The document discusses a study on the performance of monks who teach morality in basic educational institutes in Thailand. It finds that the actual performance of the monks is lower than expected in most areas, except for teaching subjects that match their strengths. Monks, administrators, students, and parents generally agree that monks understand curriculum objectives and teach effectively. However, they expect improvements in curriculum understanding, use of evaluation tools, and teaching tailored to student needs. Suggestions include updating curriculum, increasing teaching hours, and better instructional materials.
Empowerement To Teacher By Participatory And Motivating Methodsinventionjournals
This document summarizes a study that aimed to increase the motivation and competence of teachers in implementing thematic learning methods through participatory and motivating approaches. The study involved empowering 10 teachers through various training activities while collecting data on teacher motivation and competence before and after the activities. The results showed that teacher motivation and competence increased slightly as a result of the empowerment program but the increases were not significant. Motivation had a greater influence on competence than the empowerment program. The study concluded that both teacher motivation and competence in implementing thematic learning are important to address, as motivation is easier to increase than competence.
The document discusses key concepts in curriculum development in the Philippine context, including definitions of curriculum, curriculum planning, and different approaches to curriculum development. It outlines two predominant schools of thought on curriculum development - the essentialist school which views curriculum as rigid and discipline-focused, and the progressive school which sees curriculum as flexible and learner-centered. The document also describes common steps in the curriculum development process, such as selecting objectives, content, organizing learning experiences, and evaluating outcomes.
This document discusses the difference between curriculum policy and the enacted curriculum in South African schools. It notes that while the government has introduced new curriculum policies aimed at improving education quality, there remain impediments between policy goals and practical implementation. Specifically, it argues that curriculum policy is often too prescriptive and does not adequately consider the needs and resources of all learners or allow for teacher autonomy. As a result, the enacted curriculum in classrooms sometimes fails to effectively build students' knowledge and skills as intended by policymakers. The author concludes that curriculum design should involve teachers and respond directly to the realities of teaching and learning to better scaffold student development.
Educ 605: DEMOCRATIC SCHOOL ADMINISTRATIONShin Tampus
Democratic education aims to instill democratic values like cooperation, respect, fairness and justice in students. It views students as active participants in their own learning rather than passive receivers of knowledge. Democratic education emphasizes student choice and control over their educational path through flexible, student-centered learning approaches tailored to individual student needs and interests. For education to be democratic, the administration must be adaptable to changing situations, flexible in how it deals with different people, and stable enough to achieve goals without disruption, maintaining educational stability for students.
Influences of the pedagogical content knowledge of graduate social studies te...Alexander Decker
This document discusses a study that investigated how graduate social studies teachers' pedagogical content knowledge influences the questions they set for senior high school students in Ghana. A mixed methods approach was used, collecting data from questionnaires, interviews, and analyzing teacher-created exam questions. The study found that while teachers said they aimed to develop students' conceptual understanding and problem-solving skills, there were differences between their stated assessment goals and what was actually assessed. Most questions focused only on lower-level cognitive skills like recall, rather than higher-order thinking. The document provides background on effective assessment principles and the importance of teacher questioning skills in developing student thinking.
This study aims to determine the effectiveness of the use of cognitive moral based on civics education teaching material in improving the moral judgement competence of the fifth grade elementary school students. This study is a quasi experiment using pretest-postest control group design. The subjects were 59 students of the fifth grade elementary school consisting of 31 students of experimental class and 28 students of control class. The treatment of the experimental class used cognitive moral based on civics education teaching material for about 8 weeks. Learning process in the control class is on the same material and time intensity, but they were not given a treatment. Technique of collecting data used is test. The test instrument consists of 25 multiple choice questions dominated by a moral dilemma. The result of independent sample t test shows that t value is higher than t table (2.161> 1.671). The results show that cognitive based civics education teaching material is effective in improving the moral judgement competence of the fifth grade elementary school students. The increasing moral judgement competence in the experimental class based on the acquisition score N-Gain 0.36 is the medium category.
The role of stakeholders in professional development of ece teachers in ka...Alexander Decker
This document discusses a study on the role of stakeholders in professional development of early childhood education (ECE) teachers in Kakamega County, Kenya. The study used a descriptive survey design and purposive sampling to collect data through questionnaires from 184 ECE head teachers and teachers, and interviews with 3 District Education Officers and 3 District Children's Officers. The findings revealed that the ECE sector is dominated by female teachers and most teachers meet minimum qualification requirements. However, the Ministry of Education and parents provide little funding for teacher professional development, and individual teachers fund their own training. The study concluded that stakeholders play a minimal role in professional development of ECE teachers.
National Professional Standards for Teachers draft by ncteThanavathi C
This document provides an overview of the draft National Professional Standards for Teachers (NPST) in India. It discusses the importance of establishing teaching standards to improve teacher quality and student outcomes. The key points are:
1. NEP 2020 mandates the development of NPST to attract high-quality teachers and empower them. NPST will establish standards for teacher roles, competencies, career progression, and performance evaluation.
2. NPST is intended to inform teacher education curriculum, career management, salaries, promotions and professional development. Compliance with NPST will be a requirement for teacher certification and career advancement.
3. The document outlines the evolving role of teachers and challenges they face. It emphasizes that teacher quality
Empowerement To Teacher By Participatory And Motivating Methodsinventionjournals
This document summarizes a study that aimed to increase the motivation and competence of teachers in implementing thematic learning methods through participatory and motivating approaches. The study involved empowering 10 teachers through various training activities while collecting data on teacher motivation and competence before and after the activities. The results showed that teacher motivation and competence increased slightly as a result of the empowerment program but the increases were not significant. Motivation had a greater influence on competence than the empowerment program. The study concluded that both teacher motivation and competence in implementing thematic learning are important to address, as motivation is easier to increase than competence.
The document discusses key concepts in curriculum development in the Philippine context, including definitions of curriculum, curriculum planning, and different approaches to curriculum development. It outlines two predominant schools of thought on curriculum development - the essentialist school which views curriculum as rigid and discipline-focused, and the progressive school which sees curriculum as flexible and learner-centered. The document also describes common steps in the curriculum development process, such as selecting objectives, content, organizing learning experiences, and evaluating outcomes.
This document discusses the difference between curriculum policy and the enacted curriculum in South African schools. It notes that while the government has introduced new curriculum policies aimed at improving education quality, there remain impediments between policy goals and practical implementation. Specifically, it argues that curriculum policy is often too prescriptive and does not adequately consider the needs and resources of all learners or allow for teacher autonomy. As a result, the enacted curriculum in classrooms sometimes fails to effectively build students' knowledge and skills as intended by policymakers. The author concludes that curriculum design should involve teachers and respond directly to the realities of teaching and learning to better scaffold student development.
Educ 605: DEMOCRATIC SCHOOL ADMINISTRATIONShin Tampus
Democratic education aims to instill democratic values like cooperation, respect, fairness and justice in students. It views students as active participants in their own learning rather than passive receivers of knowledge. Democratic education emphasizes student choice and control over their educational path through flexible, student-centered learning approaches tailored to individual student needs and interests. For education to be democratic, the administration must be adaptable to changing situations, flexible in how it deals with different people, and stable enough to achieve goals without disruption, maintaining educational stability for students.
Influences of the pedagogical content knowledge of graduate social studies te...Alexander Decker
This document discusses a study that investigated how graduate social studies teachers' pedagogical content knowledge influences the questions they set for senior high school students in Ghana. A mixed methods approach was used, collecting data from questionnaires, interviews, and analyzing teacher-created exam questions. The study found that while teachers said they aimed to develop students' conceptual understanding and problem-solving skills, there were differences between their stated assessment goals and what was actually assessed. Most questions focused only on lower-level cognitive skills like recall, rather than higher-order thinking. The document provides background on effective assessment principles and the importance of teacher questioning skills in developing student thinking.
This study aims to determine the effectiveness of the use of cognitive moral based on civics education teaching material in improving the moral judgement competence of the fifth grade elementary school students. This study is a quasi experiment using pretest-postest control group design. The subjects were 59 students of the fifth grade elementary school consisting of 31 students of experimental class and 28 students of control class. The treatment of the experimental class used cognitive moral based on civics education teaching material for about 8 weeks. Learning process in the control class is on the same material and time intensity, but they were not given a treatment. Technique of collecting data used is test. The test instrument consists of 25 multiple choice questions dominated by a moral dilemma. The result of independent sample t test shows that t value is higher than t table (2.161> 1.671). The results show that cognitive based civics education teaching material is effective in improving the moral judgement competence of the fifth grade elementary school students. The increasing moral judgement competence in the experimental class based on the acquisition score N-Gain 0.36 is the medium category.
The role of stakeholders in professional development of ece teachers in ka...Alexander Decker
This document discusses a study on the role of stakeholders in professional development of early childhood education (ECE) teachers in Kakamega County, Kenya. The study used a descriptive survey design and purposive sampling to collect data through questionnaires from 184 ECE head teachers and teachers, and interviews with 3 District Education Officers and 3 District Children's Officers. The findings revealed that the ECE sector is dominated by female teachers and most teachers meet minimum qualification requirements. However, the Ministry of Education and parents provide little funding for teacher professional development, and individual teachers fund their own training. The study concluded that stakeholders play a minimal role in professional development of ECE teachers.
National Professional Standards for Teachers draft by ncteThanavathi C
This document provides an overview of the draft National Professional Standards for Teachers (NPST) in India. It discusses the importance of establishing teaching standards to improve teacher quality and student outcomes. The key points are:
1. NEP 2020 mandates the development of NPST to attract high-quality teachers and empower them. NPST will establish standards for teacher roles, competencies, career progression, and performance evaluation.
2. NPST is intended to inform teacher education curriculum, career management, salaries, promotions and professional development. Compliance with NPST will be a requirement for teacher certification and career advancement.
3. The document outlines the evolving role of teachers and challenges they face. It emphasizes that teacher quality
This document summarizes research on the development of educational management and cultural integration in pesantren-based schools in Indonesia. The researchers explored how pesantren culture is integrated into the management and teaching-learning processes at several pesantren-based junior high schools in Indonesia. The findings showed that pesantren culture is integrated innovatively into every aspect of management to develop students' religious and academic knowledge as well as their character. The management of these schools is also in line with Indonesia's national education standards.
This article summarizes a study that examined factors affecting teacher involvement in guidance and counseling as a whole-school approach. The study interviewed 12 secondary teachers in Hong Kong about their understanding and involvement in student guidance. The interviews found that teachers play an important role in student guidance due to their daily interactions with students, but some teachers were unsure of their guidance responsibilities. The study highlights the importance of teacher involvement for effective whole-school guidance and counseling programs.
The Effect of Class Management to the Teacher Performance at Muhammadiyah Jun...inventionjournals
This study aims to explore: (1) the performance of teachers at Junior High School (SMP) Muhammadiyah in Medan; and (2) whether the class management influence on the performance of Muhammadiyah Junior High School teachers in Medan. Teacher is one important factor in the organization of teaching in schools. The performance of teachers in the school will be easier achieved if teachers can apply the function of class management properly. With the Class Management, the teacher is easy to see and observe any progress / development achieved by students, especially students who are classified as slow as well as facilitating the important issues raised for discussion in the classroom for the improvement of teaching in the future. Subjects were Muhammadiyah Junior High School teacher in the city of Medan with a total sample of 171 people. Sampling was done by proportional random sampling. The research method is the path analysis aimed at obtaining the effect of exogenous variables on endogenous variables. The results of this study are expected to provide benefits to the schools in order to improve the factors that can affect school performance. As an input for the interested parties, especially the Branch Manager and education affair of Muhammadiyah and generally the Educational Office of Medan, in order to improve the quality of schools
Faculty of Good Governance-Newsletter Sept-Dec 2014Kamala Kanta Dash
The document summarizes the Masters in Good Governance and Public Policy program at Sri Sri University. It discusses the vision and goals of establishing the program, which is to train leaders and public managers to address pressing policy challenges. It provides an overview of the program structure, which includes a 2-year MA degree and executive education programs. It also highlights some of the guest speakers that have participated in the program and the aims of combining governance, policy, and ethics training to develop informed and aware youth leaders.
Science education research emerged as an independent field about 40 years ago, with the goal of improving science education practices. Early studies compared different teaching methods in classrooms but were difficult to replicate given variations in classrooms and students. This led to new areas of research examining social contexts and relationships between students and teachers. Experiments are important for science learning but connecting observations to inferences can be challenging in classrooms where students are given specific observations and inferences. Research also found students hold their own conceptions about scientific phenomena that are resistant to change. Cognitive science models see knowledge as networks that differ between experts and novices in a domain.
Impact of ,social,economical,technological changes on educationsalman habeeb
- Education is impacted by social, economic, political, and technological changes. It both influences and is influenced by these factors.
- Education plays a key role in bringing about social change by making people aware of issues and the need for reform. It also prepares people for social changes.
- Economic factors like income levels, costs of education, and availability of loans influence access to education. Political decisions around education policy and funding also impact the system.
- Several government schemes over time have aimed to boost primary education, literacy, infrastructure, and inclusion in India through programs like DPEP, Mid-Day Meals, SARVA SHIKSHA ABHIYAN, and PRADHAN MANTHRI ADAR
This document presents the background and introduction to a research proposal on examining the impact of school leadership on student academic performance in schools in Rwampala County, Mbarara District, Uganda. It discusses the importance of academic achievement and the government's priority of improving performance in science and mathematics. The study aims to explore the relationship between school leadership and student outcomes in Ugandan secondary schools using a mixed-methods approach. It will examine different leadership styles, their impact on academic performance, and measures to improve performance. The document provides context on leadership theory and the need to understand leadership practices in everyday school settings.
*Introduction
Curriculum it is the blue print of an any educational programme.
*Definition
Curriculum development is the multi-step process of creating and improving a course taught at a school or university. While the exact process will vary from institution to institution, the broad framework includes stages of analysis, building, implementation, and evaluation.
*uses
1.Curriculum development allows teachers to take a thoughtful and methodical approach to determine what students will be required to learn.
2.Curriculum development takes care of the big-picture strategy required to successfully teach a course.
*Different Curriculum Process
Are there different curriculum development processes or models?
First, there are generally two types of curriculum models: the product model and the process model. The model you choose to follow will influence the steps you'll take to develop the course.
Entire textbooks have been written on these long-standing models, but here's a brief explanation of each to make sure everyone is on the same page:
Product model:
Also known as the objectives model, this model focuses on evaluations, outcomes, and results. It determines what learning has occurred. If you need to develop a curriculum that prioritizes standardized test scores, you'll need to adhere to the product model. Generally, this model is thought to be more rigid and more difficult to adapt to your students' unique needs, but it does provide quantitative learning assessments.
Process model:
This model focuses on how learning develops over time. There's an emphasis on how the students are learning, and what thoughts they have throughout the process. This approach is more open-ended and considers the overall growth and development of a student rather than their performance on an exam.
Consider the characteristics of each model as well as any institutional requirements you need to adhere to. You may already have a strong preference for one of the two! It is also possible to develop a curriculum that values both product and process.
Once you've determined what type of curriculum you want to create, it's time to choose an approach. There are three widely accepted methodologies for curriculum design:
1.Subject-Centered
This model emphasizes the specific skills and knowledge associated with a subject area. Most kinds of widely standardized curriculum fall under the subject-centered approach.
2.Problem-Centered
This approach aims to provide students with relevant real-world skills. Learners are taught how to look at a problem and come to a solution.Students still learn key skills and knowledge.
3.Learner-Centered
Learner-centered design emphasizes the needs and goals of each learner as an individual.
*Steps of Curriculum Developement
Generally, the steps to curriculum development will fall into a framework that mirrors many instructional design approaches. Each process looks something like this:
Analysis
Design
Selecting
Formation
Review
Organizational Justice and Academic Staff Performance among Public and Privat...ijtsrd
The organizational conflicts among employers and employees in tertiary institutions most especially public institutions has remained a recurring spike in Nigeria that undermine the overall performance of lecturers and students outcomes in the institutions. The specific objective of this research is to investigate the extent of significant differences in organizational justice among lecturers in public and private universities in relation to academic staff commitment in tertiary institutions in South South States in Nigeria which is also in line with the research question and hypothesis. The research adopted a descriptive survey research design, the population of the study is 400. Factorial analysis of variance was used to test hypothesis with the aid of Statistical Package for Social Sciences SPSS version 20. Cronbach alpha was used to test the reliability of the instrument. The findings revealed that there is level of significant differences in interactional justice in relations to lecturer students relationship between academic staff in public and private universities in South South Nigeria, in conclusion equitable distribution of resources, fair procedures for job decisions, with appropriate allocation of resources and fair communication of decisions will result in high academic staff performance towards higher academic excellence. The researcher recommends among others that management of both public and private universities should come out with supportive policies as a way of promoting interactional justice toward maintaining lecturer student relationship which can be done through integrating the philosophy of target education programme established in 1990 by Aumua and Drake 2002 . Musah Ishaq | Prof. Lilian O. Orogbu | Dr. Ndubuisi-Okolo Purity U. ""Organizational Justice and Academic Staff Performance among Public and Private Tertiary Institutions in South-South States of Nigeria"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-2 , February 2020,
URL: https://www.ijtsrd.com/papers/ijtsrd30205.pdf
Paper Url : https://www.ijtsrd.com/management/general-management/30205/organizational-justice-and-academic-staff-performance-among-public-and-private-tertiary-institutions-in-south-south-states-of-nigeria/musah-ishaq
Assessment of Prospective Teachers Attitudes towards Teaching Profession: The...iosrjce
Quality education is an indispensable instrument for national development. However the provision of
quality education depends largely on the quality of teachers. Similarly, teacher education programme is
designed to produce teacher with requisite training and sound professional background which requires a
favourable attitude and certain specific competencies. Therefore, the aim of this study is to investigate the
Northwest University, Kano prospective teachers’ attitudes towards profession of teaching. Field of study,
gender and level of study’s influence on their attitude were also examined. A descriptive survey design was
adopted with a sample of 220 prospective teachers selected using a stratified random sampling technique.
Professional Attitude Scale for Prospective Teachers (PASPT) constructed and validated by the researchers was
used to collect data. The data collected were analysed using descriptive statistics and Independent Sample t-test
to test the hypotheses at 0.05 level of significance. Findings revealed that prospective teachers have positive
attitude towards the profession. Similarly, asignificant gender difference was observed in their attitudes towards
the profession. However theresults further showed no significant difference in the prospective teachers’
attitudes towards the profession in relation to field of study and level of study.The implication is that,
thisfavourable attitude towards teaching profession will bring about professional competence in the future
practice.The study recommended among others, that further study should be conducted to investigate the factors
responsible for the favourable or unfavourable attitude of prospective teachers towards teaching profession
which will provide an insight on how stakeholders can bring attitudinal change towards the teaching profession.
Selected Head Teachers Leadership Styles and Their Influence on Pupils Academ...paperpublications3
Abstract: The Kenya Government has invested resources on Free Primary Education in order to improve on the pupil’s academic performance. Despite the high investment in training school heads, the performance in Kenya Certificate of Primary Education (KCPE) in many schools is still low especially in Tindiret Sub-County. This may be attributed to several influences of headteachers leadership styles among other factors. Poor academic performance in some schools has resulted to public outcry, protests by parents. This study investigated the extent to which selected headteachers’ leadership styles influences pupils’ academic performance. The study adopted descriptive research design. The target population comprised of 76 headteachers and 532 teachers in Tindiret Sub-County. Two-self-administered questionnaires were used to obtain data on headteachers’ and teachers’ perceptions on school leadership styles in relation to academic performance. Document analysis of KCPE results gathered information about the school KCPE performance from 2011 to 2014. The results of the study’s findings were that, the autocratic and laissez faire leadership styles had significant negative relationship with school performance in schools. Democratic and transformational leadership styles had significant positive relationship (p<0.05) with academic performance of schools. The study recommends that school head teachers to involve other stakeholders in decision making, they should involve teachers and pupils in setting school targets, they should hold regular meetings and champion the application of transformational leadership ideals.
A Study on Moral Qualities and Academic Achievements of High School Studentsijtsrd
This study found that Moral qualities and Academic achievements of high School Students A sample of 300 high school students participated in the study. Whilst high school education are able to determine students academic abilities on enrolment limited attention has been given to other qualities. Although there is an understanding of the qualities desired in the high school students, to date there has been limited exploration of high school students personal qualities as they enter high school class and whether these change over time. Practical implications, limitations, and future research directions are discussed. Ms. R. Brindha | Mr. K. Somasundaram ""A Study on Moral Qualities and Academic Achievements of High School Students"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-4 , June 2019, URL: https://www.ijtsrd.com/papers/ijtsrd25134.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/25134/a-study-on-moral-qualities-and-academic-achievements-of-high-school-students/ms-r-brindha
EFFECTS OF PRINCIPALS’ PROVISION OF TEACHING AND LEARNING MATERIALS ON STUDEN...ijejournal
This document summarizes a study that evaluated the effects of principals' administrative strategies on student performance in mathematics in secondary schools in Meru County, Kenya. The study found that:
1) The majority of principals provided some teaching and learning materials to teachers and students, but support for seminars, workshops and other teacher training was limited due to low budgets.
2) Provision of textbooks and other learning resources, as well as financial stability, had a significant positive effect on student math performance. However, most schools lacked sufficient resources.
3) Collaboration between teachers and schools, and strategic planning between principals, heads of department and teachers, also had a significant positive impact on student outcomes in math.
This study aims to produce responsibility character module to improve student self-regulated learning. The research method uses research and development. The research subjects involved in the need assessment were 248 students of Guidance and Counseling, School of Education, Universitas Negeri Yogyakarta which was obtained by random sampling technique. Data collection using the scale of self-regulated learning. The scale of selfregulated learning is adapted from Zimmerman's theory which consists of three aspects: cognitive, motivation and behavioral aspects. Data were analyzed using mean test. The result of the need assessment is used as a reference to develop the responsibility character module to improve student self-regulated learning. This study successfully created a module of responsibility character to improve university students’ self-regulated learning which is consisted of 12 materials that had been validated and revised; therefore it is eligible to be implemented in the self-regulated learning context.
This document discusses innovating teaching methods from a psychological perspective. It outlines the psychological basis of teaching and learning activities, noting that teaching involves not just transmitting knowledge but helping learners acquire knowledge independently. It proposes several innovations for teachers, including understanding learners' cognitive abilities to design appropriate content and methods. For learners, it emphasizes the importance of motivation, identifying learning purposes, and developing study skills to learn effectively. Overall, the document argues innovating teaching methods requires understanding the psychological aspects of teaching and learning.
This document discusses emphasizing morals, values, ethics, and character education in science education. It argues that rapid advances in science and technology, as well as increased societal complexities, underline the importance of including these components in science education. The author examines challenges in teaching ethics and proposes developing a theoretical framework that draws upon both Western moral education philosophies and universal Islamic values to increase acceptability. A range of teaching techniques are suggested to foster ethics in students and develop skills needed for success in science.
FROM PERSONAL EXPERIENCES OF TRANSFORMATIVE LEARNING ON EDUCATIONAL CHALLENGE...ijejournal
Educational policy generating 21st-century skills is accelerating, but Chinese education still employs traditional teaching such as memorizing and test-based instructional practices. The pencil and paper tests, no matter how sophisticated, are hard-pressed to measure interpersonal, intrapersonal skills, and the penetration of educational core values into secondary schools internationally, which is weak. This article aims to navigate the secondary school challenges and proposed reforms through analyzing the over 20 years of the author's experience. Findings show that high stakes cause teachers, school principals, parents, and students to disincentivize deeper learning. The exam-oriented teaching and learning approach causes students who might obtain a high score but lower functional performance. Parents' high hopes cause educational inequality and restrict students to develop their skills. Worse, the school principal utilized the power and authority in leading school development and evaluated teachers' performance based on students' test scores that force teachers to demand students to complete the mock practices and test. Because of test-based accountability, the study suggested that secondary school in China necessitates to abolish the "Gaokao" system instead of using a whole-personal assessment. The school leadership needs to shift from bureaucratic management to transformational, Junzi, and adaptive leadership. School principals advocate parents' commitment and deliver a quality of education to secondary school students. Therefore, future research explores how the "Gaokao" system causes inequality and impacts 21st-century skills for secondary school students' academic, emotional, and behavioral development through a comparative mixed research design.
This document outlines the key components of Bangladesh's national educational policy. It discusses the country's approach to pre-primary, primary, secondary, vocational, technical, higher, madrasa, and other forms of education. It also addresses issues like non-formal education, engineering education, medical education, science education, and the roles of libraries, examinations, and teachers in the educational system. The overall goal of the policy is to facilitate students' access to education and ensure the continued development and strengthening of Bangladesh's educational administration and institutions.
In this interactive talk, the presenter introduces a study of learner engagement in university EFL contexts in Japan that is being undertaken as part of a doctoral program at the University of Reading in the U.K. Intuitively, as teachers, we can recognize engagement or disengagement in our own learners when we see it. However, it is not clear where this recognition comes from, or whether or not our perceptions align with learner realities. After presenting an outline of the research project and preliminary findings, the presenter will ask participants to collectively work on a list of instructional practices that promote engagement in university EFL classes.
PA- 401, Ethical Knowledge development and Moral Practices at Secondary.pdfJahangirnagar University
The document discusses developing ethical knowledge and moral practices in Bangladesh's secondary education system. It identifies a lack of such development that could improve students' lives and futures. Several alternatives are proposed and evaluated against criteria like efficiency, effectiveness, and feasibility. The alternative chosen as the proposed policy is to set up mechanisms to develop students as good souls, as it best addresses the trade-offs when considering the evaluation criteria. The summary highlights the problem, alternatives proposed, and selected alternative of developing students as good souls.
Developing the community participation based student care system for a small ...Alexander Decker
This document summarizes research on developing a community participation-based student care system for small schools in Thailand. It involved two small schools with 52 total participants from the schools, local educational institutions, parents, students, and villagers. The research found that most parents were farmers who taught their children moral values at home, but lacked involvement in school activities. Problems identified included a lack of coordination between schools and communities. The developed student care system consisted of 7 stages involving community coordination at each stage. Benefits of the system included improved student learning achievement, physical and mental health, behaviors, and increased family support.
This document summarizes research on the development of educational management and cultural integration in pesantren-based schools in Indonesia. The researchers explored how pesantren culture is integrated into the management and teaching-learning processes at several pesantren-based junior high schools in Indonesia. The findings showed that pesantren culture is integrated innovatively into every aspect of management to develop students' religious and academic knowledge as well as their character. The management of these schools is also in line with Indonesia's national education standards.
This article summarizes a study that examined factors affecting teacher involvement in guidance and counseling as a whole-school approach. The study interviewed 12 secondary teachers in Hong Kong about their understanding and involvement in student guidance. The interviews found that teachers play an important role in student guidance due to their daily interactions with students, but some teachers were unsure of their guidance responsibilities. The study highlights the importance of teacher involvement for effective whole-school guidance and counseling programs.
The Effect of Class Management to the Teacher Performance at Muhammadiyah Jun...inventionjournals
This study aims to explore: (1) the performance of teachers at Junior High School (SMP) Muhammadiyah in Medan; and (2) whether the class management influence on the performance of Muhammadiyah Junior High School teachers in Medan. Teacher is one important factor in the organization of teaching in schools. The performance of teachers in the school will be easier achieved if teachers can apply the function of class management properly. With the Class Management, the teacher is easy to see and observe any progress / development achieved by students, especially students who are classified as slow as well as facilitating the important issues raised for discussion in the classroom for the improvement of teaching in the future. Subjects were Muhammadiyah Junior High School teacher in the city of Medan with a total sample of 171 people. Sampling was done by proportional random sampling. The research method is the path analysis aimed at obtaining the effect of exogenous variables on endogenous variables. The results of this study are expected to provide benefits to the schools in order to improve the factors that can affect school performance. As an input for the interested parties, especially the Branch Manager and education affair of Muhammadiyah and generally the Educational Office of Medan, in order to improve the quality of schools
Faculty of Good Governance-Newsletter Sept-Dec 2014Kamala Kanta Dash
The document summarizes the Masters in Good Governance and Public Policy program at Sri Sri University. It discusses the vision and goals of establishing the program, which is to train leaders and public managers to address pressing policy challenges. It provides an overview of the program structure, which includes a 2-year MA degree and executive education programs. It also highlights some of the guest speakers that have participated in the program and the aims of combining governance, policy, and ethics training to develop informed and aware youth leaders.
Science education research emerged as an independent field about 40 years ago, with the goal of improving science education practices. Early studies compared different teaching methods in classrooms but were difficult to replicate given variations in classrooms and students. This led to new areas of research examining social contexts and relationships between students and teachers. Experiments are important for science learning but connecting observations to inferences can be challenging in classrooms where students are given specific observations and inferences. Research also found students hold their own conceptions about scientific phenomena that are resistant to change. Cognitive science models see knowledge as networks that differ between experts and novices in a domain.
Impact of ,social,economical,technological changes on educationsalman habeeb
- Education is impacted by social, economic, political, and technological changes. It both influences and is influenced by these factors.
- Education plays a key role in bringing about social change by making people aware of issues and the need for reform. It also prepares people for social changes.
- Economic factors like income levels, costs of education, and availability of loans influence access to education. Political decisions around education policy and funding also impact the system.
- Several government schemes over time have aimed to boost primary education, literacy, infrastructure, and inclusion in India through programs like DPEP, Mid-Day Meals, SARVA SHIKSHA ABHIYAN, and PRADHAN MANTHRI ADAR
This document presents the background and introduction to a research proposal on examining the impact of school leadership on student academic performance in schools in Rwampala County, Mbarara District, Uganda. It discusses the importance of academic achievement and the government's priority of improving performance in science and mathematics. The study aims to explore the relationship between school leadership and student outcomes in Ugandan secondary schools using a mixed-methods approach. It will examine different leadership styles, their impact on academic performance, and measures to improve performance. The document provides context on leadership theory and the need to understand leadership practices in everyday school settings.
*Introduction
Curriculum it is the blue print of an any educational programme.
*Definition
Curriculum development is the multi-step process of creating and improving a course taught at a school or university. While the exact process will vary from institution to institution, the broad framework includes stages of analysis, building, implementation, and evaluation.
*uses
1.Curriculum development allows teachers to take a thoughtful and methodical approach to determine what students will be required to learn.
2.Curriculum development takes care of the big-picture strategy required to successfully teach a course.
*Different Curriculum Process
Are there different curriculum development processes or models?
First, there are generally two types of curriculum models: the product model and the process model. The model you choose to follow will influence the steps you'll take to develop the course.
Entire textbooks have been written on these long-standing models, but here's a brief explanation of each to make sure everyone is on the same page:
Product model:
Also known as the objectives model, this model focuses on evaluations, outcomes, and results. It determines what learning has occurred. If you need to develop a curriculum that prioritizes standardized test scores, you'll need to adhere to the product model. Generally, this model is thought to be more rigid and more difficult to adapt to your students' unique needs, but it does provide quantitative learning assessments.
Process model:
This model focuses on how learning develops over time. There's an emphasis on how the students are learning, and what thoughts they have throughout the process. This approach is more open-ended and considers the overall growth and development of a student rather than their performance on an exam.
Consider the characteristics of each model as well as any institutional requirements you need to adhere to. You may already have a strong preference for one of the two! It is also possible to develop a curriculum that values both product and process.
Once you've determined what type of curriculum you want to create, it's time to choose an approach. There are three widely accepted methodologies for curriculum design:
1.Subject-Centered
This model emphasizes the specific skills and knowledge associated with a subject area. Most kinds of widely standardized curriculum fall under the subject-centered approach.
2.Problem-Centered
This approach aims to provide students with relevant real-world skills. Learners are taught how to look at a problem and come to a solution.Students still learn key skills and knowledge.
3.Learner-Centered
Learner-centered design emphasizes the needs and goals of each learner as an individual.
*Steps of Curriculum Developement
Generally, the steps to curriculum development will fall into a framework that mirrors many instructional design approaches. Each process looks something like this:
Analysis
Design
Selecting
Formation
Review
Organizational Justice and Academic Staff Performance among Public and Privat...ijtsrd
The organizational conflicts among employers and employees in tertiary institutions most especially public institutions has remained a recurring spike in Nigeria that undermine the overall performance of lecturers and students outcomes in the institutions. The specific objective of this research is to investigate the extent of significant differences in organizational justice among lecturers in public and private universities in relation to academic staff commitment in tertiary institutions in South South States in Nigeria which is also in line with the research question and hypothesis. The research adopted a descriptive survey research design, the population of the study is 400. Factorial analysis of variance was used to test hypothesis with the aid of Statistical Package for Social Sciences SPSS version 20. Cronbach alpha was used to test the reliability of the instrument. The findings revealed that there is level of significant differences in interactional justice in relations to lecturer students relationship between academic staff in public and private universities in South South Nigeria, in conclusion equitable distribution of resources, fair procedures for job decisions, with appropriate allocation of resources and fair communication of decisions will result in high academic staff performance towards higher academic excellence. The researcher recommends among others that management of both public and private universities should come out with supportive policies as a way of promoting interactional justice toward maintaining lecturer student relationship which can be done through integrating the philosophy of target education programme established in 1990 by Aumua and Drake 2002 . Musah Ishaq | Prof. Lilian O. Orogbu | Dr. Ndubuisi-Okolo Purity U. ""Organizational Justice and Academic Staff Performance among Public and Private Tertiary Institutions in South-South States of Nigeria"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-2 , February 2020,
URL: https://www.ijtsrd.com/papers/ijtsrd30205.pdf
Paper Url : https://www.ijtsrd.com/management/general-management/30205/organizational-justice-and-academic-staff-performance-among-public-and-private-tertiary-institutions-in-south-south-states-of-nigeria/musah-ishaq
Assessment of Prospective Teachers Attitudes towards Teaching Profession: The...iosrjce
Quality education is an indispensable instrument for national development. However the provision of
quality education depends largely on the quality of teachers. Similarly, teacher education programme is
designed to produce teacher with requisite training and sound professional background which requires a
favourable attitude and certain specific competencies. Therefore, the aim of this study is to investigate the
Northwest University, Kano prospective teachers’ attitudes towards profession of teaching. Field of study,
gender and level of study’s influence on their attitude were also examined. A descriptive survey design was
adopted with a sample of 220 prospective teachers selected using a stratified random sampling technique.
Professional Attitude Scale for Prospective Teachers (PASPT) constructed and validated by the researchers was
used to collect data. The data collected were analysed using descriptive statistics and Independent Sample t-test
to test the hypotheses at 0.05 level of significance. Findings revealed that prospective teachers have positive
attitude towards the profession. Similarly, asignificant gender difference was observed in their attitudes towards
the profession. However theresults further showed no significant difference in the prospective teachers’
attitudes towards the profession in relation to field of study and level of study.The implication is that,
thisfavourable attitude towards teaching profession will bring about professional competence in the future
practice.The study recommended among others, that further study should be conducted to investigate the factors
responsible for the favourable or unfavourable attitude of prospective teachers towards teaching profession
which will provide an insight on how stakeholders can bring attitudinal change towards the teaching profession.
Selected Head Teachers Leadership Styles and Their Influence on Pupils Academ...paperpublications3
Abstract: The Kenya Government has invested resources on Free Primary Education in order to improve on the pupil’s academic performance. Despite the high investment in training school heads, the performance in Kenya Certificate of Primary Education (KCPE) in many schools is still low especially in Tindiret Sub-County. This may be attributed to several influences of headteachers leadership styles among other factors. Poor academic performance in some schools has resulted to public outcry, protests by parents. This study investigated the extent to which selected headteachers’ leadership styles influences pupils’ academic performance. The study adopted descriptive research design. The target population comprised of 76 headteachers and 532 teachers in Tindiret Sub-County. Two-self-administered questionnaires were used to obtain data on headteachers’ and teachers’ perceptions on school leadership styles in relation to academic performance. Document analysis of KCPE results gathered information about the school KCPE performance from 2011 to 2014. The results of the study’s findings were that, the autocratic and laissez faire leadership styles had significant negative relationship with school performance in schools. Democratic and transformational leadership styles had significant positive relationship (p<0.05) with academic performance of schools. The study recommends that school head teachers to involve other stakeholders in decision making, they should involve teachers and pupils in setting school targets, they should hold regular meetings and champion the application of transformational leadership ideals.
A Study on Moral Qualities and Academic Achievements of High School Studentsijtsrd
This study found that Moral qualities and Academic achievements of high School Students A sample of 300 high school students participated in the study. Whilst high school education are able to determine students academic abilities on enrolment limited attention has been given to other qualities. Although there is an understanding of the qualities desired in the high school students, to date there has been limited exploration of high school students personal qualities as they enter high school class and whether these change over time. Practical implications, limitations, and future research directions are discussed. Ms. R. Brindha | Mr. K. Somasundaram ""A Study on Moral Qualities and Academic Achievements of High School Students"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-4 , June 2019, URL: https://www.ijtsrd.com/papers/ijtsrd25134.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/25134/a-study-on-moral-qualities-and-academic-achievements-of-high-school-students/ms-r-brindha
EFFECTS OF PRINCIPALS’ PROVISION OF TEACHING AND LEARNING MATERIALS ON STUDEN...ijejournal
This document summarizes a study that evaluated the effects of principals' administrative strategies on student performance in mathematics in secondary schools in Meru County, Kenya. The study found that:
1) The majority of principals provided some teaching and learning materials to teachers and students, but support for seminars, workshops and other teacher training was limited due to low budgets.
2) Provision of textbooks and other learning resources, as well as financial stability, had a significant positive effect on student math performance. However, most schools lacked sufficient resources.
3) Collaboration between teachers and schools, and strategic planning between principals, heads of department and teachers, also had a significant positive impact on student outcomes in math.
This study aims to produce responsibility character module to improve student self-regulated learning. The research method uses research and development. The research subjects involved in the need assessment were 248 students of Guidance and Counseling, School of Education, Universitas Negeri Yogyakarta which was obtained by random sampling technique. Data collection using the scale of self-regulated learning. The scale of selfregulated learning is adapted from Zimmerman's theory which consists of three aspects: cognitive, motivation and behavioral aspects. Data were analyzed using mean test. The result of the need assessment is used as a reference to develop the responsibility character module to improve student self-regulated learning. This study successfully created a module of responsibility character to improve university students’ self-regulated learning which is consisted of 12 materials that had been validated and revised; therefore it is eligible to be implemented in the self-regulated learning context.
This document discusses innovating teaching methods from a psychological perspective. It outlines the psychological basis of teaching and learning activities, noting that teaching involves not just transmitting knowledge but helping learners acquire knowledge independently. It proposes several innovations for teachers, including understanding learners' cognitive abilities to design appropriate content and methods. For learners, it emphasizes the importance of motivation, identifying learning purposes, and developing study skills to learn effectively. Overall, the document argues innovating teaching methods requires understanding the psychological aspects of teaching and learning.
This document discusses emphasizing morals, values, ethics, and character education in science education. It argues that rapid advances in science and technology, as well as increased societal complexities, underline the importance of including these components in science education. The author examines challenges in teaching ethics and proposes developing a theoretical framework that draws upon both Western moral education philosophies and universal Islamic values to increase acceptability. A range of teaching techniques are suggested to foster ethics in students and develop skills needed for success in science.
FROM PERSONAL EXPERIENCES OF TRANSFORMATIVE LEARNING ON EDUCATIONAL CHALLENGE...ijejournal
Educational policy generating 21st-century skills is accelerating, but Chinese education still employs traditional teaching such as memorizing and test-based instructional practices. The pencil and paper tests, no matter how sophisticated, are hard-pressed to measure interpersonal, intrapersonal skills, and the penetration of educational core values into secondary schools internationally, which is weak. This article aims to navigate the secondary school challenges and proposed reforms through analyzing the over 20 years of the author's experience. Findings show that high stakes cause teachers, school principals, parents, and students to disincentivize deeper learning. The exam-oriented teaching and learning approach causes students who might obtain a high score but lower functional performance. Parents' high hopes cause educational inequality and restrict students to develop their skills. Worse, the school principal utilized the power and authority in leading school development and evaluated teachers' performance based on students' test scores that force teachers to demand students to complete the mock practices and test. Because of test-based accountability, the study suggested that secondary school in China necessitates to abolish the "Gaokao" system instead of using a whole-personal assessment. The school leadership needs to shift from bureaucratic management to transformational, Junzi, and adaptive leadership. School principals advocate parents' commitment and deliver a quality of education to secondary school students. Therefore, future research explores how the "Gaokao" system causes inequality and impacts 21st-century skills for secondary school students' academic, emotional, and behavioral development through a comparative mixed research design.
This document outlines the key components of Bangladesh's national educational policy. It discusses the country's approach to pre-primary, primary, secondary, vocational, technical, higher, madrasa, and other forms of education. It also addresses issues like non-formal education, engineering education, medical education, science education, and the roles of libraries, examinations, and teachers in the educational system. The overall goal of the policy is to facilitate students' access to education and ensure the continued development and strengthening of Bangladesh's educational administration and institutions.
In this interactive talk, the presenter introduces a study of learner engagement in university EFL contexts in Japan that is being undertaken as part of a doctoral program at the University of Reading in the U.K. Intuitively, as teachers, we can recognize engagement or disengagement in our own learners when we see it. However, it is not clear where this recognition comes from, or whether or not our perceptions align with learner realities. After presenting an outline of the research project and preliminary findings, the presenter will ask participants to collectively work on a list of instructional practices that promote engagement in university EFL classes.
PA- 401, Ethical Knowledge development and Moral Practices at Secondary.pdfJahangirnagar University
The document discusses developing ethical knowledge and moral practices in Bangladesh's secondary education system. It identifies a lack of such development that could improve students' lives and futures. Several alternatives are proposed and evaluated against criteria like efficiency, effectiveness, and feasibility. The alternative chosen as the proposed policy is to set up mechanisms to develop students as good souls, as it best addresses the trade-offs when considering the evaluation criteria. The summary highlights the problem, alternatives proposed, and selected alternative of developing students as good souls.
Developing the community participation based student care system for a small ...Alexander Decker
This document summarizes research on developing a community participation-based student care system for small schools in Thailand. It involved two small schools with 52 total participants from the schools, local educational institutions, parents, students, and villagers. The research found that most parents were farmers who taught their children moral values at home, but lacked involvement in school activities. Problems identified included a lack of coordination between schools and communities. The developed student care system consisted of 7 stages involving community coordination at each stage. Benefits of the system included improved student learning achievement, physical and mental health, behaviors, and increased family support.
China has reformed its math and science curriculum since 2000 based on experiments in some regions. The new curriculum was developed by consulting experts and consists of national, provincial, and school standards. It aims to develop students' skills, knowledge, thinking abilities, and appreciation for science and culture. Challenges include uneven development between schools, ensuring high quality education, and reducing an examination-driven approach. China is addressing these through schemes to improve teacher quality, encourage innovative teaching methods, apply information technology, and enhance international cooperation.
Implementation of School Culture-Based Character Education Strengthening Prog...Paulus Robert Tuerah
This study aims to analyze the implementation of the school culture-based Character Education Strengthening (PPK) program at SMP Negeri 10 Satap Tondano. This research uses a qualitative approach. Data collection in this study was carried out using in-depth interviews, observations, and documentation studies. The results of this study show that the implementation of the school culture-based Character Education Strengthening Program (PPK) at SMP Negeri 10 Satap Tondano has not been implemented optimally due to: 1) the availability of inadequate school facilities and infrastructure to support extracurricular and co-curricular activities which are mandatory components in the implementation of school culture-based KDP, 2) parental support for the child's education process that is still lacking, and 3) inadequate school financing in financing the implementation of activities and the procurement of school facilities and infrastructure. For this reason, we should: 1) schools need to coordinate with all stakeholders in the field of education, 2) the government needs to provide sufficient funds to support the implementation of school-based KDP, 3) need maximum support from parents in the form of attention and supervision of children's associations
The document discusses trends toward professionalism in teaching and developing transformative education. It covers the following key points:
1. National Competency-Based Teacher Standards were developed through partnerships between academic institutions and government agencies to guide teaching policies and hold teachers accountable for student learning outcomes. The standards define seven domains of teacher professional development.
2. Transformative education aims to develop students holistically through a modern, participatory curriculum. The roles of school administrators, teachers, and libraries are important to implement this approach.
3. Requirements of transformative education include viewing learning as facilitation rather than transmission, seeing knowledge as contextual and students as active learners, and using learner-centered pedagogies with
This document summarizes a research study on parental support at Bachpan, an institute for special education in Lucknow, India. The study had three objectives: 1) To examine the history and objectives of Bachpan and its educational practices, 2) To analyze the status of parental participation, and 3) To suggest strategies to improve parental involvement. Data was collected through interviews with the principal, teachers, and parents of 45 students with visual impairments, hearing impairments, and intellectual disabilities. The findings indicate that Bachpan was established in 2004 to provide pre-primary education to children ages 3-8 with special needs. It aims to prepare these children for regular school. The institute focuses on each child's medical, cognitive, and psych
Religious Pariyati Education and Mathematics Performance of Students Case Stu...ijtsrd
This document discusses a case study of the International Buddha Pariyati Uday Vihar school in Nepal. It provides background on the school's establishment and analyzes its entire education system and students' mathematics performance. The study finds that while the Nepalese government policy aims to include religious schools in the mainstream education system, this school operates autonomously outside of government oversight. Student achievement in mathematics at the school is poor. However, the school promotes moral education and greater racial harmony. The main sources of funding for operating the school are donations from the local community and international institutions.
This document summarizes a study that identified and analyzed common ethical issues in schools in Delta State, Nigeria. The study found that the most prevalent unethical conducts were school closings due to strike action, unconstitutional student admissions, inaccurate records, and misleading advertising. Potential ways to reduce unethical conduct included providing ethics training, appointing ethics specialists, and establishing formal codes of ethics for staff and students. The study concluded that identifying unethical issues and implementing preventative measures could help improve the ethical climate and quality of education.
Chokera_Influence of teacher characteristics on pupils academic perfomance i...GeoffreyKashindi1
This document discusses the purpose and objectives of a study on the influence of teacher characteristics on student academic performance in primary schools in Kenya. The study aims to examine how teacher attitudes, demographics, qualifications, and experience influence the performance of 7th and 8th grade students. It provides context on the development of education and teacher training in Kenya. It reviews literature showing that teacher attitudes can impact students through modeling behavior, reinforcement, and observational learning. Positive teacher attitudes that are conveyed through supportive behaviors can encourage students and improve their performance.
11.[100 105]an assessment of pre-primary school programme activities in kwara...Alexander Decker
The document discusses a study that assessed pre-primary school program activities in Kwara State, Nigeria. The study found that the pre-primary school program on the ground has not met the objectives outlined in the national education policy due to a lack of adequate government funding, infrastructure development, instructional materials, and adherence to curriculum guidelines. The findings reveal that more needs to be done to improve pre-primary education in Kwara State and Nigeria overall in order to better achieve the goals of the national education policy.
[14 24]an evaluation of quality of self–financing pre-service teacher trainin...Alexander Decker
This document summarizes a study that evaluated the quality of self-financing pre-service teacher training institutions in Haryana, India. Data was collected through questionnaires administered to 25 teacher educators and 150 teachers. The findings revealed issues with infrastructure, ensuring teacher educators meet NCTE guidelines for qualifications, and ensuring a supportive environment for job satisfaction. The study aimed to evaluate these institutions and identify ways to improve training of new teachers. A literature review touched on related research regarding teacher competence, motivation, and perceptions of teaching programs. The methodology section described using a descriptive survey approach with random sampling of 5 institutions, 25 educators, and 150 students.
This document provides a critical review of nine published questionnaires that measure primary school teachers' attitudes towards inclusive education. The review aims to help researchers select the most appropriate questionnaire for their study. Most of the reviewed questionnaires showed acceptable reliability and validity. The Multidimensional Attitudes towards Inclusive Education Scale (MATIES) and the Sentiments, Attitudes, and Concerns about Inclusive Education Revised Scale (SACIE-R) were found to be the only questionnaires that adequately addressed the affective, cognitive and behavioral components of teachers' attitudes, and had strong psychometric properties. The Teachers' Attitude towards Inclusion Scale (TAIS) was also found to be psychometrically sound and to suitably address
The document discusses enhancing the quality of primary education in India. It identifies issues with the traditional teacher-centered approach and lack of active learning. The objectives are to examine education policies, quality of instruction, and barriers to student involvement. It analyzes data on facilities, teacher interviews, and principal interviews from 3 schools. Government policies aim to improve student-centered learning and active methodologies. However, there is a gap between policies and practices. The study recommends improving physical resources, parental support, and introducing peer and self-reflection to strengthen active learning.
Assessment for Learning and Development in K-3A RepoRt by .docxgalerussel59292
Assessment for Learning
and Development in K-3
A RepoRt by the K-3 NoRth cARoLiNA AssessmeNt thiNK tANK
2013
NC Assessment for Learning and Development | 3
ASSESSMENT FOR LEARNING
ANd dEVELOPMENT IN k-3
In response to a mandate by the North Carolina State
Legislature and the requirements of the Race to the Top-Early
Learning Challenge Grant, NC Superintendent June Atkinson
convened the K-3 Assessment Think Tank which included
NC school teachers, parents, scholars representing seven
NC universities, and additional stakeholders. The group was
charged with proposing a plan to improve early elementary
school learning and instruction through more efficient and
effective use of student-centered assessments. Over a nine-
month period, the Think Tank reviewed scientific findings
and best practices and solicited input from a wide array of
stakeholders, including a survey of over 2,500 NC teachers
and consultation from over 60 state and national scholars and
education leaders. This report summarizes the Think Tank’s
findings, its proposal for an innovative process to improve
learning, and its recommendations for next steps.
BAckGROuNd
From kindergarten entry through third grade, the early
elementary school years represent a pivotal period in
educational development. Achievement gaps that grow
during the years prior to kindergarten are either solidified or
eliminated during the primary grades of elementary school
(Graves, 2006; Reynolds, Ou, & Topitzes, 2004). Education
policy must increase its emphasis on student learning during
this critical period in a way that recognizes each child’s
developmental needs.
In order to optimize student learning, teachers need to utilize
a formative assessment process that identifies strengths
and areas for growth for each student in five domains of
learning. This process is already used by master teachers
and has been shown to improve learning outcomes (Black
& William, 1998; William & Thompson, 2007). This process of
assessment for learning and development must attend to the
whole child, including the child’s culture, family, health, and
early childhood experiences. This assessment should be an
integral part of the instruction and learning process.
Input from North Carolina teachers indicates that they are
willing and able to implement a formative assessment process,
provided they are given resources to strengthen, support, and
guide them. The implementation plan must include professional
development, coaching, and support from leadership.
PROPOSAL FOR ASSESSMENT FOR
LEARNING ANd dEVELOPMENT IN k-3
The Think Tank proposes a formative assessment process that
engages teachers and students with input from parents and
families, school support staff, early childhood programs, and
health care providers. This assessment process will incorporate
multiple forms of evidence, such as observations, student
work samples, conversations, and embedded instructional
tasks. .
This document summarizes a qualitative study that investigated excellent teachers' beliefs about the qualities of a good teacher. Six excellent teachers from various schools were interviewed. The key findings that emerged from the interviews were:
1) Teachers believed that a good teacher's personality, including having a warm and approachable demeanor, is more important than their knowledge.
2) A student-centered approach is important, where teachers address different learning styles, needs, potentials, and paces of individual students.
3) Nurturing students through empathy, kindness, encouragement, and parental involvement is important for building trust and motivating learning.
4) Maintaining a high level of professionalism through strong content knowledge, ped
Journal of moral education volume 19 issue 1 1990 [doi 10.1080 03057249001901...KAHAR KAHAR
This article summarizes the results of a survey of primary school teachers in Trinidad and Tobago about their understanding and implementation of moral education. The survey found that most teachers felt responsible for teaching moral education, though they rarely used a specific curriculum. Teachers tended to take a "virtues" approach and were generally satisfied with the results. There were few differences found based on teacher characteristics like age, sex, experience level, or the age of students.
School intervention plan positive sch cultureBoyet Aluan
School culture encompasses the norms, values, beliefs, relationships, and shared behaviors that shape how a school operates. A positive school culture promotes high expectations, caring relationships, and shared responsibility for student success. To develop a positive culture, schools must assess their current culture, identify areas for improvement, and implement interventions like staff training, clear behavioral policies, and programs to support safety, learning, and relationships. Measuring multiple dimensions of school culture over time allows schools to strengthen this foundation for learning and growth.
The field of special education has evolved greatly over the past few centuries from institutionalizing and neglecting students with disabilities to implementing laws and policies that require free and appropriate public education for all students. Current special education practice involves testing, intervention strategies, individualized education plans, evidence-based practices, inclusion, and support services. Students with learning disabilities may have deficits in various areas, and require modified instruction, qualified teachers, collaboration, support services, and public awareness to support their academic and life success. Special educators understand the philosophical and legal foundations of their field and how these influence practice and issues of diversity.
Similar to A follow up on the performance of monks teaching morality (20)
Abnormalities of hormones and inflammatory cytokines in women affected with p...Alexander Decker
Women with polycystic ovary syndrome (PCOS) have elevated levels of hormones like luteinizing hormone and testosterone, as well as higher levels of insulin and insulin resistance compared to healthy women. They also have increased levels of inflammatory markers like C-reactive protein, interleukin-6, and leptin. This study found these abnormalities in the hormones and inflammatory cytokines of women with PCOS ages 23-40, indicating that hormone imbalances associated with insulin resistance and elevated inflammatory markers may worsen infertility in women with PCOS.
A usability evaluation framework for b2 c e commerce websitesAlexander Decker
This document presents a framework for evaluating the usability of B2C e-commerce websites. It involves user testing methods like usability testing and interviews to identify usability problems in areas like navigation, design, purchasing processes, and customer service. The framework specifies goals for the evaluation, determines which website aspects to evaluate, and identifies target users. It then describes collecting data through user testing and analyzing the results to identify usability problems and suggest improvements.
A universal model for managing the marketing executives in nigerian banksAlexander Decker
This document discusses a study that aimed to synthesize motivation theories into a universal model for managing marketing executives in Nigerian banks. The study was guided by Maslow and McGregor's theories. A sample of 303 marketing executives was used. The results showed that managers will be most effective at motivating marketing executives if they consider individual needs and create challenging but attainable goals. The emerged model suggests managers should provide job satisfaction by tailoring assignments to abilities and monitoring performance with feedback. This addresses confusion faced by Nigerian bank managers in determining effective motivation strategies.
A unique common fixed point theorems in generalized dAlexander Decker
This document presents definitions and properties related to generalized D*-metric spaces and establishes some common fixed point theorems for contractive type mappings in these spaces. It begins by introducing D*-metric spaces and generalized D*-metric spaces, defines concepts like convergence and Cauchy sequences. It presents lemmas showing the uniqueness of limits in these spaces and the equivalence of different definitions of convergence. The goal of the paper is then stated as obtaining a unique common fixed point theorem for generalized D*-metric spaces.
A trends of salmonella and antibiotic resistanceAlexander Decker
This document provides a review of trends in Salmonella and antibiotic resistance. It begins with an introduction to Salmonella as a facultative anaerobe that causes nontyphoidal salmonellosis. The emergence of antimicrobial-resistant Salmonella is then discussed. The document proceeds to cover the historical perspective and classification of Salmonella, definitions of antimicrobials and antibiotic resistance, and mechanisms of antibiotic resistance in Salmonella including modification or destruction of antimicrobial agents, efflux pumps, modification of antibiotic targets, and decreased membrane permeability. Specific resistance mechanisms are discussed for several classes of antimicrobials.
A transformational generative approach towards understanding al-istifhamAlexander Decker
This document discusses a transformational-generative approach to understanding Al-Istifham, which refers to interrogative sentences in Arabic. It begins with an introduction to the origin and development of Arabic grammar. The paper then explains the theoretical framework of transformational-generative grammar that is used. Basic linguistic concepts and terms related to Arabic grammar are defined. The document analyzes how interrogative sentences in Arabic can be derived and transformed via tools from transformational-generative grammar, categorizing Al-Istifham into linguistic and literary questions.
A time series analysis of the determinants of savings in namibiaAlexander Decker
This document summarizes a study on the determinants of savings in Namibia from 1991 to 2012. It reviews previous literature on savings determinants in developing countries. The study uses time series analysis including unit root tests, cointegration, and error correction models to analyze the relationship between savings and variables like income, inflation, population growth, deposit rates, and financial deepening in Namibia. The results found inflation and income have a positive impact on savings, while population growth negatively impacts savings. Deposit rates and financial deepening were found to have no significant impact. The study reinforces previous work and emphasizes the importance of improving income levels to achieve higher savings rates in Namibia.
A therapy for physical and mental fitness of school childrenAlexander Decker
This document summarizes a study on the importance of exercise in maintaining physical and mental fitness for school children. It discusses how physical and mental fitness are developed through participation in regular physical exercises and cannot be achieved solely through classroom learning. The document outlines different types and components of fitness and argues that developing fitness should be a key objective of education systems. It recommends that schools ensure pupils engage in graded physical activities and exercises to support their overall development.
A theory of efficiency for managing the marketing executives in nigerian banksAlexander Decker
This document summarizes a study examining efficiency in managing marketing executives in Nigerian banks. The study was examined through the lenses of Kaizen theory (continuous improvement) and efficiency theory. A survey of 303 marketing executives from Nigerian banks found that management plays a key role in identifying and implementing efficiency improvements. The document recommends adopting a "3H grand strategy" to improve the heads, hearts, and hands of management and marketing executives by enhancing their knowledge, attitudes, and tools.
This document discusses evaluating the link budget for effective 900MHz GSM communication. It describes the basic parameters needed for a high-level link budget calculation, including transmitter power, antenna gains, path loss, and propagation models. Common propagation models for 900MHz that are described include Okumura model for urban areas and Hata model for urban, suburban, and open areas. Rain attenuation is also incorporated using the updated ITU model to improve communication during rainfall.
A synthetic review of contraceptive supplies in punjabAlexander Decker
This document discusses contraceptive use in Punjab, Pakistan. It begins by providing background on the benefits of family planning and contraceptive use for maternal and child health. It then analyzes contraceptive commodity data from Punjab, finding that use is still low despite efforts to improve access. The document concludes by emphasizing the need for strategies to bridge gaps and meet the unmet need for effective and affordable contraceptive methods and supplies in Punjab in order to improve health outcomes.
A synthesis of taylor’s and fayol’s management approaches for managing market...Alexander Decker
1) The document discusses synthesizing Taylor's scientific management approach and Fayol's process management approach to identify an effective way to manage marketing executives in Nigerian banks.
2) It reviews Taylor's emphasis on efficiency and breaking tasks into small parts, and Fayol's focus on developing general management principles.
3) The study administered a survey to 303 marketing executives in Nigerian banks to test if combining elements of Taylor and Fayol's approaches would help manage their performance through clear roles, accountability, and motivation. Statistical analysis supported combining the two approaches.
A survey paper on sequence pattern mining with incrementalAlexander Decker
This document summarizes four algorithms for sequential pattern mining: GSP, ISM, FreeSpan, and PrefixSpan. GSP is an Apriori-based algorithm that incorporates time constraints. ISM extends SPADE to incrementally update patterns after database changes. FreeSpan uses frequent items to recursively project databases and grow subsequences. PrefixSpan also uses projection but claims to not require candidate generation. It recursively projects databases based on short prefix patterns. The document concludes by stating the goal was to find an efficient scheme for extracting sequential patterns from transactional datasets.
A survey on live virtual machine migrations and its techniquesAlexander Decker
This document summarizes several techniques for live virtual machine migration in cloud computing. It discusses works that have proposed affinity-aware migration models to improve resource utilization, energy efficient migration approaches using storage migration and live VM migration, and a dynamic consolidation technique using migration control to avoid unnecessary migrations. The document also summarizes works that have designed methods to minimize migration downtime and network traffic, proposed a resource reservation framework for efficient migration of multiple VMs, and addressed real-time issues in live migration. Finally, it provides a table summarizing the techniques, tools used, and potential future work or gaps identified for each discussed work.
A survey on data mining and analysis in hadoop and mongo dbAlexander Decker
This document discusses data mining of big data using Hadoop and MongoDB. It provides an overview of Hadoop and MongoDB and their uses in big data analysis. Specifically, it proposes using Hadoop for distributed processing and MongoDB for data storage and input. The document reviews several related works that discuss big data analysis using these tools, as well as their capabilities for scalable data storage and mining. It aims to improve computational time and fault tolerance for big data analysis by mining data stored in Hadoop using MongoDB and MapReduce.
1. The document discusses several challenges for integrating media with cloud computing including media content convergence, scalability and expandability, finding appropriate applications, and reliability.
2. Media content convergence challenges include dealing with the heterogeneity of media types, services, networks, devices, and quality of service requirements as well as integrating technologies used by media providers and consumers.
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A follow up on the performance of monks teaching morality
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.5, No.18, 2014
1
A Follow up on the Performance of Monks Teaching Morality
on Basic Educational Institutes as Actuality and Expectation
Prakru Palad Suwatthanabundithkun1
Rawing Ruangsanka2
*
Office of Monks Teaching Morality, Mahachulalongkornrajavidyalaya University, Thailand
*E-mail: billionwings@hotmail.com
The research is financed by Office of Monks Teaching Morality
Abstract
This research aims to study the performances of moral teaching monks in basic education schools as actuality
and expectation. The samples in this study were the moral teaching monks, school administrators, students and
parents involving in the basic education schools. The research tool was a questionnaire. The data were analyzed
as descriptive statistic and T-test.
The results showed that;
The respondents were mostly male, aged 51 years or more with a higher education degree and involved in public
schools. Sample groups have comments about the performances of the moral teaching monks in the four aspects
of curriculum, teaching and learning, using instructional media and materials and measurements. The actual
performances of them were lower than expected at all, excepting the monk opinion of the teaching assignments
in the course of their aptitude item with no difference of practical level.
Moral teaching monks and school administrators had the consensus opinion that the moral teaching monks
understood the purpose , were assigned in the course of their aptitude, had knowledge and skills in teaching
activities effectively, understood and had skills in the selection of instructional materials. The teaching media
corresponded with the teaching context. There were the school officials who facilitated the installation media of
instruction. The appropriate measurement criteria was used in school. However, they were expected to
understand the structure of Buddhism curriculum and present the measurement and evaluation for improving
teaching and learning activities.
In terms of students and parents opinions, they understood both structure and purpose of Buddhism curriculum.
Students were participated in teaching activities. The teaching media corresponded with the teaching context.
Students readiness was prepared before using instructional media and materials. The suitable measurement tools
were selected corresponding to the content or activities of teaching. However, students expected them to manage
teaching activities according to the purpose of learning and have the knowledge and skills to manage teaching
activities that emphasis on students. While parents expected that the curriculum context should be modern and
consistent with current situations. Moreover, they should have the knowledge and skills of using a variety of
teaching methods in accordance with the course contexts.
Keywords: Monks, moral teaching, basic educational institute
1. Introduction
Thai society nowadays focuses on economic development and teems with materialistic advance without proper
control, causing competitions in life, education, and career, as well as stress. A lot of seductive channels and
sources are easily accessible for children and teenagers. Most Thai people these days, especially teenaged and
middle-aged people, are materialistic, ignore the value of Thainess, and live careless, extravagant, and immoral
lives. These problems are caused by the absence of warmth in family; distance from religions, lack of the
cultivation of virtue, the good, the bad, sin, and merit since childhood. People are educated secularly, but not
morally. People try to be successful yet become immoral. When grown up, they are more prone to exploit their
knowledge and abilities in a wrong way and create a lot of social problems such as corruptions and taking
advantage of the underprivileged. Some children and juveniles do not shave successful lives because they spend
their lives in a wrong way, are uneducated, have fights, become drug addicts or assume premature motherhood,
all of which could entail social problems. Prevention of these issues must start at family level by reinforcing
close care among family members, creating warmth, moral, and ethics for the young. At the same time,
2. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.5, No.18, 2014
2
educational institutes also play an important role in providing children and juveniles with knowledge and ability,
and training their bodies and minds so that they can become qualified people of the society.
Solving juvenile issue efficiently under such fault-prone circumstance can be achieved by organizing thoughts
with religious principles so that the juveniles possess good hearts and strong morale against downgrading factors
which will destroy their decent lives. This is in line with the state’s policy set out in section 7 in the Constitution
of the kingdom of Thailand 2007 stating that “The state is to patronize and protect Buddhism which has long
been revered by Thai people along with other religions. It must also promote good understanding and harmony
among the followers of every religion, and support the use of religious teachings to create morals and develop
quality of life” (Office of the Prime Minister, 2009, page 26). In addition, the Act of National Education 1999
which was amended (version 3) 2010 stressed the importance of ethical teaching and learning, which is in line
with the policy of the Ministry of Education, which announced an addition of Buddhist study content in every
subject in academic year 1982. Buddhist study was also an elective subject in high school curriculum in 1984.
The additional Buddhist content requires appropriate interpretation and adjustment for the age and maturity of
learners, and teachers must be very knowledgeable in Buddhism. This was where the moral teaching monk
project came from.
Mahachulalongkornrajavidyalaya University was assigned by the Ministry of Education to incorporate the
project in its mission of community academic service. The university then assigned the responsibility to the
Office of Monks Teaching Morality. Currently, there are 18,008 monks teaching morality in schools countrywide.
(The Office of Monks Teaching Morality, 2014).
Therefore, the Office of Monks Teaching Morality would like to conduct research for monitoring the work of
monks teaching morality in basic academic institutes to gain information showing readiness, obstacles, as well as
appropriate, practical, and acceptable solutions for all stakeholders. The information will be used to improve,
change, enhance, and develop the project to achieve effectiveness and efficiency.
2. Research objective
To study the performances of monks teaching morality in basic academic institutes as actuality and expectation.
3. Conceptual framework
4. Research methodology
To conduct this research, the researcher has utilized survey research with the following steps:
4.1 Population and samples
The population used in this research comprised four groups of people involving basic educational institutes
Monks teaching
morality
Executives
Students
Students’ parents
Actual performances
- curriculum aspect
- instructional aspect
- use of media and material
aspect
- evaluation aspect
Expected performances
- curriculum aspect
- instructional aspect
- use of media and material
aspect
- evaluation aspect
Follow-up on the
performances of monks
teaching morality in basic
educational institutes as
actuality and expectation
3. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.5, No.18, 2014
3
where monks taught morality. There were 120,008 of monks teaching morality, school executives, students, and
parents.
Samples in this research were randomly selected from the four groups using multi-stage random sampling in
reference to Sample Size Table by Krejcie and Morgan (Pichit Ritcharoon, 2011, page 119). The samples were
taken from 377 schools. Choosing provincial academic institutes with monks teaching morality was done by
purposive sampling. Samples of school executives, students and parents were based on academic institutes with
monks teaching morality selected by purposive sampling.
4.2 Research Tools
The tools utilized in this research were questionnaires on monitoring performances of monks teaching morality
in basic educational institutes as actuality and expectation with content validity of the questionnaires by finding
out IOC value, collecting data by post, and data self-collection.
4.3 Data analysis
To conduct data analysis in this research, basic data from questionnaire respondents were based on descriptive
statistics while opinions of monks teaching morality, school executives, students, and parents about the work of
the monks as a matter of fact and as expected by basic educational institutes. T-test analysis was utilized.
5. Conclusion
The majority of the samples is males over 51 years of age, with education higher than bachelor’s degree,
and belongs to governmental schools. The samples expressed their opinions on monks teaching morality in
four aspects, namely the curricular, instruction, use of media and materials, and evaluation, both as
actuality and expectation. The actual work of the monks teaching morality is below expectation, except for
those who were assigned to teach morality in the course of their aptitude, of which factual and expected
work shows no statistical significance (t = 0.721).
The monks teaching morality’s opinion is that they understand the objectives of the curricular of Buddhist
study, are assigned to teach the courses of their aptitude, understand and are skilful in selecting learning
media which address the content taught, and view the school’s evaluation criteria as appropriate. The
monks teaching morality set their expectation to understand the objectives of the curricular of Buddhist
study. The executives of the schools point out that the monks teaching morality understand the objectives of
the curricular of Buddhist study; are knowledgeable, and skilful in organizing efficient learning activities.
The schools provided officers who facilitated the installation of learning equipment and media and used
appropriate evaluation criteria. The executives expect that measurement and evaluation be presented to
improve learning and teaching activities.
The students’ opinion is that the monks teaching morality understand the structure, encourage students to
participate in learning, communicate the content accurately, and utilize appropriate evaluation tools. The
students expect that learning and teaching activities match the learning objectives and that the monks
teaching morality be knowledgeable and skilful in organizing leaner-based activities. The students’ parents’
opinions are that the monks teaching morality understand both the structure and the objectives of the
curricular of Buddhist study; the students participated in learning activities and were prepared before the
use of learning media. The parents expect that the content of the curricular of Buddhist study be updated
and address current situations and that the monks be knowledgeable and skilful in using diverse teaching
methods to meet the content of the subject.
Besides, the samples’ suggestions on the work of the monks teaching morality in basic educational
institutes are: 1) The curricular should be updated, interesting, and fit the age and the context of the schools
2) There should be more learning hours and classes 3) The monks teaching morality should be supported
with instructional media and materials which are easy to find, diverse, understandable, in line with the
lessons. instructional media and materials should include folk wisdom. 4) Manuals should be created to
develop the potential of the monks teaching morality.
6. Result discussion
Pertaining to the case of the performances of the monks teaching morality, the research reveals that the
monks teaching morality understand the objectives of the curricular of Buddhist study. This aligns with
Pramaha Punya Lanpiw’s research (2010, page 101) stating that a lot of monks teaching morality
understand the curricular of the educational institutes which are in line with the core curricular of basic
education, while Pra Surachai Surachayo (Hongtrakool) (2012, Abstract) reports students’ attitude in that
4. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.5, No.18, 2014
4
the monks used contents which are easily understandable and fit the students’ level.
In terms of instructional aspect, it is found that the monks teaching morality were assigned to teach the
subjects they are good at, knowledgeable and skilful in organizing efficient learning activities. This aligns
with Pramaha Somchai Dhammawaro (Taoprasert) (2010, Abstract) revealing that the monks teaching
morality in schools follow teaching procedures: teaching, measurement, and evaluation. Besides, they have
diverse teaching styles. The research done by Pra Piya Piyadhammo (Meksaen) (2011, Abstract) also states
that the students view that teacher have prepared content leading to lessons and accomplish the objectives.
In terms of instructional media, it is found that the monks teaching morality understand and are skilful in
using teaching media which match the content. This with Pramaha Punya Lanpiw’s research (2010, page
102) stating that the monks teaching morality by using printed materials, namely textbooks, learning books,
pictures, and materials, yet there are few monks teaching morality who use innovative media and
technology for their teachings. Pra Sarayuth Sirivisutthimethee (Pornchaidechakul) (2010, Abstract) has
found that monks teaching morality produce their own teaching media rather than depending on finished
media for their teaching; however, their media are not diverse.
In terms of evaluation, it is found that schools use appropriate evaluation criteria for learning and teaching.
This aligns with Pramaha Punya Lanpiw’s research (2010, Abstract), which states that quite a number of
monks teaching morality measure and evaluate learners by tests in accordance with educational institutes’
indicators and standard. The research by Prakru Suttawutthikhun (Oreecha Suknun) (2013, page 102)
presents students’ attitude revealing that the monks teaching morality measure and evaluate students along
with learning and teaching; there are diverse measurements and evaluations, which address learning
objectives and cover the designated content.
References
Prakru Suttawutthikhun (Oreecha Suknun). 2013. A study of students’ attitudes towards teachers teaching
Buddhism in secondary and high school level at Wat Intaram School, Thonnburi District, Bangkok.
Master of Arts Programme in Buddhism (Educational Management). Pranakornsriayutthaya:
Graduate School, Mahachulalongkornrajavidyalaya University.
Pra Piya Piyadhammo (Meksaen). 2011. Students’ attitudes towards Buddhism teaching procedures in
Amphur Mueng Phrae. Master of Arts Programme in Buddhism (Buddhism). Pranakornsriayutthaya:
Graduate School, Mahachulalongkornrajavidyalaya University.
Pramaha Punya Lanpiw. 2010. A study of the work of monks teaching morality in schools belonging to the
Secondary Educational Service Area Office 2. Master project Graduate Studies (Educational
Management), Bangkok: Graduate School Srinakharinwirot university.
Pramaha Somchai Dhammawaro (Taoprasert). 2010. A comparative study of Buddhism teaching between
monks teaching morality and teachers in Phasricharoen district, Bangkok. Master of Arts Programme
in Buddhism (Buddhism). Pranakornsriayutthaya: Graduate School,
Mahachulalongkornrajavidyalaya University.
Pra Sarayuth Sirivisutthimethee (Pornchaidechakul). 2010. Guideline to developing the organization of
learning and teaching of monks teaching morality in schools in Amphur Khuntarn, Chiangrai
province. Dissertation (Masters of Arts). Chiangrai: Chiang Rai Rajabhat University.
Pra Surachai Surachayo (Hongtrakool). 2012. Students’ attitudes towards learning and teaching of monks
teaching morality in primary schools in Amphur Mueng, Nonthaburi province. Master of Arts
Programme in Buddhism (Buddhism). Pranakornsriayutthaya: Graduate School,
Mahachulalongkornrajavidyalaya University.
Pichit Ritcharoon. 2011. Social Science Research Methodology. 5th
Edition. Bangkok: House of Kermit.
Office of the Prime Minister, the Constitution of the kIngdom of Thailand B.E. 2550. 2009. Bangkok:
Cabinet Publishing and Gazzette Office.
The Office of Monks Teaching Morality. 2014. Data of Monks. [online] Available: http://www.krupra.net
(January 9, 2014).
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