Needs Assessment and Guidelines on Supervision Special Classroom Project in the Three Southern Border Provinces : A Case Study of School with Science and Mathematics Program in Target Area of Pattani Province
Keywords:
Needs Assessment, Supervision, Science and Mathematics Program Destination SchoolAbstract
This mixed methods research aimed to study 1) priority of need assessment on supervision special classroom project in the three southern border provinces : a case study of schools with science and mathematics program in target area of Pattani Province 2) guidelines on supervision special classroom project of these school. The samples are more teachers, school administrators, students and administration committees. The research instruments were questionnaire and semi-structured interview. Data were analyzed by using and thematic network analysis. The results were summarized as follows: 1) the priority of needs assessment on supervision were instructional supervision in the real situation, coaching consultancy, collaboration network between school and university respectively. 2) This study suggested that in order to supervise school during unrest situation, it is necessary that the supervisors employ information technology innovation system.
References
Boonpitak, S. (2014). Forms of Teacher Development for Research on developing Sufficiency economy study in lower secondary education.
Boonsawat, W. (1995). Educational Supervision Principles. Bangkok: Art Graphic.
Chaiyaso, P. et al. (2010). Research Report on The development of innovation promotion for Educational Internship Network, Faculty of Education, Kasetsart University. Office of the Education Council.
Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research. (2nd ed.). Thousand Oaks, California: Sage.
Glickman C. & Bey T. (1990). Handbook of Research on Teacher Education. New York: McMillan.
Jennifer, AS. (2001). Thematic networks: an analytic tool for qualitative research. Journal of Qualitative Research. 1(3), 385-405.
Jung, H. J. (2014). Ubiquitous learning: Determinants impacting learners’ satisfaction and performance with smartphones. Language Learning & Technology, 18(3), 97-119.
Kanjanawasee, S & Pitayanon, T & Srisuko, D. (2008). Selection of appropriate statistics for research. (5th edition). Bangkok : Chulalongkorn University Printing House.
McIntyre, J. D. & Myrd, D. M. (1996). “Preparing Tomorrow Teacher: The Field Experience.” Teacher Education Yearbook. California:Corwin Press Inc.
Phongsri, P. (2006). Educational Research. Bangkok : Tiemfa Printing.
Prince of Songkla University. (2016). Integration Plan for Solving Problems in the southern border provinces. Prince of Songkla University.
Rahimmula, C. (2005). Crisis in the Southern Border Provinves. Bangkok: The Asia Foundation, pp. 7-8.
Rakwong, M. (2003). The Problem of Student Teachers. Journal of Education Prince of Songkla University. 15(1) : 95-104.
Rodraengkha, W. (2010). The roles of educational Supervisor during the internship of Pre-service Teachers.
Sakamura, K., & Koshizuka, N. (2005). Ubiquitous computing technologies for ubiquitous learning. In Wireless and Mobile Technologies in Education, 2005. WMTE 2005. IEEE International Workshop on (pp. 11-20). IEEE.
Sungtong, E. (2008). Research Report on Muticultural Leadership of Public School Principals in the Three Southern Border Provinces. Prince of Songkla University.
Thailand Development Research Institute. (2012). Research Report on the study of Manpower Needs for the country’s plan for Personnel Production and development.
Vladoiu, M., & Constantinescu, Z. (2011). U-learning within a context-aware multiagent environment. arXiv preprint arXiv:1101.3836.
Wongwanich, S. (2005). Needs Assessment Research. Bangkok : Chulalongkorn University Printing House.
Downloads
Published
Issue
Section
License
บทความทุกบทความเป็นลิขสิทธิ์ของวารสารคณะศึกษาศาสตร์ มหาวิทยาลัยเกษตรศาสตร์ วิทยาเขตบางเขน
วารสารศึกษาศาสตร์ปริทัศน์ (Kasetsart Educational Review)
