 2545[15] . 4 (CIPP Model) (Co operative Learning). : . 2547


: 31School Management Based on Philosophy of Efficiency Economy: A Case Study of Banluampittayasan School under the Secondary Educational Service Area Office 31 1) 2)

Kangwan Panyaniramit1) and Wallapha Areeratana2)1)



31

33

(Triangulation)

(Descriptive Analysis)

1)

2)


8 1 - 255730

3)

4)

: /

Abstract

This research aimed at studying the current condition, problems and suggestions of school management

based on the philosophy of sufficiency economy at Banluampittayasan School under the Secondary

Educational Service Area Office 31. Sampling group of informants consisted of 33 persons including

administrators, teachers, school committee, parent and students. Study tools included a document

analysis form, interview form, observation form, and data recorder. Data collection was made through

document study, interview, field data recording and observation. Triangulation method was used for reality

of data. Data was analyzed using descriptive analysis method before summarizing in the format of

descriptive essay. Research findings were as follows; 1) Academic administration: There were a policy

making, curriculum creation, providing media and learning resource, measurement and evaluation, and

network formation and knowledge sharing in accordance with the philosophy of sufficiency economy.

The problems included teachers had not enough knowledge and understanding in using various measurement

and evaluation tools, conducting classroom research, as well as information technology media for

learning were not enough. The suggestions included teachers should participated in the workshops of

developing their knowledge on creating measurement and evaluation tools and classroom research.

The up-to-date information technology media should be sufficiently provided. 2) Budget administration:

The budget plan was clearly and prudently organized leading to the effective monitoring and accurate

summary report. The result was also brought to appropriate improvement and further development. The

problems included teachers had not enough knowledge in creating the budget plan and school could

not hold the fundraising for continuous development of education quality. The suggestions included the

workshops of educating teachers on creating the budget plan should be provided. There should be the

8 1 - 2557 31

continuous and various resources mobilizations for education. 3) Personnel Administration: Personnel

were promoted to join the study visit, training, and events of building morale in order to develop teachers

or the role models according to the sufficient way. The problems included there was no role models for

teachers, as well as the knowledge and understanding in doing so. School did not provide events of

promoting and distributing the work of role models. The suggestions included there should be a training

or study visit for personnel to experience the role models or outstanding schools. What they learned

should be summarized in text. School should join working with community and external sectors on

organizing the exhibitions, conferences, and work presentations continuously. 4) General Administration:

There were the development of physical surroundings, conservation of learning sources and local wisdoms,

promotion of communitys cooperation in educational management, and activity management for

developing desired characteristics and life skills of students. The problems included the maintenance

was not cover the building and all area of the school. Survey and collection of information about learning

sources and local wisdoms were hardly made and without the communitys cooperation. Schools

events were not continuously announced and publicized to parent and community. The suggestions

included the maintenance plan for the building and surroundings should be made by assigning this

task to janitors and temporary workers including the cooperation of teachers and students. Survey of

local learning sources should be made and this information should be kept in the library. School should

issue the newsletter for publicizing its events.

Keywords: School Management Philosophy of Efficiency Economy

9-11 (.. 2550-2554) [10]

[12] 3 1) 2) 3) [9] 31 [14]

8 1 - 255732

2554 2552 1 1 2549 [4] 4 1) 2) 3) 4)

1. 2.

(Qualitative Research) 1. (purposive sampling) 31 2552 () 2551 2. 1) 3 2) 15 4 8 8 3 3) 3 4) 6 5) 6 33 3. 4 1) 2) 3) 4)

8 1 - 2557 33

4. 2555 2556 6 1. (SAR) (.) 2. 5 1 2 3 4 5 3. 1. 2. (Descriptive Analysis)

1. 1.1 1.2 1.3 1.4

8 1 - 255734

2. 4 2 .1 [3] [1]

2.2

[11] [6] 2.3 [5] [7] 2.4 [2] [13]

8 1 - 2557 35

1. 1.1 1.2 1.3 2. 2.1 (R&D) 2.2

[1] . . . 2551[2] . . . 2553[3] . : . . 2552.[4] , . . 2554[5] . . .. . 2549.[6] . 4 . 2553.[7] . . . 2551.

8 1 - 255736

[8] . : . . 2552.[9] . . : . 2552.[10] . . : . 2552.[11] . 1. . 2553.

[12] . 1. . 2551.[13] . . . 2548.[14] 31. ..2555 - 2558. 31. 2555.


The Development of Public Mind Instructional Model Based on the Contemplative Education and Social Cognitive Theory for Elementary Students 1) 2) 3)

Keeratiwit Suwanthunma1) Neon Pinpradit2) and Ariyaporn Kuroda3)1),

Department Curriculum and teaching, Faculty of Educational, Khon Kaen University, Khon Kaen, Thailand, 400022)

College of Local Administration, Faculty of Educational, Khon Kaen University3)

Department art education, Faculty of Educational, Khon Kaen University

1)

6 1

2 (1)

(2) (3) (4)

3 (1)

(2) 4

(1) (2) (3) 5

6 (1) (2)

2)

.01 2

4 .01

: , ,

Corresponding author.

E-mail address: [email protected]

8 1 - 255738

Abstract

The purposes of this research were to develop the public mind instructional model based on the

Contemplative Education and Social Cognitive Theory for elementary students and study effectiveness

of the public mind instructional model. The research finding found that: 1) The public mind instructional

model based on the Contemplative Education and Social Cognitive Theory for elementary students

consisted of six instructional processes. The first process was doing mediation for compassion. The

second process was consideration of the public mind model, consisting of, (1) creating attention to

learn from the model, (2) presenting public mind models, (3) observing and recognizing behaviors of

the model, and (4) creating motivation to be public mind persons. The third process was contemplation,

consisting of, (1) having a dialogue with the public-minded person and, (2) contemplating to promoted

self-efficacy. The fourth process concerned action consisting of, (1) identifying the action goal, (2)

monitoring oneself when acting, and (3) practicing with compassion. The fifth process was practice

evaluation. For the last process, practice reflection was considered, consisting of, (1) having dialogues

to reflect experience of practice and, (2) recording learning results. 2) Students had average scores of

public mind behavior after learning period higher than the scores before learning period at the statistical

significance level of .01. However, the average scores of public mind behavior after learning, two

weeks after learning and four weeks after learning were not different at the statistical significance level

of .01. This showed that students had the retention of public mind behavior

Key Words: Public Mind Instructional Model, Contemplative Education, Social Cognitive Theory

[11], [18] .. 2542 .. 2545 [3] 2551 1) 2) 3) 4)

5) 6) 7) 8) 1 1(.. 2555 2559) [14] [16] : [17] 34 20

8 1 - 2557 39

[5] [2] (Contemplative Education) [15], [10], [24], [21] [7], [11], [9] [20] (Social Cognitive Theory) 3 1) (Observation Learning) 2) (Self-regulation) 3)

(Self-efficacy) [6] 3 1) 2) 3) [9] [12] 1 2551

8 1 - 255740

1. 2.

(Research and Devel-opment) 3 1 (Focus Group) 5 10 2 3 1 1-3 2 4-6 3 7-9 6 5 20

1) 1.1) 1.2) 1.3) 2 ) 2.1) 2 1 .36-.78 .82 2 35 -.76 . 81 2 .2 ) /2.3) (Content Analysis) 3 One group Time Series Design 15 6 5 6 5 30 1) 2 2) / 3) 2 2 4 (One-way Analysis of Variance with Repeated Measures)

8 1 - 2557 41

Bonferroni method (Content Analysis)

1. 1) 2) 3) 4) 5) 6)

(Content Free) 6 1 2 1) 2) 3) 4) 3 1) 2) 4 1) 2) 3) 5 6 1) 2) 1) 2) / 3) 2. One Group Time Series Design 15

8 1 - 255742

1

2

2 4

.01

1

Bonferroni method 2

2

** .01

2

( 2

4 ) (

2 )

.01

2

4

.01

.01

[15], [10], [24], [21]

[19]

[7]

.0.5 [22]

** .01

1

8 1 - 2557 43

(Attention)

(Self-regulation)

(Self-esteem)

(Emotional Balance)

[4],

[8], [6]

[13]

[19]

6

[11]

.05 [9]

1 2

.01

1.

1)

2)

2.

1)

8 1 - 255744

(Content Free) 2) 3) 3. 1) 2) 2551

[1] . 2551. : . 2551.[2] . 5. . 2552.

[3] , .

.. 2542.

.. 2545. :

. 2545.

[4] .

.

. 2550.

[5] .

. :

. 2538.

[6] .

.

: . 2551.[7] . 2. . 2546.[8] . . . 2551. [9] . 2. . 2549.[10] . . : . 2550

8 1 - 2557 45

[11] . : . : . 2547.[12] . 1 . . [13] . . : . 2550.[14] . 11 (.. 2555-2559). :

. 2545.

[15] .

. :

. 2549.

[16] .

. :

. 2551.

[17] .

. 07

.. 2552 32 11503. 2552.

[18] .

2551. :

. 2552.

[19] Bandura, Albert. Social Foundations of

Thought and Action. Englewood Cliffs, N.J.:

Pretice- Hall. 1986.

[20] Bandura, Albert. Social Cognitive Theory.

Annals of Child Development, 6 ,1-60. 1986.

[21] Bush Transformative Learning: Theory

to PracticeP. Cranton (ed.) New Directions

for Adult and Continuing Education no.

74, CA: Jossey-Bass, pp.5-12. 2006.

[22] Garrison Institute. Contemplation and

Education Current Status of Programs

Using Contemplative Techniques in K-12

Educational Settings: A Mapping Report.

Re t r ieve March 10 , 2009, fo rm

http://www.garrisoninstitute.org. 2005.

[23] Hart,T. Opening the Contemplative

Mind in the Classroom. Journal of

Transformative Education. 2(1): 28 -46. 2004.

[24] Haynes D J. Contemplative Practice and

the Education of the Whole Person.

Retrieve January 18 , 2007 , from http://www.

contemplativemind.org/academic/

Haynes.pdf. 2004.


6 The Learning Outcome of Grade 6 Students on Topic Surrounding Substance by Analogy Approach and Open ended Questions. 1) 2)

Khwanpreeya Pothirat1) and Kongsak Thathong2)1)

Department Curriculum and teaching, Faculty of Educational, Khon Kaen University2)

Department Science Education, Faculty of Educational, Khon Kaen University

6

6

2 2555 8 2 4

1)

6 (Analogy Approach)

2) 3) 4)

5) 6)

(Protocol) (Content analysis)

( X )

(S.D.) (%)

72.57 70 71.43 70

3

2

: , , ,



8 1 - 2557 47

Abstract

The objective of this study was to study Grade 6 Students learning achievement, analytical thinking,

synthetical thinking, and work piece quality of Surrounding Substance, by using the Analogy Approach, and

Open-ended Questions. The target group consisted of eight Grade 6 Students, Ban-huey-aroon-hin-lad School,

Nongreau District, Khon Kaen Province. They were studying during the second semester of 2012 school

year, assigned into 2 groups, 4 students each group. They were selected by Purposive Sampling.

The instruments using in this study included: 1) the Learning Management Plan, Science Learning

Substance, Grade 6, titled Surrounding Substance, by using the Analogy Approach, and Open-ended

Questions, 2) the Video Tape Recorder, 3) the Field Note of researcher, and research participants, 4)

the Students Informal Interview Form, 5) the Students Work Performance Quality Assessment, and 6) the

Learning Achievement Test. Qualitative Data were analyzed by Protocol, Content Analysis, Students

Work Plan Observation and Performance Presentation for categorizing the analytical thinking

and synthetical thinking. For Quantitative Data, they were analyzed by calculating the students Performance

Quality Assessment for the Mean. The Learning Achievement Test was interpreted by calculating the Mean

( X ), Standard Deviation (S.D.), and Percentage (%). The research findings found that the students

had their learning achievement average score was 72.57% and 71.43% of students which could pass

the specified criterion at 70%. The students used 3 types of analytical thinking: the factor analysis,

the process analysis, and the relational analysis. They used 2 types of synthetical thinking: the work

plan synthesis, and the work piece synthesis. The students work performance assessment, found that

the students were able to construct the work piece synthesis plan, and create their work performance

at Very Good, level.

Keywords : Protocol, Analytical thinking, Synthetical thinking, Quality of production

.. 2542 ( 2) .. 2545 4 22 23(2) 24(2) 24(3)

[1] 2551 2 [2] (Cognitive Process)

8 1 - 255748

[19] TIMSS 2007 2 [9] PISA OECD 47 49 65 42.8 [17] 2549 2551 4 2.70 5 2.67 [3] (O-NET) 6 2551 2554 .. 2551 4 3.00 5 2.91 2 2

[21] (Analogy) [22], [15], [20], [10], [11] POE, 5Es [12], [14], [6], [16], [18] [13] 6

6

1. Analog Target Focus Action Reflection (FAR) Guide [23]

8 1 - 2557 49

1) Focus 3 (Concept) (Student) (Analog) 2) Action (Like) (Unlike) Analog Target 3) Reflection Analog 2. 3. 3 (Reflection) 7 4. 4 25 5. [4] 3 6. [4]

2 7. 7 8. 9. 4 10. . 5 3 3 1 1.00 1.50 , 1.51 2.50 2.51 3.00

1. (Mixed Method)

8 1 - 255750

2. 6 5 2 2555 14 (Purposive Sampling) 8 2 4 3. 1) 6 7 14 2) 25 3) 2 4) 5) 6) 7) 4. 1) 7 3 Focus Action Reflection 3 7 1

2 ) 3) 4) () 5) 25 40 5. 1) 25 ( X ) (S.D.) (%) 2) (1) (2) [4] 1 (3) 2 3) 4

8 1 - 2557 51

1. 72.57 70 71.43 70 2. [4] 3 (A1) (A2) (A3) 3 1 32 2 45 2 (A2) 1 2 37.50 48.89 1 1

3.

2

2

[4]

(S1)

(S2) 1

(S1)

11 2 7

(S2) 2

2

2

4.

4 2

2.95

3 3

4

1.

72.57 71.43

70

[22], [8], [7]

2.

8 1 - 255752

[6], [18],

[14], [12], [16], [13]

3.

4

2

2.95

98.33

2

[7], [14], [12], [16] [7], [14], [12], [16]

6

[1] .

2544.

: . 2546.

[2] _______.

2551. :

. 2551.

[3]

.

(.. 2549-2553)

. 2549 -2551.

17 2555 http://

www.thai-school.net 2552.

[4] . .

: . 2546.

[5] _______. . :

. 2546.

[6] .

3

7

( 7Es ) .

.

2554.

[7] .

5

.

. 2544.

[8] .

6

(PBL)

.

. 2550.

8 1 - 2557 53

[9] .

(Trends in

International Science Stuty 2007).

: . 2552.

[10] . (2555).

2

.

. 2555.

[11] .

4

.

. 2555.

[12] .

5

5 (5Es)

.

.

2554.

[13] .

.

:

. 2549.

[14] .

5

.

. 2554.

[15] .

5.

. 2552.

[16] .

5

4.

. 2554.

[17]

. PISA 2009

.

: . 2554.

[18] .

.

.

2554.

8 1 - 255754

[19] .

.

. 2550.

[20] .

(Mental Models)

4

(Analogy)

Focus Action Reflection (FAR)

Guide.

. 2553.

[21]

.

2

. :

(). 2551.

[23] .

4

(Analogy Approach) .

. 2553.

[24] Harrison, A. G. and Coll, R. K. Using

analogies in middle and secondary

science classroom : The FAR Guide an

interesting way to reach with analogies.

United States of America: Carwin

Press. 2008.


1Administrative Factors Affecting Education Internal Quality Assurance in Schools under The Office of Khon Kean Educational Service Area 1 1) 2)

Kumtiang Gumgliang1) and Saowanee Treeputharat2) 1)


Department of Educational Administration, Faculty of Educational, Khon Kaen University

1)

1 2)

1 3)

1 4)

1

288 0.98

(Multiple Correlation)

(Multiple Regression Analysis)

1. 1

/

/

2. 1



8 1 - 255756

3.

10 .01

4. 6 /

/

73.90 .01

: ,

Abstract

The objectives of this quantitative research were to 1) study the administrative factors affecting internal

quality assurance of schools, 2) study the operations of internal quality assurance of schools, 3) study

the relation between administrative factors and the operations of internal quality assurance of schools,

and 4) create the prediction equation for school administrative factors under the Khon Kaen Primary

Educational Service Area Office 1. Sampling group was 288 schools administrators and teachers.

Which study tool was a rating scale questionnaire. Data was analyzed by using a computer program

for calculating the percentage (%), mean ( X ), standard deviation (S.D.), Pearson product-moment

correlation coefficient, and multiple regression coefficient. The regression equations for predicting the

dependent variables were created by using stepwise multiple regression analysis method.

Research findings were as follows;

1. Overall image of administrative factors of schools indicated the high level of mean score. All aspects

also indicated the high level. The highest one was found with the leadership and organizational culture

while the information technology usage had the lowest mean.

2. Overall image of the operations of internal quality assurance of schools indicated the high level of

mean score. All aspects also indicated the high level of mean. The highest one was found with the

determination of education standards of school while the creation of development plan for educational

management focusing on the quality according to the education standards of school had the lowest mean.

3. The correlation coefficient of ten factors between administrative factors and the operations of internal

quality assurance of schools had the positive relations ranging from moderate to high level with statistical

significance at the .01 level.

4. The six administrative factors including vision and mission, strategy, communication, organizational

structure, organizational culture, teamwork, and management showed the prediction coefficient or pre-

dictive power of 73.90% with statistical significance at the .01 level. These could be formed as the

regression equations of unstandardized score and standardized score as follows;

8 1 - 2557 57

Keywords: Administrative Factors , Internal Quality Assurance of Schools

50

[1] 2555 1 () 1 () () () 10 1) 2) 3) / 4) / 5) / 6 ) 7) 8)

8 1 - 255758

9) 10) [8], [5] 1 ()

1. 1 2. 1 3. 1 4. 1

1. 1 163 3 98 63 2 2. (Sample Size) (Stratified random sampling) 144 86 56 2 2 288 3. (Survey study) 1 4. 1 1) 2) 3) / 4) / 5) / 6) 7) 8) 9) 10) (, 2553) 5. (Questionnaire) 3 1 2 3

8 1 - 2557 59

2 1 .. 2553 (Validity) 3 (Content Validity) (Wording) (Index of Congruence: IOC) 0.92 (Reliability) (Objectivity) (Try Out) 4 30 (Alpha Coefficient) (Cronbach s Alpha Coefficient) [9] 0.99 6. 1 ) (Frequency) (percentage) 2) 3)

(Multiple Correlation) (Multiple Regression Analysis) 1. 1) 1 / 2) 1 3) 10 .01 4) 6 / / 73.90 .01 2. 1) 1 /

8 1 - 255760

[4] [8] 4 / 2) 1 [2]

3) 1 10 [6] .01 [8] 8 .05 4) 1 1 6 1) 2) / 3) 4) 5) 6)

8 1 - 2557 61

73.90 1 [3] 3 [7]

1. /

2. 1 3) 4) / 1

8 1 - 255762

[1] . .. 2553. : . 2554.[2] . : ( 1). : . 2554.[3] . . . 2548.[4] . . 3. : . 2546.[5] . 1 2. . 2550.

[6] . . . 2545.[7] . : . . 2551.[8] . 1. . 2554.[9] . : : Computer printout. : . 2542.


7 6 A Study of ASEAN Citizenship Skill Using 7Es Learning Cycle in the ASEAN Studies Supplementary Course for Grade 12 Students at Kham Kaen Nakorn School. 1) 2)

Kruewun Khongrukchang1) and Ladda Silanoil2)1) 40002

Department of Curriculum and Teaching, Faculty of Educational, Khon Kaen University, Khon Kaen2) 40002

Curriculum and Teaching, Faculty of Educational, Khon Kaen University

1)

6 7 75

75 2)

6 7 75

75 3) 6

7

6 25 2

2555 47 (One-Shot Case Study)

1) 7 9 20 2)

3) 4)



8 1 - 255764

1) 6

7 37 47

78.72 75 (X) 32.21

40 80.52 2)

6 7

38 47 80.85

75 (X) 23.15 30 77.16 3)

6 7

7 X = 4.37

: , 7

Abstract

The objectives of the present research were 1) to develop grade 12 students learning achievement in the

ASEAN Studies supplementary learning course using the 7Es Learning Cycle so that at least 75% of

them made a mean learning achievement score of 75% of the full marks, 2) to develop the students ASEAN

Citizenship skill by using the 7Es Learning Cycle so that at least 75% of them made a mean achievement

score of 75% of the full marks and 3) to study the students attitude towards the learning activities using the

7Es Learning Cycle. The target group consisted of 47 grade-12 students at Kham Kaen Nakorn School,

under the Office of Secondary Education Service Area 25, during the second semester of the 2012

academic year. The study employed the One-shot Case Study research design for data collection. The

instruments used in the study included 1) 9 lesson plans based on the 7Es Learning Cycle Theory and

took 20 instructional periods to finish, 2) a learning achievement test, 3) an ASEAN citizenship skill test

and 4) a questionnaire for assessing the students opinions about the learning activities. The collected data

were analyzed by means of percentage, arithmetic mean and standard deviation.

The findings show that:

1. Thirty-seven students or 78.72% of the group passed the prescribed passing criterion of 75%, and

they made a mean achievement score of 32.21 or 80.52% of the full marks which was also higher than

the prescribed criterion of 75%;

2. Thirty-eight students or 80.85% of the group passed the prescribed passing criterion of 75% on the of

ASEAN citizenship skill; and they made a mean achievement score of 23.15 or 77.16% of the full marks

which was also higher than the prescribed criterion of 75%;

3. The students showed a High level of satisfaction towards the learning activities based on the 7Es

Learning Cycle (X = 4.37).

Keyword : ASEAN Citizenship Skill, 7Es Learning Cycle

8 1 - 2557 65

1) 2) ()3) 1) 2) 3) (Social Skill) (Social Studies Skill) [8]

6 2552-2553 52.85 59.24 3 70 70 (Learning Cycle) [11] 5 7 7 1) (Elicitation Phase) 2) (Engagement Phase) 3) (Exploration Phase)

8 1 - 255766

4) (Explanation Phase) 5) (Expansion Phase/Elaboration Phase) 6) (Evaluation Phase) 7) (Extension Phase) [7] 7 [6] 7 .. 2558 7 6

1. 6 7 75 75 2. 6 7 75 75 3. 6 7

6/1 25 2 2555 47 (Purposive Sampling) (One Shot Case Study) [4] ( One ShotCase Study )

X O X 7 O

8 1 - 2557 67

4 1. 7 6 1 2 3 4 9 20 2. 3. 4. 7 2 2555 1. 7 2. 9 20 3. 9 40

4. 9 30 5. 6 7 20

1.

6

75/ 75

2.

6

7

1.

6

7

75

47 40 30 32.21 80.52 3.46 37 78.72

8 1 - 255768

75

47 30 23 23.15 77.16 1.85 38 80.85

80.52

75

7

[10]

4

7

72.50

82.50

70

2.

80.85 75

77.16 75

7

37 47

78.72

75 (X) 32.21

40 80.52

(S.D.) 3.46

2.

6

7

7

38

47 80.85

75 (X)

23.15 40

77.16 1.85

3.

6

7

7 ( X = 4.37,

S.D. = 0.27)

1.

7

78.72

75

8 1 - 2557 69

[3]

6

7

7

4.37

[9]

1 40241

4

1. 7

2.

3.

2.

2.1

7

2.2

7

7

2.3

7

[1] .

2551.

:

. 2551

[2] .

2551. :

. 2552.

[3] .

2542.

: . 2540.

[4] . .

:

. 2526.

[5] .

. . 2542.

8 1 - 255770

[6] .

7

2.

. 2551.

[7] .

7

1.

. 2549.

[8] .

.

. : .

. 2532.

[9] .

1

4

(7E).

. 2550.

[10] .

4 7

.

. 2552.

[11] Eisenkraft, Arthur. Expanding the

5E Model, The Science Teacher. 64(4) :

56-59 ; September. 2003.


1The characteristics of school administrators affecting teacher competency under the office of khonkaen primary educational service area 1 1) 2)

Jutharat Choompradit1) and Saowanee Treputtharat2)1)


Department of Educational Administration, Faculty of Educational, Khon Kaen University

1) 2)

3)

1

313 5


E-mail address: Pj_choo@ hotmail.jcom

8 1 - 255772

1 46.10 3

0.01

(Unstandardized Score)

Y = 39.256 + 0.833 (X10

) + 0.668 (X8) + 0.587(X

3)

(Standardized Score)

Z(Y) = 0.285 Z (X10

) + 0.269 Z (X8) + 0.191 Z (X

3)

: ,

Abstract

The objectives of this research were to 1) study the characteristics of school administrator and teacher

competency, 2) study the relation between the characteristics of school administrator and teacher

competency, and 3) study the characteristics of school administrator affecting teacher competency.

Sample consisted of 313 teachers from schools under the Khon Kaen Primary Educational Service Area

Office 1 which were specified by Krejcie & Morgan sample size table and were selected by the simple

random sampling method. Study tool was a 5-scale rating questionnaire. Data was analyzed by using

a computer program for calculating the frequency, percentage, mean, standard deviation, Pearson

product-moment correlation coefficient, and stepwise multiple regression equation.

Research findings were as follows:

Overall image of the characteristics of school administrator indicated a high level of mean score. The

highest mean of characteristics was found with the fast information access and change intervention.

The forbearance and emotional stability had the lowest mean score.

Overall image of teacher competency indicated a high level of mean score. When compared to each

other, the highest mean of competency was found with the student development while the lowest one

was found with the analysis, synthesis and research on student development.

The characteristics of school administrator and teacher competency had a positive relation

and could jointly predict 46.10% of the three aspects of teacher competency with statistical significance

at the 0.01 level. These could be formed as the regression equations base on regression coefficient of

predictors as follows;

The Prediction Equation of Unstandardized Score

Y = 39.256 + 0.833 (X10

) + 0.668 (X8) + 0.587(X

3)

The Prediction Equation of Standardized Score

Z(Y) = 0.285 Z (X10

) + 0.269 Z (X8) + 0.191 Z (X

3)

Keywords: The Characteristics of School Administrator, Teacher Competency

8 1 - 2557 73

[3] [6] 2545-2549 [8]

(Knowledge) (Skills) (Ability) (Other Characteristics) 6 1) 2) 3) 4) 5) 6) [ 9 ] 1 1 [9] 11

8 1 - 255774

[9] 6 .. 2542

1. 1 2. 1 3. 1

1. 1 1,650 [4] 313

2. 2.1 1 11 1) 2) 3) 4) 5) 6) 7) 8) 9) 10) 11) 2 .2 (Functional Competency) 3. (Questionnaire) 1 (Check list) (Rating Scale) 5 2 3 1 4. 1 5. (f) (%) (X) (S.D.)

8 1 - 2557 75

1. 2. 1 1 0.01 3. 1 3 0.679

.. 2552-2554

2(2553-2555) :

8 1 - 255776

(..2552-2561) 1 [1] [2] 3 11 1

[5] ... .. 2542 ( 2) .. 2545 [2] [7] 2

8 1 - 2557 77

1 [9]

2 / / [10]

1. 2. 3.

8 1 - 255778

1. 2.

[1] . . () . 2555.[2] . () 2 : .[3] . . : . 2551.[4] . . 230402 . 2553.

[5] . : . 2554.[6] . . : . 2543.[7] . 2. . . . 2548.[8] . .. 50,1 (..- .. 48) 1-4. 2550.[9] . . : . 2545.[10] . . : . 2554.


15 2The Administrators Role For Improvement In The Educational Management Of School In Educational Network Center 15, Under The Office Of Sakonankon Primary Educational Service Area 2 1) 2)

Chayanich Rattanawannee1) and Thanomwan Prasertcharoensuk2)1)

Department of Educational Administration, Faculty of Educational, Khon Kaen University 2)


1)

15

2 2)

3)

16 153 169

1)

2)

3)

.05 4)

1)


8 1 - 255780

2)

3)

: ,

Abstract

The objectives of this research were: 1) to study the Administrators Role for improvement in the

Educational Management of School in Educational Network Center 15, under the Office of Sakonankon

Primary Educational Service Area 2, 2) to study the relationship of the Administrators Role affecting the

Improvement of the Educational Management of School, and 3) to study guidelines for Improvement in

the Educational Management of School. The population in this study consisted of 16 school administrators,

and 153 teachers, total of 169 persons. The instruments included the Questionnaire, and Focus Group

Discussion. Data were analyzed by using computer program for calculating the Frequency, Percentage,

Standard Deviation, and Pearson Correlation Coefficient. The research findings found that: 1. For

overall and each aspect of the Administrators Role, found that the first 3 orders of practices were in

High level including: the academic leader, the supporter, and the cooperator. 2. For overall and each

aspect of the Educational Management of School, found that the practices were in High level ranking in

order as: the network group usage, the success and Education in higher level, the support for learning

management based on curriculum, and the staff management. 3. The relationship between the

Administrators Role, and the Improvement in the Educational Management of School, was between

0.330-0.994, there was positive relationship at .05 level in every aspect. 4. The guidelines for the

Improvement in the Educational Management of School, found that: 1) in the Technology Supporter,

the production and development of Technology Media in the usage of instructional management in

communication to be update, should be enhanced. The development of staffs who would be responsible

for taking care as well as using the Technology efficiently, should be performed. 2) The Motivator, the

current situation, problem, and need of teachers and students, should be studied. Teachers should

be promoted to obtain knowledge and skill in professional development. The staffs efficiency and

quality of work should be regularly evaluated and recognized. 3) In the Vision Persons, the administrators

potentiality should be developed to obtain knowledge, competency, and skill in management by

participating in the training, seminar, and studying in higher level, learning from the experts, media, and

knowledge sources. Furthermore, continuous self development should be planned in order to keep pace

with the changes throughout the time.

Keywords: Administrators Role, Improvement In The Educational Management of School

8 1 - 2557 81

[9] [7] [1] [9]

[7] [4] 2 15 2 15

8 1 - 255782

5 [10] Ordinary Nat iona l Educational Test (O-Net) 2554 2555 12 [11]

1. 15 2 2. 15 2 3. 15 2 (Survey Research) 1. 2 16 153 169 2. 10 1) 2) 3) 4) 5) 6) 7) 8) 9) 10) 4 1) 2)

3) 4) 3. 3.1 3 1 (Checklist) 2 (Ratting Scale) 5 3 (Ratting Scale) 5 3.2 (Focus Group Discussion) 10 19, 26 .. 2556 09.00-11.00 . 5 2556 13.00 -15.00 () 4. (Content Validity) 3 IOC (Index of Item-Objective Congruence) 0.67-1.00 (Tryout) (Reliability) 2 18

8 1 - 2557 83

10 2 30 0.84 5. 2 5.1 169 100 5.2 (Focus Group) 19,26 .. 2556 09.00-11.00 . 5 2556 13.00-15.00 ( ) 6. 6.1 6.2 1. 1.1

1.2 0.330-0.994 0.05 1.3 1) 2) 3) 2. 2.1 [3]

8 1 - 255784

[12] [10] [8] : 2. 15 2

[5] [8] : 3. (Focus Group Discussion)

8 1 - 2557 85

[7] [6] 5 (SWOT) [2]

[1] . . : (...). 2546.[2] . . : ... 2550.[3] . : . , 1, 2. 2541.[4] . . : . 2552.[5] . . . 2552.

8 1 - 255786

[6] . . : . 2540.[7] . . : . 2542.[8] . : . . 2550.[9] . . : . 2547.

[10] 2. . 12 2555 http:/ www.sakon2.go.th/main/ 2555.[11] 2. . : . 2556.[12] . .: . 2546.


The Operation of Building Places Environment and Safety Standards of Child Development Centers under Local Administration Municipality Mueng Nakhonratchasima Province 1) 2)

Chit Hansongkram1) and Paiboon Jeamponk2)1)

Department of Educational Administration, Faculty of Educational, Suan Sunandha Rajabhat University, 2)

Assistant Professor, Department of Science and Environment, Science and Technology, Suan Sunandha Rajabhat University

42

42 84

10

1.

2.

2.1)

2.2)

2.3)

:

Corresponding author. Tel: Mobile +66 (0) 8725-6702-6


8 1 - 255788

Abstract

The purpose of the study was the condition operation administration and determine development guidelines

of operation administration of building places environment and safety standards of child development

centers under Local Administration Municipality Mueng Nakhonratchasima province. Population used

in this research is the director of child development centers 42 people and teacher 42 people altogether

84 people. Research used questionnaires and in depth interview with the director of child development

centers altogether 10 people.

Results

1. The operation administration of building places environment and safety standards of child development

centers under local administration municipality mueng Nakhonratchasima province in the overall is in

high level.

2. The development guidelines of operation administration of building places environment and safety

standards of child development centers should operation that 2.1) Arrangment : Should have the meeting

for child-care teachers of Child Development Center take part in present the guidelines to correct working

in plan. 2.2) Used : Should take the teacher response about the cleaning and manage place for used

in room. 2.3) Evaluation: Should beg the budget from the local administration municipality, community

and parent for manage repair classroom building that used a little budget.

Keywords: Environment and Safety / Child Development Center

2550 14 10 281 290 .. 2542 41 .. 2542 16 (9)

.. 2544 [6] () .. 2544

8 1 - 2557 89

.. 2551 (.. 2552-2561) (, 2553, ) 6 (1) (2) (3) (4) (5) (6)

[1] (1) (2) (3) [6]

8 1 - 255790

1. 2.

1. 2.

1. 1.1 42 42 2555 84 1.2 2555 10 (Purposive Sampling) 1) 10 2) 2. (Survey Research)

3. 2 3.1 3.2 4. 4 .1 2 4.2 10

8 1 - 2557 91

5. 5.1 (Code) (Percentage) (Mean) (S.D.) 5.2 (Content Analysis)

1.

2. 2.1 (1) (2) 2.2 (1) (2) 5. 2.3 (1) (2) (3) (4)

8 1 - 255792

3 [1] [10], [2], [5], [3]

[8] [6] [9]

8 1 - 2557 93

[1] [1]

1. 1.1 1.2 5. 1.3 2.

8 1 - 255794

[1] . . 2553.[2] . . . 2553.[3] . 5 . . 2553.[4] . . . 2553.[5] . 5 3-4 1-7. . 2553.

[6] . . . 2550.[7] . . . 2549.[8] . 2547/2548 . : . 2549.[9] . . . 2550.[10] . . . 2550.


The School Administrators, Participatory Management for Improving The Students, Achievement in Schools Under Khon Kaen Provincial Administrational Organization 1) 2)

Chitpol Suwannapa1) and Thanomwan Prasertcharoensuk2)1)


Associate Professor, Department of Educational Administration, Faculty of Educational, Khon Kaen University

1)

2)

2

2555 114

(Percentage) (Mean) (Standard Deviation)

(Content Analysis)

Corresponding author. Tel: Mobile+66 (0)8777-4742-5

E-mail address: Chit_polsu@ hotmail.com

8 1 - 255796

1.

2.

:

Abstract

The objectives of this research were: 1) to study the participatory management level of school

administrators in Schools, under jurisdiction of the Khon Kaen Provincial Administrative Organization,

2) to study the guidelines for participatory management of school administrators for improving the

students learning achievement in Schools, under the Local Administrative Organization. The target

group using in this study consisted of 114 school administrators and teachers practicing in schools

under jurisdiction of Khon Kaen Provincial Administrative Organization, during the second semester

in academic year 2012. The instrument using for data collection consisted of the Questionnaire, and

the Interview Form. The statistic for analyzing data included the Percentage, Mean, and Standard

Deviation. Data were analyzed by using the Computer, and Content Analysis was performed from the

Interview.

8 1 - 2557 97

The research findings found that:

1. The Participatory management for improving the learning achievement in Schools, under jurisdiction

of the Khon Kaen Provincial Administrative Organization, in overall, it was in High level. Considering

each aspect, found that it was in High level in every aspect by ranking in order from high to low

as follows: 1.1) the Trustworthiness, 1.2) the Decentralization and empowering for decision making,

1.3) the Commitment and sense of belonging in work unit, 1.4) the complete, correct, and up to date

information given for every one collaborating in decision making , 1.5) the Collaboration in determining

the objective and goal, and being responsible for implementation, and 1.6) the Freedom for being

responsible and ability for self care respectively.

2. The guidelines for school administrators Participatory management, found that: 2.1) in school

management, the administrators world lire to emphasize on Participatory Principle by determining the

role as well as responsibility of each one in school based on work management structure of school, 2.2)

the decentralization should be provided for practitioners by considering ones knowledge, competency,

skill, and need, 2.3) the objective and goal determination, world to be obtained from brainstorming

by every section, 2.4) the friendly climate should be developed, the good, reasonable, and useful opinion

for school, should be accepted and followed, 2.5) the advice should be provided by focusing on two

way communication, team work, 2.6) the seniority should be focused on, 2.7) the teachers should be

given opportunity to search for new model or technique in developing their work, 2.8) the creative work

discussion should be performed, full potentiality should be used in work, the teachers would make

decision with self confidence, and have their morale, be able to specify their work activity by themselves,

and have freedom in determining the rules for measurement and evaluation in work performance, they

would feel that the school was liked their second house and want to be school owners as well as

developed school and students 2.9) the staffs should be enhanced and promoted to progress on their

role and duty, those who dedicated themselves should be recognized, 2.10) the library and computer

should be provided service for community during weekend, 2.11) the correct, complete, and up to date

information should be provided by conference, document, both of vertical and horizontal information

should be disseminated through the school Website, information service in order to be used as information for

decision making, shared responsibility in good and bad result so that the learning organization would

be occurred and lead to the improvement in students learning achievement.

Keywords: Participatory management

8 1 - 255798

[7] [6] [1] [8] (Ordinary National Educational Testing: O-NET) 2554 50 [11]

1. 2.

1. (Mixed Method Research) 2. 19 95 2 2555 114 3. 3.1 2 1 (Checklist) 2 3.2 (Semi Structured Interview)

8 1 - 2557 99

4. 4.1 114 100 4.2 5. 5.1 1) (Frequency) (Percentage) 2) (Mean) (Standard Deviation) 5.2 1.1

1.2 1) 3 2 ) 3

8 1 - 2557100

3) 3 4) 3 5) 3

6) 3 1.3 1) 2) 3)

8 1 - 2557 101

4) 5)

1. [3] 2C 1R (Credibility,Caring, Risk)

2. [4] [12] 3. [9]

8 1 - 2557102

4. [5] 5.

[2] 6.

8 1 - 2557 103

Robbins, S.P. and Judge. [10]

1. 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8

8 1 - 2557104

1.9 2. 2 .1 2.2 2 .3 2.4

[1] . . : . 2545.[2] . . . 2548.

[3] . TRUST= . . 6 2554 http://swis.act.ac.th/ html_edu/cgi-bin/act/main_php/print_ informed.php?id_count_inform=118. 2551.[4] . .. 2542. : [ ...]. 2544.[5] . .: . 2542.[6] . . , 12 (114), 5-9. 2545.[7] . . : . 2542.[8] . . : . 2542.[9] . , : . . 2552.[10] Robbins, S. P. and Judge, T.A. Organizational Behavior. 12th Ed. New Jersey: Person Education. 2007.[11] (). . (). : http://www.niets. or.th/. 2554.[12] . 2544 . : . 2545.


The Development of a Web-based Constructivist Learning Environments Model to Enhance Analytical Thinking Ability in Science Learning of Primary Students 1) 2)

Choosit Tinbut1) and Paisan Suwannoi2) 1)

Department of Educational Technology, Faculty of Educational, Khon Kaen University2)

Associate Professor, Department of Science Education, Faculty of Educational, Khon Kaen University

1)

2)

3)

3 (Model development)

(Model validation) (Model use)

4, 5 6 20

2 2555

1. 1

2 (Related Case) 3 4

(Resource) 5 ( Scaffolding ) 6

(Cognitive tools) 7 8

Graphic organizers

Corresponding author. E-mail address

8 1 - 2557106

2.

3.

.05

:

Abstract

The purposes of this research were 1) to design and develop constructivist web-based learning

environments model to enhance analytical thinking ability in science learning of primary students,

2) to examine the quality of the model and 3) to examine the result of the model on students

analytical thinking ability. The research design of this study was Type II developmental research

( Richey and Klein, 2007) including 3 phases: 1) the model development, 2) the model validation,

and 3) the model use. Both quantitative and qualitative data were collected and analyzed. Mean,

standard deviation and t-test were employed to analyze students learning achievement and

analytical thinking ability. The result revealed that:

1. There were 8 major components of Constructivist web based learning environment model

to enhance analytical thinking ability in science learning of primary students : 1) Problem base,

2) Related case, 3) Collaboration, 4) Resource, 5) Scaffolding, 6) Cognitive tools , 7) Analytical thinking,

8) Graphic organizers

2. Inspection of intermal validation conducted by specialists found model appropriateness at

high level ,while the extermal inspection through trial reveal that the developed model was as

efficient a specified criterion.

3. The students analytical thinking ability in science learning, after learning with the developed

model, was found higher than before learning with statistical significance at the 0.05

Keywords: C0nstrutivist Learning Environments Model, Ability,Primary Students

8 1 - 2557 107

[1] [3] 24-25 2556 4 [4]

[5] [2] Pazioto poulos, A.And Kroll M. [9] Hooked on thinking Bloom,B.S. [7]

8 1 - 2557108

3 1) 2) 3) [6] 1. 2. 3.

1.

(Web board, Chat) 1) (Problem base) 2) (Related case) 3) 4) (Resource) 5) (Scaffolding ) 6) (Cognitive tools) 7) 8) Graphic organizers 2. Bloos,B.S. [7] 4 3 3.

1. 2 2555 20 2. (Developmental Research) Type II 3

8 1 - 2557 109

2.1 1 (Document Research) (Survey Research) (Case study) 2.2 2 (Pre-Experimental Design) (One Group Pretest Posttest Design) 2.3 3 (Pre-Experimental Design) (One Group Pretest Posttest Design) 3. 3.1 30 3.2 40 14 13 13 1) [7] 4 40 2) (Index of Objective Congruence: IOC) 3 +1 0 -1

4. 4.1 (Pretest) 4.2 12 2 4.3 (Posttest)

1. 8

8 1 - 2557110

2. 1) 8

N Mean Rank Sum of Ranks Z

30 15.50 465.00 4.834

* = p < 0.01

1

0.01

2

N Mean rank Sum of Ranks Z

20 10.50 210.00 3.972*

20 10.50 210.00 3.976*

18 9.50 171.00 3.789*

20 10.50 210.00 3.951** = p < 0.01

2

0.01

2) 3) (Links) 4) 3 30 Wilcoxon Signed Ranks Test 1

1

3.

Wilcoxon

Signed Ranks Test 2

8 1 - 2557 111

1. 1) 2) 3) 3 Bloom, B.S. [7] ID Theory 1 2.

1. 8 2.

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8 1 - 2557112

[4] . 2551. : 5. 2551.[5] . 1. . : . 2547.[6] . 1. : . 2545.

[7] Bloom, B.S. Taxonomy of education objective handbook 1: Cognitive Domain. 17 th edition. New York: David Mackay. 1956.[8] Jonassen, D. H. Designing consructivist learning environments. In C. M. Reigeluth (Ed.) Instructional design theories and models: A new paradigm of instructional theory (Vol. II), New Jersey: Lawrence Erlbaum Associates, 215-239. 1999.[9] Paziotopoulos,A. And Kroll M. Hocked on Thinking. Journal of The Reading Teacher. 57 (7), 672-677. 2004.


3The Learning Outcome of Grade 9 Students by Problem Based Learning and Open - endedQuestion Instruction on Topic Life and Environment 1) 2)

Thitaporn Pimjun1) and Kongsak Thatthon2)

1)

Department of Curriculum and Instruction, Faculty of Educational, Khon Kaen University2) ,

Associate Professor, Department of Environmental education, Faculty of Educational, Khon Kaen University

3

(PBL) 3

15 2 2555

12 2 6 1)

3

(PBL) 2) 2 3) 4)

5) 6)

(X) (X) (SD)

3

3

70.93 73.33

70

: , ,

Corresponding author. Tel: Mobile+66 (0)8-8360-1380E-mail address: Pimjnn_2123@ hotmail.com

8 1 - 2557114

Abstract

The purposes of this research were: to investigate the analysis and to synthesis thinking, tasks (project

plans) and achievement of grade 9 students on the topic of Life and Environment who were taught by

Learning Problem-Based (PBL) plus Open-ended Question plans. The population were 15 of grade 9

students in the second semester of academic year 2012 at Koksaatwittayaschool, Chaiyaphum province.

The targets were 12 students which were selected by purposive sampling then divided into 2 groups

of 6 people. The research instruments were 1) lesson plans of problem-based (PBL) plus Open-ended

Question on the topic of Life and Environment Resource Conservation 2) two digital video recorder

cameras 3) field note record form for the researcher and the research assistants 4) informal interview

5) the task quality evaluation form, and 6) the achievement test. The protocols and project plans observation

were employed in analyzing the characters of thinking. The quality of students project plans by mean

(X) and the achievement test were analyzed by mean (X) standard deviation (SD) and percentage. The

results revealed that: 1) The students performed three aspects of analysis thinking as follows: analysis

of principles, elements and relationship. They performed three aspects of synthesis thinking as follow:

synthesis of text, program and relationship. 2) The students can synthesis project plans at a high level

(good quality). 3) The average student achievement scores and number of students were at 70.93 and

73.33 percentage respectively, passed the setting criteria at 70 percent.

Keywords: Protocol, Analysis thinking, Synthesis thinking

.. 2542 ( 2) .. 2545 4 24(2) 24(3)

[1] (Cognitive Process) [15] TIMSS 2007 2

8 1 - 2557 115

[7] PISA OECD 47 49 65 42.8 [13] 25492551 4 2.70 5 2.67 [2] 2 .. 2552 4 55 [18] (PBL) [4], [6], [8], [16], [17] POE, 5Es [9], [11], [3], [12], [14] [10]

3

3

1. 6 1) 2) 3) 4) 5)

8 1 - 2557116

6) 2. 3. 4. 4 25 5. Bloom [20] 3 6. Bloom [20] 3 7. 5

8. 9. 4 10. . 4 3 3 1 1.00 1.50 , 1.51 2.50 2.51, 3.00

1. (Mixed Method) 2. 3 2 2555 15 (Purposive Sampling) 12 2 6

8 1 - 2557 117

3. 1) 3 5 15 2 ) 25 3) 2 4) 5) 6) 7) 4. 1) 5 6 1

2) 3) 4) () 5) 25 40 5. 1) 25 (S.D.) 2) (1) (2) Bloom 1 (3) 2 3) 4

8 1 - 2557118

1. 70.93 70 73.33 70 2. 2 Bloom (1976) 3 2 1 10 38.46 2 32 47.76 1 1

3.

2

3

Bloom Benjamim[20]

1

13 59.09

2

7 58.33 2

2

4.

4

1

2.62 2

2.06 3

3

4

1.

70.93

73.33

70

[4],

[6], [8], [16],

[17]

2.

8 1 - 2557 119

[3], [14],

[11], [9], [12]

[10]

2.

4

2 1

2.62

87.50 2

2.06

68.75

1

2

[5], [11],

[9],

[2]

3

[1] .

.. 2542

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.

2546

[2]

.

(.. 2549 -2553)

.

2549 -2551. 17

2555 http://www.thai-school.net. 2552.

[3] .

3

7 (7Es) .

. 2554.

[4] .

4

(PBL).

. 2555.

8 1 - 2557120

[5] .

5

.

. 2544.

[6] .

-

5

.

.

2554.

[7] .

(Trends in Inter

national Science Stuty 2007).

: . 2552.

[8] .

4.

. 2554.

[9] .

5

5 (5Es)

.

. 2554.

[10] .

.

:

. 2549.

[11] .

5

.

. 2554.

[12] .

5

4.

. 2554.

[13]

. PISA 2009

.

: . 2554.

[14] .

.

.

2554.

8 1 - 2557 121

[15] .

.

. 2550.

[16] .

4

.

. 2554.

[17] .

4

.

. 2554.

[18]

().

. :

(). 2552.

[19]

.

. : .

2550.

[20] Bloom, Benjamin S. Handbook on

Formative Evaluation of Student Learning.

New York: McGraw Hill book. 1976


20The Relationship between the Leadership Style and School Effectiveness in School Underthe Office of Secondary Educational Service Area 20 1) 2)

Duangjai Boonla1) and Saowanee Treeputharat2)

1)

Department of Educational Administration, Faculty of Educational Khon Kaen Universiy2)

Associate Professor, Department of Educational Administration, Faculty of Educational Khon Kaen Universiy

1)

20 2)

20 3)

20 451

0.98

20

1. 20

2. 20

Corresponding author. Tel: Mobile+66 (0)8-4602-2159E-mail address: Nicro_pix@ hotmail.com

8 1 - 2557 123

3.

20

5

69.9

: ,

Abstract

The objectives of this research were:

4-2-58_ส่งโรงพิมพ์ วารสารศึกษาศาสตร์ มข...

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