A Comparison of Teaching Efficacy, Commitment to Teaching Profession and Satisfaction with Program Effectiveness of Teacher students under the 5 Year-Program Curriculum and those under the 4+1 Year Program Curriculum

Abstract The problems of teacher qualities have been taken into consideration for a decade in Thailand. It's the reason why to change the policy of teacher preparation by revising the curriculum of teacher production from the 4 year-program to 5 year-program and 4+1 year-program. The purpose of this research was to compare the results of the curricula of teacher productions on teaching efficacy, commitment to teaching profession and satisfaction with program effectiveness of the teacher students under both curricula with different fields. Participants included 322 Thai teacher students in 12 universities. MANCOVA reveals that when GPAX score is deleted both curricula the teacher students studied are different and different fields (science and social sciences) are not correlative. The tests of between-subjects effects appear that the teacher students under 5 year-program curriculum has higher in all variables and all majors

Model Development for Inclusive Education Management: Practical Guidelines for Inclusive Schools

Inclusive education is a central step of education management in the new millennium: it, allow every child to learn, which is a human right. Education management for the children who have special needs is based on a belief that every of them has capability and potential to learn and develop if appropriate learning opportunities are granted. This study aims to answer the following research questions: 1) What are the current status of, problems of, and needs for inclusive education in Thailand ? 2) What are the inclusive best practices in other countries ? 3) How can this body of knowledge be applied to Thailand’s inclusive schools ? The researcher is therefore interested in investigating and developing the inclusive education model for the entire school system. This is accomplished by conducting research and applying development design, using mixed methods and both quantitative and qualitative approaches (John W.2007). The results of this study will yield the following expected benefits of: 1) Acquired knowledge on the current need for inclusive education in mainstreaming schools, The problems will be clearly identified, leading to a plan for the development of an effective inclusive education model relevant to the actual situation in schools. 2) A body of knowledge from the inclusive best practices in other countries, applicable to Thailand’s core mainstreaming schools; and 3) An inclusive education model that will benefit children with special needs, teachers, school administrators, parents, communities, and special needs education management organizations in Thailand. Keywords: Inclusive education management, Inclusion, Mainstreaming school pilo

Teacher Training through School-Based Program in Participatory Learning Promotion

Abstract This research aims to study the learning of teachers and teaching behavior change of those trained to teach life skills and attitudes to AIDS prevention, to study factors and conditions of teacher development in training form through school-based program, and to create an indicator of success in teacher training through the School-based Program. The research is a kind of mixed method research treated by an investigation into the questionnaires of the samples including 22 educational supervisors, administrators and teachers under 22 school programs and 4 of which selected for participating observation, deep interview, and focus group. The results show that there are five factors effecting the efficacy of teacher training through school-based program: 1) readiness of the school, 2) external school factor, 3) good training plan, 4) training process, 5) supervision process of supervisors. The learning of teachers trained is classified into 4 phases: 1) Trial and error in teaching and learning activities through PL process, 2) Confronting classroom problems related to students' learning behaviors and teachers' teaching roles, 3) Improved knowledge and understanding on learning management process and 4) A change of teaching and learning behaviors to PL

Development of Honesty Indicators for Elementary School Students

Promotion of learner to be honest is an important thing which can cause organization of learning in the school and can develop learners in term of desired characteristics can live with others happily. Thus this study aimed to develop indicators of the honest and make questionnaire in honest. The sample consisted of 600 second interval students under the Office of Nongbualamphu Educational Service Area Zone 2 for quality in the second semester of the academic year 2014, obtained using the multi-stage random sampling technique. The instruments were an open-ended questionnaire and a questionnaire on indicators of the honest for second interval students. The collected data were analyzed by using the basic statistics. The exploratory factor analyses were analyzed by using a statistical package. The result of the study revealed that the confirmation factor had weights of a indicators of the honest for second interval students were ranging 0.862- 0.953 at the .01 level of significance. The component weights were in this order from the most to the least weights: the honest to other people, the honest to themselves, the honest to responsibility, the honest to community and the honest to themselves social with component weights of 0.953, 0.946, 0.923 and 0.862, respectively. Each components of the honest in different aspects had covariance with the honest indicators of second interval students. That was, the component in terms of the honest to other people had the most importance while the component in terms of the honest to community and social had the least importance of the honest. There was the goodness of fit index between the model and the empirical data with Chi-square of 109.178, P - value = 0.0626 at degrees of freedom (df) of 88, CFI = 0.998, RMSEA= 0.020, SRMR= 0.016 and ÷2 /df = 1.2406 showing that the model had a construct validity and there were questionnaires in honest that had 4 components and 96 items of questionnaires

The Development of a Program for Evaluation Information and Communication Technology Literacy for Secondary Students

Evaluation of information technology and communication of secondary students is an evaluation of literacy, attitudes and practices concerning information technology and communication, which is a significant evaluation that enables teachers and relevant personnel to obtain correct information in order to improve the learning process and to enhance quality information technology and communication literacy. This research work aims to develop an evaluation program for information technology and communication for secondary students. The research was divided into 5 stages which were Stage 1) to study and analyze concepts and theories concerning the evaluation of information technology and communication literacy of secondary students and to interview 10 experts, Stage 2) to develop the criteria and indicators for information technology and communication literacy of secondary students, the criteria and indicators of which were drafted by the frameworks synthesized from documents and interviews with experts and presented to 5 experts for the consideration of relevance among indicators and criteria, Stage 3) to create an evaluation program for information technology and communication literacy of secondary students by using the indicators to create evaluation forms and to develop the evaluation program for information technology and communication literacy under digital environment, Stage 4) to test and improve the efficiency of the evaluation program for information technology and communication literacy of secondary students, the sample group of which included 2 schools, and Stage 5) to evaluate the information technology and communication literacy of the secondary students in the sample group. The tools used for data collection in this study were interview forms, an evaluation program for information technology and communication literacy, program evaluation forms for experts and evaluatees, program design evaluation form for experts and satisfaction evaluation forms of the evaluatees. The statistics used to analyze the data were standards statistics which were percentage, average and standard deviation. The findings revealed that: 1. The study of concepts and principles concerning information technology and communication literacy of secondary students consisted of 7 components which were definition, access, management, integration, evaluation, creation and communication. 2. The evaluation of information technology and communication literacy of secondary students consisted of 22 indicators with 7 main components. The evaluation criteria were completely developed by the experts. 3. The evaluation of information technology and communication literacy of the secondary students under the digital environment evaluated literacy, attitudes and practices. 4. The evaluation of information technology and communication literacy of the secondary students, implementation, evaluation of information technology and communication literacy of the sample group were mostly below the criteria, while the efficiency of the program was in a very high level. 5. The evaluation of information technology and communication literacy of the secondary student, according to the evaluation of the sample group, was mostly below the criteria, while the efficiency of the program and the satisfaction of the evaluates were in high levels