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.
The document provides an orientation for school heads on the School Safety Assessment Tool (SSAT). The objectives are for participants to understand the context and background of expanded face-to-face learning, gain knowledge on the SSAT including roles and responsibilities, and learn how to administer the SSAT. The SSAT will be used to assess 638 schools for readiness for a pilot face-to-face program. It contains indicators across four areas - managing school operations, teaching and learning, well-being and protection, and home-school coordination. Schools will be provided support to meet standards based on the results.
The document discusses factors that influence the delivery of curriculum. It states that developing quality curriculum is only part of the education process, and that delivering curriculum is also significant. It encourages institutions to adopt policies that recognize student diversity and prevent discrimination. It also stresses that curriculum development must ensure student physical and emotional needs are met. The document also outlines beliefs about curriculum work, stating it should be collaborative, involve reflection, identify values, and require appropriate resources while exposing inequalities.
An act entitled: “Enhancing the Philippine Basic Education System by Strengthening its Curriculum and Increasing the Number of Years for Basic Education, Appropriating Funds Therefore and for Other Purposes,” otherwise known as the “Enhanced Basic Education Act of 2013.”The K to 12 Curriculum has its overarching goal, the holistic development of every Filipino learner with 21st-century skills who is adequately prepared for work, entrepreneurship, middle-level skills development, and higher education.
The document discusses the concept of curriculum. It defines curriculum as a template or design that enables learning to take place. It discusses curriculum theory, noting that curriculum theory provides meaning to a school's curriculum by explaining the relationships between its elements and directing its development, use, and evaluation. It also outlines four main approaches to curriculum - behavioral, managerial, systems, and humanistic. Additionally, it discusses aims and objectives of curriculum development at the secondary level, criteria for developing curriculum objectives, and characteristics and principles of curriculum construction. It concludes by discussing evaluation of curriculum and determination of curriculum in Pakistan.
1) The document describes an action research proposal that aims to determine the effectiveness of using collaborative artistic timeline-making to improve 8th grade students' retention of world history facts and events in Kabacan National High School.
2) The school achieved only 62% on the national achievement test in Araling Panlipunan, and the teacher observed students had difficulty remembering dates and found the lessons boring. The study aims to introduce an engaging strategy to address these issues.
3) If results are favorable, the teacher plans to continue using the strategy and share findings to help other teachers. The study may also lead to exploring other teaching methods.
This document provides guidance to a teacher, Mrs. Thakur, on how to address weaknesses in English among her 7th grade students using action research. It defines action research as research conducted in a classroom to solve a specific problem encountered by a teacher. The expert recommends Mrs. Thakur conduct action research by first identifying the problem - her students' weakness in English. She should then define and delimit the problem, analyze its causes, and formulate hypotheses about actions that could improve English skills, such as weekly grammar tutorials or using programmed learning techniques. Conducting action research allows Mrs. Thakur to take immediate steps to solve the problem and apply conclusions directly.
'Developing the profession: approaches in Wales, Northern Ireland and Ireland...GTC Scotland
'Developing the profession: approaches in Wales, Northern Ireland and Ireland.' The General Teaching Council for Wales, The General Teaching Council for Northern Ireland and the Teaching Council of Ireland, Workshop 10, GTC Scotland National Education Conference, 28 May 2009.
This workshop will present perspectives by leading practitioners from the General Teaching Councils for Wales, Ireland and Northern Ireland in relation to the professional development of teachers. Key areas of discussion will include: the work of GTC Wales in establishing a Professional Development Framework for teachers in Wales; the respective roles of the nationally funded Support Services and the Teaching Council in respect of teachers' CPD in Ireland; teaching in Northern Ireland as an evidence based profession within professional communities of practice.
The document provides an orientation for school heads on the School Safety Assessment Tool (SSAT). The objectives are for participants to understand the context and background of expanded face-to-face learning, gain knowledge on the SSAT including roles and responsibilities, and learn how to administer the SSAT. The SSAT will be used to assess 638 schools for readiness for a pilot face-to-face program. It contains indicators across four areas - managing school operations, teaching and learning, well-being and protection, and home-school coordination. Schools will be provided support to meet standards based on the results.
The document discusses factors that influence the delivery of curriculum. It states that developing quality curriculum is only part of the education process, and that delivering curriculum is also significant. It encourages institutions to adopt policies that recognize student diversity and prevent discrimination. It also stresses that curriculum development must ensure student physical and emotional needs are met. The document also outlines beliefs about curriculum work, stating it should be collaborative, involve reflection, identify values, and require appropriate resources while exposing inequalities.
An act entitled: “Enhancing the Philippine Basic Education System by Strengthening its Curriculum and Increasing the Number of Years for Basic Education, Appropriating Funds Therefore and for Other Purposes,” otherwise known as the “Enhanced Basic Education Act of 2013.”The K to 12 Curriculum has its overarching goal, the holistic development of every Filipino learner with 21st-century skills who is adequately prepared for work, entrepreneurship, middle-level skills development, and higher education.
The document discusses the concept of curriculum. It defines curriculum as a template or design that enables learning to take place. It discusses curriculum theory, noting that curriculum theory provides meaning to a school's curriculum by explaining the relationships between its elements and directing its development, use, and evaluation. It also outlines four main approaches to curriculum - behavioral, managerial, systems, and humanistic. Additionally, it discusses aims and objectives of curriculum development at the secondary level, criteria for developing curriculum objectives, and characteristics and principles of curriculum construction. It concludes by discussing evaluation of curriculum and determination of curriculum in Pakistan.
1) The document describes an action research proposal that aims to determine the effectiveness of using collaborative artistic timeline-making to improve 8th grade students' retention of world history facts and events in Kabacan National High School.
2) The school achieved only 62% on the national achievement test in Araling Panlipunan, and the teacher observed students had difficulty remembering dates and found the lessons boring. The study aims to introduce an engaging strategy to address these issues.
3) If results are favorable, the teacher plans to continue using the strategy and share findings to help other teachers. The study may also lead to exploring other teaching methods.
This document provides guidance to a teacher, Mrs. Thakur, on how to address weaknesses in English among her 7th grade students using action research. It defines action research as research conducted in a classroom to solve a specific problem encountered by a teacher. The expert recommends Mrs. Thakur conduct action research by first identifying the problem - her students' weakness in English. She should then define and delimit the problem, analyze its causes, and formulate hypotheses about actions that could improve English skills, such as weekly grammar tutorials or using programmed learning techniques. Conducting action research allows Mrs. Thakur to take immediate steps to solve the problem and apply conclusions directly.
'Developing the profession: approaches in Wales, Northern Ireland and Ireland...GTC Scotland
'Developing the profession: approaches in Wales, Northern Ireland and Ireland.' The General Teaching Council for Wales, The General Teaching Council for Northern Ireland and the Teaching Council of Ireland, Workshop 10, GTC Scotland National Education Conference, 28 May 2009.
This workshop will present perspectives by leading practitioners from the General Teaching Councils for Wales, Ireland and Northern Ireland in relation to the professional development of teachers. Key areas of discussion will include: the work of GTC Wales in establishing a Professional Development Framework for teachers in Wales; the respective roles of the nationally funded Support Services and the Teaching Council in respect of teachers' CPD in Ireland; teaching in Northern Ireland as an evidence based profession within professional communities of practice.
School readiness assessment tool for pilot implementation of limited faceedwinsalvanera
This document contains a school readiness assessment tool to evaluate a school's preparedness for implementing limited face-to-face classes during the COVID-19 pandemic. It includes indicators on capacity building, communication strategy, ensuring participation of marginalized groups, and home-school coordination. Schools must conduct staff simulations, orientation sessions for stakeholders, and ensure access to services. They must also develop parent orientation on health and safety protocols for drop-off, pick-up, commuting, and entering school premises. Schools that do not meet all indicators will receive technical assistance to help prepare for limited in-person learning.
BRC and CRC are two resources used for academic activities and resource teachers training programs. here the definition of brc and crc and role of BRC and CRC for disabled childrens. under SSA
School facilities are important for education and require proper maintenance. However, school managers often lack qualitative and quantitative data about facilities like room configurations, ventilation, and furniture condition. This data should be collected and analyzed to inform facilities management decisions and ensure facilities are properly supporting teaching and learning goals. Facilities are used to illustrate concepts, allow hands-on experiences, enable experimentation and investigation, and provide student comfort while also meeting individual physical and emotional needs through support facilities like offices, cafeterias, and toilets.
The document discusses competency-based teacher education (CBTE) as a framework for music teacher education. It describes the CBTE program evolving at the University of North Florida, which is individualized, field-based, and focuses on measurable competencies and teaching modules. An informal evaluation of the UNF program concluded that implementing a CBTE approach for music teacher education is worthwhile despite the effort involved.
The document discusses blended learning, which combines traditional face-to-face classroom methods with online digital learning. It defines blended learning as integrating online and classroom learning to enhance the student experience. The document outlines characteristics of blended learning like two modes of learning, teacher expertise in both modes, and developing student skills. It also discusses prerequisites for blended learning and different models like rotational, flex, self-blended, and enriched virtual models.
ASSESSMENT AND EVALUATION STRATEGIES FOR BOOSTING TEACHING AND LEARNING IN NI...SubmissionResearchpa
This paper discussed secondary education as well as governments’ rationale for its establishment. The paper also discussed assessment and the various strategies for the assessment of teaching-learning processes at the level. Moreover, the paper discussed evaluation of teaching and learning, and the strategies that could be employed in executing evaluation in schools, with explicit key differences between assessment and evaluation highlighted. In all, the paper concluded that assessment and evaluation are vital procedures for boosting teaching and learning activities in secondary schools in Nigeria; and suggested that assessment and evaluation strategies be enshrined in the secondary school curriculum, teachers be regularly trained and re-trained in the art of assessment and evaluation; government and education ministries should provide the needed tools and instruments for implementing assessment and evaluation of the teaching-learning processes, and education inspectors should frequently visit secondary schools as to ascertain teachers’ level of compliance with government policies on assessment and evaluation. by AKOMOLAFE Oluwayemisi Damilola 2020. ASSESSMENT AND EVALUATION STRATEGIES FOR BOOSTING TEACHING AND LEARNING IN NIGERIA SECONDARY SCHOOLS. International Journal on Integrated Education. 3, 11 (Nov. 2020), 103-107. DOI:https://doi.org/10.31149/ijie.v3i11.842. https://journals.researchparks.org/index.php/IJIE/article/view/842/803 https://journals.researchparks.org/index.php/IJIE/article/view/842
M.Ed Teacher Education Assignment Topic- ILO version of Status of Teachersfatima roshan
The document discusses two recommendations from ILO and UNESCO regarding the status of teachers: (1) the 1966 recommendation covering teachers from pre-primary to secondary levels, and (2) the 1997 recommendation covering higher education teaching personnel. Both recommendations address issues like teachers' rights, responsibilities, training, employment conditions, and aim to establish international standards for supporting and enhancing the teaching profession.
This document contains a classroom observation tool for highly proficient teachers in the Philippines. It includes:
1. An 8-level rubric for rating teachers on various indicators of teaching quality and impact.
2. Descriptions of 3 indicators related to content knowledge, addressing special student needs, and use of teaching resources.
3. Features of practice examples for each indicator at different rubric levels.
4. Clarification of key terms used in the observation tool.
The tool provides a structured way to observe and evaluate teachers across multiple dimensions of teaching practice.
The document discusses the context of curriculum development in Kenya. It identifies six major factors that influence the process: political forces, socio-economic context, cultural context, ICT context, legal context, and networking/linkages. Politically, curriculum decisions are centralized and top-down, leaving teachers feeling uninvolved. Socio-economically, initiatives like free primary education have strained resources. Culturally, Kenya's diversity is not fully accommodated. Regarding ICT, infrastructure and teacher skills are still limited. The legal framework for agencies involved could be better harmonized. Networking between curriculum stakeholders could also be strengthened.
A PATH ANALYTICAL MODEL ON FACTORS WITH THE IMPLEMENTATION OF CIVIC EDUCATION...ijejournal
The height of moral decadence of adolescent is a worrying development that may degenerate to uncontrolled situation if not checked. The crime rate and other civic problems in the society cannot be clearly linked to any particular cause, hence, the need to explore the underlying principle behind this horrible fashion. This problem prompts this study on factors with teachers’ implementation of civic education curriculum in secondary schools in Cross River State, Nigeria. The study adopted cross sectional survey design approach. A total number of all the 510 civic education teachers in public Secondary Schools in Calabar Education Zone of Cross River State in 2019/2020 academic session were used for the study. A self-developed 60-item Questionnaire was used for data collection. The data analysis was subjected to Structural Equation Modeling using Analysis of MOment of Structure to generate a path analytical model and data analysis at .05 level of significance. The result revealed that there were significant direct predictive effects between teacher’s supervision, teacher’s knowledge of subject matter and teachers’ attitude and the implementation of civic education curriculum. It was recommended among others that teachers should advance their knowledge by enrolling further in academic programmes as well as engage in in-service training to update their knowledge for a better academic outcome of the students.
This document discusses teacher autonomy and accountability. It defines teacher autonomy as the capacity for teachers to have control over their own teaching, including freedom of study, learning, and teaching. Teacher accountability refers to the responsibility teachers have to students and educational goals. The document provides characteristics of accountable teachers, such as being adaptable, caring, compassionate, dedicated, determined, empathetic, forgiving, joyful, kind, and trustworthy. It also lists responsibilities of teachers, such as attending assemblies, following conduct rules, maintaining lesson plans, and evaluating students.
The Italian Model Of The Inclusion. Dario Ianes. Edizioni Erickson. Italy www.erickson.it
The document discusses two major issues regarding Italy's model for including students with special needs in schools: 1) accurate assessment of student strengths and weaknesses, and 2) effective inclusion strategies. It notes challenges in assessment and supporting students without disabilities but with special needs. The author proposes using the ICF model to guide assessment and individualized education plans. Five key areas are identified to develop effective inclusion strategies: linking individual plans to classroom curriculum, peer involvement, integrating techniques to benefit all students, metacognitive instruction, and technology use. The overall experience of inclusion in Italy over 35 years is deemed positive, but challenges remain in building evidence, implementing the ICF model, and increasing supports for all students.
The document outlines a policy for establishing Learning Action Cells (LACs) in schools as a teacher professional development strategy. LACs are groups of teachers who meet regularly to collaboratively plan lessons, discuss challenges, and improve teaching practices. The policy details the objectives, theoretical framework, topics of discussion, implementation process, and roles of various DepEd offices in supporting LACs. Progress will be monitored based on evidence of critical reflection, increased curriculum knowledge, and changes to pedagogy rather than direct correlations between LAC activities and student performance.
The document summarizes research on the gap between findings from educational research and government policies on teacher education in India. It outlines some key findings from research, including that teachers agree students should be actively involved in learning but differ on goals for student motivation versus intellectual engagement. However, government policies do not always incorporate research findings and instead consider them as just one input. The document also reviews India's legal framework and policies for teacher education over time.
This document discusses curriculum reform in higher education. It involves changing education delivery methods through an interplay of global, national, and institutional factors. Curriculum reform is a key instrument of educational change that is employed to achieve a wide range of aims, but it must be flexible enough to promote technical/vocational curricula within existing schools. While some strategies for curriculum reform had positive impacts, others faced challenges like resistance from teachers and perceptions that reforms undermined educational values. Overall, the experiences suggest that the contradictions inherent in curriculum reform and the resistance to change from established school structures and cultures make truly radical educational change difficult to achieve in the long term.
The document discusses considerations for developing curriculum for students with special needs. It defines curriculum and describes the explicit, hidden, and absent curriculums. The document also discusses comprehensive curriculum, universal design for learning, differentiated instruction, standard-based education, and various program orientations including the general education curriculum with and without supports/accommodations as well as more specialized curriculums.
The document discusses curriculum development in education in Pakistan. It defines curriculum and outlines its key components like aims and objectives, content selection, and learning experiences. It describes Pakistan's education system challenges at independence and key reforms over time. The process of curriculum development involves situational analysis, formulation of aims, content selection, learning experience organization, and evaluation. National and provincial bodies collaborate in curriculum development and textbook production according to this process.
This module introduces topics on collaborative learning and distance education. It is designed to provide students opportunities to explore special topics related to their field of study based on perceived needs and faculty expertise. The first lesson defines collaborative learning and discusses its applications and advantages/disadvantages. The second lesson defines distance education and eLearning and compares distance learning to traditional classrooms. Students read various articles on the topics and answer reflection questions to synthesize their understanding.
School readiness assessment tool for pilot implementation of limited faceedwinsalvanera
This document contains a school readiness assessment tool to evaluate a school's preparedness for implementing limited face-to-face classes during the COVID-19 pandemic. It includes indicators on capacity building, communication strategy, ensuring participation of marginalized groups, and home-school coordination. Schools must conduct staff simulations, orientation sessions for stakeholders, and ensure access to services. They must also develop parent orientation on health and safety protocols for drop-off, pick-up, commuting, and entering school premises. Schools that do not meet all indicators will receive technical assistance to help prepare for limited in-person learning.
BRC and CRC are two resources used for academic activities and resource teachers training programs. here the definition of brc and crc and role of BRC and CRC for disabled childrens. under SSA
School facilities are important for education and require proper maintenance. However, school managers often lack qualitative and quantitative data about facilities like room configurations, ventilation, and furniture condition. This data should be collected and analyzed to inform facilities management decisions and ensure facilities are properly supporting teaching and learning goals. Facilities are used to illustrate concepts, allow hands-on experiences, enable experimentation and investigation, and provide student comfort while also meeting individual physical and emotional needs through support facilities like offices, cafeterias, and toilets.
The document discusses competency-based teacher education (CBTE) as a framework for music teacher education. It describes the CBTE program evolving at the University of North Florida, which is individualized, field-based, and focuses on measurable competencies and teaching modules. An informal evaluation of the UNF program concluded that implementing a CBTE approach for music teacher education is worthwhile despite the effort involved.
The document discusses blended learning, which combines traditional face-to-face classroom methods with online digital learning. It defines blended learning as integrating online and classroom learning to enhance the student experience. The document outlines characteristics of blended learning like two modes of learning, teacher expertise in both modes, and developing student skills. It also discusses prerequisites for blended learning and different models like rotational, flex, self-blended, and enriched virtual models.
ASSESSMENT AND EVALUATION STRATEGIES FOR BOOSTING TEACHING AND LEARNING IN NI...SubmissionResearchpa
This paper discussed secondary education as well as governments’ rationale for its establishment. The paper also discussed assessment and the various strategies for the assessment of teaching-learning processes at the level. Moreover, the paper discussed evaluation of teaching and learning, and the strategies that could be employed in executing evaluation in schools, with explicit key differences between assessment and evaluation highlighted. In all, the paper concluded that assessment and evaluation are vital procedures for boosting teaching and learning activities in secondary schools in Nigeria; and suggested that assessment and evaluation strategies be enshrined in the secondary school curriculum, teachers be regularly trained and re-trained in the art of assessment and evaluation; government and education ministries should provide the needed tools and instruments for implementing assessment and evaluation of the teaching-learning processes, and education inspectors should frequently visit secondary schools as to ascertain teachers’ level of compliance with government policies on assessment and evaluation. by AKOMOLAFE Oluwayemisi Damilola 2020. ASSESSMENT AND EVALUATION STRATEGIES FOR BOOSTING TEACHING AND LEARNING IN NIGERIA SECONDARY SCHOOLS. International Journal on Integrated Education. 3, 11 (Nov. 2020), 103-107. DOI:https://doi.org/10.31149/ijie.v3i11.842. https://journals.researchparks.org/index.php/IJIE/article/view/842/803 https://journals.researchparks.org/index.php/IJIE/article/view/842
M.Ed Teacher Education Assignment Topic- ILO version of Status of Teachersfatima roshan
The document discusses two recommendations from ILO and UNESCO regarding the status of teachers: (1) the 1966 recommendation covering teachers from pre-primary to secondary levels, and (2) the 1997 recommendation covering higher education teaching personnel. Both recommendations address issues like teachers' rights, responsibilities, training, employment conditions, and aim to establish international standards for supporting and enhancing the teaching profession.
This document contains a classroom observation tool for highly proficient teachers in the Philippines. It includes:
1. An 8-level rubric for rating teachers on various indicators of teaching quality and impact.
2. Descriptions of 3 indicators related to content knowledge, addressing special student needs, and use of teaching resources.
3. Features of practice examples for each indicator at different rubric levels.
4. Clarification of key terms used in the observation tool.
The tool provides a structured way to observe and evaluate teachers across multiple dimensions of teaching practice.
The document discusses the context of curriculum development in Kenya. It identifies six major factors that influence the process: political forces, socio-economic context, cultural context, ICT context, legal context, and networking/linkages. Politically, curriculum decisions are centralized and top-down, leaving teachers feeling uninvolved. Socio-economically, initiatives like free primary education have strained resources. Culturally, Kenya's diversity is not fully accommodated. Regarding ICT, infrastructure and teacher skills are still limited. The legal framework for agencies involved could be better harmonized. Networking between curriculum stakeholders could also be strengthened.
A PATH ANALYTICAL MODEL ON FACTORS WITH THE IMPLEMENTATION OF CIVIC EDUCATION...ijejournal
The height of moral decadence of adolescent is a worrying development that may degenerate to uncontrolled situation if not checked. The crime rate and other civic problems in the society cannot be clearly linked to any particular cause, hence, the need to explore the underlying principle behind this horrible fashion. This problem prompts this study on factors with teachers’ implementation of civic education curriculum in secondary schools in Cross River State, Nigeria. The study adopted cross sectional survey design approach. A total number of all the 510 civic education teachers in public Secondary Schools in Calabar Education Zone of Cross River State in 2019/2020 academic session were used for the study. A self-developed 60-item Questionnaire was used for data collection. The data analysis was subjected to Structural Equation Modeling using Analysis of MOment of Structure to generate a path analytical model and data analysis at .05 level of significance. The result revealed that there were significant direct predictive effects between teacher’s supervision, teacher’s knowledge of subject matter and teachers’ attitude and the implementation of civic education curriculum. It was recommended among others that teachers should advance their knowledge by enrolling further in academic programmes as well as engage in in-service training to update their knowledge for a better academic outcome of the students.
This document discusses teacher autonomy and accountability. It defines teacher autonomy as the capacity for teachers to have control over their own teaching, including freedom of study, learning, and teaching. Teacher accountability refers to the responsibility teachers have to students and educational goals. The document provides characteristics of accountable teachers, such as being adaptable, caring, compassionate, dedicated, determined, empathetic, forgiving, joyful, kind, and trustworthy. It also lists responsibilities of teachers, such as attending assemblies, following conduct rules, maintaining lesson plans, and evaluating students.
The Italian Model Of The Inclusion. Dario Ianes. Edizioni Erickson. Italy www.erickson.it
The document discusses two major issues regarding Italy's model for including students with special needs in schools: 1) accurate assessment of student strengths and weaknesses, and 2) effective inclusion strategies. It notes challenges in assessment and supporting students without disabilities but with special needs. The author proposes using the ICF model to guide assessment and individualized education plans. Five key areas are identified to develop effective inclusion strategies: linking individual plans to classroom curriculum, peer involvement, integrating techniques to benefit all students, metacognitive instruction, and technology use. The overall experience of inclusion in Italy over 35 years is deemed positive, but challenges remain in building evidence, implementing the ICF model, and increasing supports for all students.
The document outlines a policy for establishing Learning Action Cells (LACs) in schools as a teacher professional development strategy. LACs are groups of teachers who meet regularly to collaboratively plan lessons, discuss challenges, and improve teaching practices. The policy details the objectives, theoretical framework, topics of discussion, implementation process, and roles of various DepEd offices in supporting LACs. Progress will be monitored based on evidence of critical reflection, increased curriculum knowledge, and changes to pedagogy rather than direct correlations between LAC activities and student performance.
The document summarizes research on the gap between findings from educational research and government policies on teacher education in India. It outlines some key findings from research, including that teachers agree students should be actively involved in learning but differ on goals for student motivation versus intellectual engagement. However, government policies do not always incorporate research findings and instead consider them as just one input. The document also reviews India's legal framework and policies for teacher education over time.
This document discusses curriculum reform in higher education. It involves changing education delivery methods through an interplay of global, national, and institutional factors. Curriculum reform is a key instrument of educational change that is employed to achieve a wide range of aims, but it must be flexible enough to promote technical/vocational curricula within existing schools. While some strategies for curriculum reform had positive impacts, others faced challenges like resistance from teachers and perceptions that reforms undermined educational values. Overall, the experiences suggest that the contradictions inherent in curriculum reform and the resistance to change from established school structures and cultures make truly radical educational change difficult to achieve in the long term.
The document discusses considerations for developing curriculum for students with special needs. It defines curriculum and describes the explicit, hidden, and absent curriculums. The document also discusses comprehensive curriculum, universal design for learning, differentiated instruction, standard-based education, and various program orientations including the general education curriculum with and without supports/accommodations as well as more specialized curriculums.
The document discusses curriculum development in education in Pakistan. It defines curriculum and outlines its key components like aims and objectives, content selection, and learning experiences. It describes Pakistan's education system challenges at independence and key reforms over time. The process of curriculum development involves situational analysis, formulation of aims, content selection, learning experience organization, and evaluation. National and provincial bodies collaborate in curriculum development and textbook production according to this process.
This module introduces topics on collaborative learning and distance education. It is designed to provide students opportunities to explore special topics related to their field of study based on perceived needs and faculty expertise. The first lesson defines collaborative learning and discusses its applications and advantages/disadvantages. The second lesson defines distance education and eLearning and compares distance learning to traditional classrooms. Students read various articles on the topics and answer reflection questions to synthesize their understanding.
The document provides the annual expected learning objectives for a foreign language course. The objectives cover developing skills in reading comprehension, auditory comprehension, speaking, writing, vocabulary, and valuing the importance of the foreign language. For reading comprehension, the objectives are to demonstrate understanding of written texts on varied topics and identify text types. For auditory comprehension, the objectives include understanding oral texts and identifying communicative intentions. The speaking objectives involve participating in everyday exchanges, while writing objectives focus on short texts for different purposes. [END SUMMARY]
The document provides the annual expected learning objectives for a student in their foreign language study. The objectives are organized into areas of ability including reading comprehension, auditory comprehension, speaking, writing, lexical objectives, and value objectives. For each area, 3-4 specific learning objectives are outlined, describing the skills and understanding students should demonstrate by the end of the year across a variety of topic areas and text types in the target language. The document aims to clearly define the goals and progress expected in the student's language development over the course of a year.
LORN is an Australian network that allows users to search and access quality training resources from multiple collections. It provides learning objects that are standards compliant and can be customized for different learning management systems. Registering on LORN allows users to save learning objects, re-download materials, and purchase additional for-cost resources.
Systemic Thinking Tools for Social Impacttheideahive
Brief introduction to systems and systemic thinking ; how to identify a complex issue; tools that elicit the wisdom in a diverse group to address complexity.
Presented Feb 1, 2011 at Hub SOMA, SF by The Idea Hive
A follow up on the performance of monks teaching moralityAlexander Decker
- The study examined the actual and expected performance of monks teaching morality in basic educational institutes in Thailand across four areas: curriculum, teaching, use of instructional media/materials, and evaluation.
- Survey results found the actual performance of monks was lower than expected in all areas except one regarding teaching assignments matching their aptitude.
- Monks and school administrators agreed monks understood curriculum objectives and were skilled in teaching and media selection, but monks wanted more understanding of curriculum structure while administrators expected evaluation and teaching improvements.
- Students and parents understood curriculum structure/objectives and found media appropriate, but students wanted monk-led activities to match learning objectives while parents wanted a modernized, relevant curriculum.
A follow up on the performance of monks teaching moralityAlexander Decker
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.
Students’ Council Involvement in Decision Making and Students’ Discipline in ...ijtsrd
There has been an increase of indiscipline cases in secondary schools’ country wide. In some instances, students’ unrest and strikes have been witnessed. This has been happening despite the enactment of Students’ Council in 2009 as a way of managing students’ discipline. In light of this problem, the purpose of this study was to assess the influence of students’ council involvement in decision making on students’ discipline. The study was founded on the Social Systems Theory and Path Goal Theory of Leadership. The study employed descriptive survey research design targeting a population of 11891 students, 720 members of the student councils, 24 deputy principals in 24 secondary schools and 1 Sub County Director of Education. Stratified random sampling was adopted to select 12 schools in which 276 students, 84 members of the student council were sampled using simple random method while purposive sampling was used to select 12 Deputy Principals and 1 Sub County Director of Education. Questionnaires, interview schedules and document analysis were used to collect data from respondents. To ensure validity and reliability of instruments, a pilot study was conducted in two schools within the area of study. Data analysis involved both descriptive statistics such as frequencies. Weighted means and standard deviation while hypotheses were verified using the inferential statistical technique of independent samples t test. The finding of this study was that schools in which student councils are involved in decision making there is high level of students’ discipline. Wanyonyi Protus | Wanjala Demtilla | Juma Injendi "Students’ Council Involvement in Decision Making and Students’ Discipline in Secondary Schools in Tongaren Sub County, Kenya" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-7 , December 2022, URL: https://www.ijtsrd.com/papers/ijtsrd52618.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/52618/students’-council-involvement-in-decision-making-and-students’-discipline-in-secondary-schools-in-tongaren-sub-county-kenya/wanyonyi-protus
Analysis of the impediments influencing the management ofAlexander Decker
This document analyzes impediments to managing special needs education in inclusive primary school settings in Embu County, Kenya. It finds that while inclusion is available and schools have resources, those resources do not adequately meet the needs of special needs education. Key impediments identified include disagreements over inclusion, lack of national policy, and challenges with labeling, cultural factors, staffing, resources, attitudes and parental/professional disagreements. The study concludes more must be done to overcome these challenges and ensure persons with special needs can access education and live meaningful lives.
Community Relation Practices of School Administrators in Public SchoolsMartin Nobis
Abstract: School administrators interact with all members of the school community, including
administrative staff, teachers, students, parents and local government officials. This study
aimed to know the profile of the respondents; the community relations practices and the
significant relationship between the profile of the school administrators and community
relations practices and the significant difference among the assessment of the three groups of
respondents on the community relations practices of public-school administrators.
Descriptive-correlational survey methods and a questionnaire were utilized to gather the data.
Findings revealed that the community relations practices were high as perceived by the
respondents. Moreover, the relationship between the profile and the differences in the
assessment of community relations practices were all found not significant.
The document describes a study on the strategy of a school in Surakarta, Indonesia for building relationships with the community through the use of online applications. The school uses a website and smartphone app to provide information to students, parents, and the public about school activities, admissions, announcements, and contact details. This allows easier access to school information for stakeholders. The study found that the online presence helps improve the school's image and quality through increased community participation.
The role of school board, school heads and parent teachers association in the...Alexander Decker
This document discusses the role of school boards, school heads, and parent-teacher associations in the effective management of public schools in Nigeria. It presents results from a study that examined the relationship between these groups and school management operations. The key findings were:
1) The role of school boards was found to have no significant relationship with school management systems.
2) The controlling functions of school heads were found to have a significant relationship with school management systems.
3) School heads were found to have no relationship with the management systems of secondary schools.
4) Parent-teacher associations were found to have a significant influence on school management operations.
Influence of School Rules' Formulation on Students' Discipline in Public Seco...inventionjournals
Since independence, the Kenyan Government's desire has been to ensure quality education. However, learning institutions have been plagued with cases of students’ unrest and indiscipline which mitigate against quality education. In spite of the existence of school rules, many secondary schools are reporting a wide range of potentially disruptive behaviors in the classrooms and around the schools. This study sought to investigate the influence of school rules' formulation on students' discipline in public secondary schools in Makueni County. It was guided by four research objectives which were: to determine the influence of students' involvement in the process of formulating school rules on their discipline, to find out whether students know all their school rules and the influence on their discipline, to establish whether students like their school rules and the influence on their discipline and to determine the influence of shared goals and plans on students' discipline in public secondary schools in Makueni County. The study targeted 324 principals, 3,865 teachers and 97,200 students in public secondary schools in Makueni County, and employed descriptive survey design. The sample size of the study, which was obtained by stratified and simple random sampling procedures, was 100 principals, 387 teachers and 398 students who participated in the study. Questionnaire, interview guide and observation schedule research instruments were utilized for the study. Test-retest technique of reliability was used to affirm the reliability of the instruments. The reliability coefficient of the instruments was 0.675 for questionnaire for students and 0.748 for questionnaire for the teachers. Data was analyzed using descriptive and inferential statistics and presented in frequency tables. Pearson Product Moment Correlation Coefficient was used to test the hypothesis. From the data analysis, it was found out that the processes of formulation of school rules and regulations had significant positive relationship at r=+0.612, p=0.030 with levels of students' discipline in public secondary schools in Makueni County. The researcher recommended that principals in public secondary school in Makueni County should actively involve students in the process of formulation of school rules and regulations, so as to enhance students’ discipline
Influence of School Rules' Formulation on Students' Discipline in Public Seco...inventionjournals
Since independence, the Kenyan Government's desire has been to ensure quality education. However, learning institutions have been plagued with cases of students’ unrest and indiscipline which mitigate against quality education. In spite of the existence of school rules, many secondary schools are reporting a wide range of potentially disruptive behaviors in the classrooms and around the schools. This study sought to investigate the influence of school rules' formulation on students' discipline in public secondary schools in Makueni County. It was guided by four research objectives which were: to determine the influence of students' involvement in the process of formulating school rules on their discipline, to find out whether students know all their school rules and the influence on their discipline, to establish whether students like their school rules and the influence on their discipline and to determine the influence of shared goals and plans on students' discipline in public secondary schools in Makueni County. The study targeted 324 principals, 3,865 teachers and 97,200 students in public secondary schools in Makueni County, and employed descriptive survey design. The sample size of the study, which was obtained by stratified and simple random sampling procedures, was 100 principals, 387 teachers and 398 students who participated in the study. Questionnaire, interview guide and observation schedule research instruments were utilized for the study. Test-retest technique of reliability was used to affirm the reliability of the instruments. The reliability coefficient of the instruments was 0.675 for questionnaire for students and 0.748 for questionnaire for the teachers. Data was analyzed using descriptive and inferential statistics and presented in frequency tables. Pearson Product Moment Correlation Coefficient was used to test the hypothesis. From the data analysis, it was found out that the processes of formulation of school rules and regulations had significant positive relationship at r=+0.612, p=0.030 with levels of students' discipline in public secondary schools in Makueni County. The researcher recommended that principals in public secondary school in Makueni County should actively involve students in the process of formulation of school rules and regulations, so as to enhance students’ discipline.
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Developing the community participation based student care system for a small school
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No.8, 2012
Developing the Community Participation-Based Student Care
System for a Small School
Somkanay Phisaiphun* Chaiyuth Sirisuthi and Chalard Chantarasombat
Faculty of Education , Mahasarakham University . Tambon Talard, Ampur Muang, Mahasarakham
Province 44000, Thailand
*
E-mail of the corresponding author: somkane9999@gmail.com
Abstract
This research was aimed to: 1) study current contexts, problems, and needs for student care system for a small school;
2) develop a community participation-based student care system for a small school; and 3) study the benefits students
can gain from a community participation-based student care system for a small school. A total of 52 participants in the
study included a research team of Ban Khum Kham school and a research team of Ban Phraw Nue school. The
research team of Ban Khum Kham school consisted of a school director, 5 teachers, 2 representatives for an
educational institution, 8 representatives for parents, 6 representatives for students, and 2 representatives for villagers,
totally 24 participants and the research team of Ban Phraw Nue school comprised a school director, 9 teachers, 4
representatives for an educational institution, 8 representatives for parents, 6 representatives for students, and 2
representatives for villagers, totally 28 participants. The study was conducted through a participatory action research
procedure. It was found that 1) most parents were farmers and they brought up their children based on the conduct of
moral reasoning. When staying home, most students did the reading and homework as well as the chores as their
routines and responsibilities. Most parents had positive opinion and attitude towards schools. The problems about
running the school project on developing the student care system were a lack of continual co-ordinations between
schools and communities, parents hardly participating in school activities which were organized by teachers only, and
students having no chance to give any ideas. The needs for developing the student care system concerned the
community’s needs in volunteering being a committee and cooperating in solving student’s problems in every aspect;
2) developing the community participation-based student care system for a small school consisted of 7 stages: (1)
home-visiting and data surveying with community coordination, (2) analyzing data with community coordination, (3)
separating students into individuals with community coordination, (4) organizing projects, supporting activities, and
problem-solving with community coordination, (5) running projects with community coordination, (6) summarizing
the project assessment results with community coordination, and (7) student’s home-revisiting with community
coordination; 3) according to the benefits students gained from the community participation-based student care
system for a small school, it was found that student’s learning achievement got increased in terms of learning and
abilities. As for physical and mental health and behaviors, students got improved and for student’ s family, economic
status, and protection, students received more warmth and care from their parents.
Keywords: Community Participation, Student Care System, Small School Development
System Development.
1. Introduction
The Office of Basic Education Commission Ministry of Education as a major organization for educational
management commits itself into preparing basic education for all and making it qualified according to the standards of
basic educational curriculum and educational standards. It also plays an important role and carries its commissions in
managing education for all students, target groups which include normal students, exceptional students, and students
with less opportunity. Currently, there have been 31,424 schools under the Office of Basic Education Commission.
Among them were 14,397 schools which have fewer than 120 students and 5,631 schools were found to be the
smallest, with a fewer than 60 students. In managing education for all without any payment, specific strategies and
suitable techniques have been needed and expansions of the schools have been made in order to serve and cover most
areas which are categorized into city areas, distant areas, and special areas. However, with such expansions there are
still obstacles with particular reference to quality of education and effectiveness in managing those schools when
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2. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No.8, 2012
compared to other schools according to various limitations including factors and processes which result in quality of
production (Office of Basic Education Commission, 2008: 28)
Community participation in managing education becomes a major issue for education reform in Constitution
of the Kingdom of Thailand B.E. 2550 which indicates the state support for people’s participation, particularly the
National Education Act B.E. 2542 as amended (No. 2) B.E. 2545 which adapted policies as an intent and a guideline
for encouraging all parties to participate in managing education and the essence of participation was summarized as 1)
participation brings about brainstorming and discussion among the persons concerned which results in a variety of
thoughts and leads to feasible action rather than a thought given by one person, 2) participation gives psychological
outcomes which cause less resistance in the one hand. In the other hand, participation enhances acceptance. Besides,
administrators can employ this to test out whether or not what they know relates to what their staff know, 3)
participation enhances good communication, knowledge and working experience exchange, and good relationship, 4)
participation provides the staff or the persons concerned with the opportunity to use their abilities and skills in
co-working which fosters team spirit and self-involvement in their workplace, 5) participation results in favorable
performance, quality of decision, and feasibility of work improvement as well as co-worker’s satisfaction with more
performance (Atkamanon & Chokeworawatanakorn, 2002: 21 )
In terms of student development, emphasis is on physical, mental and intellectual qualities. In addition, being
able, moral, and healthy is also expected by the society through a process of education. Such characteristics can be
fostered through both student’s promotion and student’s problem protection which are crucial for development since
social contexts have been tremendously changed due to media and technology which have affected people both
positively and negatively. These cause different problems such as economic problems, drug problems, competition
problems, and family problems, causing sadness, anxiety, depression, improper self-adjustment, and others which
negatively affect physical and mental health of the concerned persons. Therefore, success in student development as
aimed must rely on co-operations of all people concerned particularly a community and teachers in schools. In doing
so, advisers should take care of students with love and concern and they also take pride in what they are doing for
developing student’s quality of life which results in being qualified persons in the society. Consequently, preferable
outcomes are able to happen with all people including teachers, students, parents, community or society both directly
and indirectly. The student care system then becomes the system which can be operated to serve the quality assurance
with reference to factors, products and processes (Department of Mental Health, 2003). With such reasons, the
researcher was interested in developing the community participation-based student care system for a small school in
order to obtain the appropriate student care system for further use.
2. Purposes
This research was aimed:
1. to study current contexts, problems, and needs for the community participation-based student care system
for a small school,
2. to develop the community participation-based student care system for asmall school, and
3. to study the benefits students gain from the community participation-based student care system for a
small school
3. Methodology
This research was conducted through the participatory action research procedure to develop the community
participation-based student care system for a small school as follows:
1. Analyzing basic conditions and problems about students care system for a small school by studying general school
contexts, documents about running the student care system. The school director, 5 teachers, and 12 students who are
studying in Grades 1-6, two students of which were chosen, were interviewed about problems with running the student
care system for Ban Khum Kham school Sri Chiengmai district Nong Khai province. On the same issue, the school
director, 9 teachers, and 12 students who are studying in Grades 1-6, two of which were chosen, were interviewed
about problems with running the students care system for Ban Phraw Nue Muang district Nong Khai province. The
information gained at this stage was used as a basis for developing the community participation-based student care
system for a small school.
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3. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No.8, 2012
2. Developing the community participation-based student care system for a small school consisted of the following
stages:
Stage 1 Preparing a community. The small schools under the Office of Nong Khai Educational Service
Area 1 were purposively chosen based on poverty problems and problems about the students who do not live with their
parents in the community. Ban Khum Kham school and Ban Phraw Nue school reached the requirements and were
willing to participate in the study, and the meeting for student’s parents was held.
Stage 2 Training researchers and the community. Training and seminars in developing the community
participation-based student care system for a small school were
organized at Ban Khum Kham school and Ban Phraw Nue school in order to provide the participants with knowledge
about student care system, roles and duties of the research team, developing student care system, leadership, sponsors
and human relationship. The sample consisted of 147 villagers of Ban Khum Kham and 158 villagers of Ban Phraw
Nue. Statistics for analyzing data in this stage included percentage, mean, and standard deviation.
Stage 3 Developing the community participation based-student care system for a small school. Focus group
discussion was organized with a research team consisting of school administrators, teachers, and representatives for an
educational institution, representatives for parents, and representatives for students and villagers, which were equally
divided into 2 groups. Focus group discussion was formed in a panel discussion pattern of 52 participants. Focus
group format report was used and data gained was analyzed according to the issues obtained and reconfirmed by
referring to documents and participants to gain both preciseness and reliability.
Stage 4 Collecting data. The researcher and the research team collected data regarding general current
contexts and needs of Ban Khum Kham and Ban Phraw Nue schools, academic profiles and special abilities of the
students, the information about student’s physical and mental health and behaviors, the information about family
backgrounds, economic status, and student’s protection. Home-visit was made and student’s home-visit forms were
used.
Stage 5 Analyzing data. The researcher and the research team were divided into 6 groups for a group work
which consisted of equal numbers of participants including chairman, secretary, and group members as committees.
Each group performed the given tasks categorized into 6 grade levels which were Grades 1-6 and the major part was
placed upon the classroom advisers. Student’s data was calculated and processed according to the survey forms
comprising 3 parts: academic records and special abilities, student’s physical and mental health and behaviors,
student’s family backgrounds, economic status and protection. Each group summarized the data and gave a 10
minutes’ report about the results. All members of the research team helped make observations and criticize the data
which was collected, processed, and analyzed by each group. The research team recorded and summarized what they
had found and gave suggestions. Student data processing forms were used as the research tool.
Stage 6 Discussing the findings with the community. The meeting was held for the researcher, student’s
parents, and villagers for a presentation of analyzed data obtained from each group. This was for correction and
verification of the data gained from students in Grades 1-6 within 10 minutes. Everyone in the meeting was encouraged
to express opinions towards each raised issue relating to developing school and students in 3 aspects in order to
participate in sharing ideas, planning, acting, making decision, processing and analyzing the data. Questionnaires
were distributed to the participants in order to evaluate the meeting and all data and suggestions were taken as crucial
information for establishing the plan for developing the community participation-based student care system for a small
school. The research tool in this stage was a questionnaire.
Stage 7 Community planning. The researcher and the research team held a meeting for establishing a project
to solve the problems found in an analysis of the data and from the meeting with parents and villagers. The proposed
projects were: 1) the project on solving learning problems and promoting special abilities of the students including
sub-projects, namely, 1.1) the project on Thai language skills improvement which comprised Thai language remedial
activities, Thai language skills enhancing activities, and fluent reading and writing in Thai, 1.2) the project on English
language skills improvement, 1.3) the project on computer skills improvement, 1.4) the project on learning
improvement, 1.5) the project on “LOVE READING”, and 1.6) the project on learning improvement camping; 2) the
project on solving problems on and promoting student’s physical and mental health and behaviors including 2.1) the
project on promoting sports and health, 2.2) the project on student’s activities improvement, 2.3) the project on
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4. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No.8, 2012
exercising before class and meeting, and 2.4) the project on activities for physical education; 3) the project on solving
problems on and promoting student’s family, economic status, and protection consisting of 3.1) the project on student’s
home-visit, 3.2) the project on taking care of the students not living with parents and special home-visit, 3.3) the project
on fund-raising for student’s education, and 3.4) the project on money-sharing “TOD PHRA PA” for student’s
education. All proposed projects were taken into considerations of representatives for parents, community leaders,
representatives for an educational institution for correction and approval. Groups were divided and held the meeting
for responsibilities and assignments. Projects were processed to the school director for approval and then to classroom
advisers for operations.
Stage 8 Plan performing. The research team and the community co-worked with one another and performed
the plans and the projects which were aimed to solve the student’s problems with 3 aspects according to the proposed
projects in Stage 7. The meeting was held for the research team for summarizing the outcomes which were gained
from each project and activity. The group responsible for each grade level was assigned to report plan performance
and all outcomes of the projects were recorded for further satisfaction evaluation.
Stage 9 Following–up, monitoring, and evaluating. A total of 5 participants including the researcher, the
school director, the representative for an educational institution, the representative for parents, and the representative
for the community took part in following up, monitoring, and evaluating the proposed system which was implemented,
following Stage 1 to Stage 8 in Ban Khum Kham school and Ban Phraw Nue school In evaluating the project, the
researcher team’s satisfaction with developing the community participation-based student care system for a small
school was assessed using the satisfaction questionnaire. After that, the meeting of 60 participants consisting of the
research team and people of Ban Khum Kham and Ban Phraw Nue was held for sharing opinions about the benefits
students could gain from the community participation-based student care system for a small school.
4. Results
Based on the results of this research in developing the community participation-based student care system for a small
school, it was found that:
1.In an aspect of current contexts, most student’s parents lived in their own two-storey houses and students’
houses were located in good environment. Most student’s parents were farmers and the workplaces of student’s parents
were in the same district. Most students had good relationship with their family members and did not have underlying
disease. The parents were satisfied with the students and brought up them with reasons. When staying at home, most
students did the readings and homework, and were responsible for what they were assigned to do. Most students lived
with their parents who lived with each other. Each family earned more than 3,000 baht a month, but sometimes it was
not sufficient. Most students were at the same age and walked to school. The parents had good attitude towards the
school. In a family, most students were close to a mother more than a father and they often consulted their mother when
having problems. the problems with running the project about developing the student care system involved a lack of
continual coordination between school and community. Parents had less participation in the activities organized by the
teachers only. Students did not take part in sharing their ideas and the budget allocated for operating the project about
student care system was not sufficient. The persons engaging in developing the student care system wanted to
participate in the activity, volunteer themselves as a committee, and solve the student’s problems in every aspect.
2. The results of developing the community participation-based student care system for a small a school showed
that the system consisted of 7 stages, namely, (1) home-visiting and data surveying with community coordination, (2)
analyzing data with community coordination, (3) separating students into individuals with community coordination,
(4) organizing projects, supporting activities, and problem-solving with community coordination, (5) running projects
with community coordination, (6) summarizing the project assessment results with community coordination, and (7)
student’s home-revisiting with community coordination.
3. The results of the benefits students gained from developing the community participation-based student care
system for a small school were as follows:
3.1 Student’s learning and abilities
In a case of Ban Khum Kham school, there were 7 students with high learning achievement (15.22%), 33
students with moderate learning achievement (71.47%), and 6 students with low learning achievement (13.04%)
before developing the community participation-based student care system, and after the community
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5. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No.8, 2012
participation-based student care system had been developed, the students could improve their learning achievement. A
number of the students with high learning achievement were changed to be 22 students which contributed to 47.83%,
while the improvement of the learning achievement reduced a number of the students with moderate learning
achievement, which were left to be 24 students (52.17%). Evidently, all students with low learning achievement could
improve their learning achievement successfully, which constituted 0% for the students with low learning achievement
after the system had been developed.
The same pattern was found with Ban Phraw Nue school after the community participation-based
student care system had been developed. The number of different groups of students was changed and gave satisfactory
outcomes. A number of the students with high learning achievement changed from 8 students (9.88%) to 32 students
(39.51%) and a number of the students with moderate learning achievement decreased from 64 students (79.01%) to 47
students (58.02%). As for the students with low learning achievement, all of them (9 students or 11.11%) could
improve their learning achievement and left 0% for this category after the system had been developed.
3.2 Student’s problems on physical and mental health and behaviors
According to the results of developing the community participation-based student care system for a small
school, in a case of Ban Khum Kham school, there were 6 students (13.06%) had such problems and after the system
had been developed most of them were improved in terms of physical and mental health and behaviors. Only one
Grade 2 student still had the problems, which gave 2.17%. In the same case, 10 students with such problems of Ban
Phraw Nue school (12.35%) could be improved and had no problems with physical and mental health and behaviors
after the system had been developed.
3.3 Student’s family, economic status, and protection
Developing the community participation-based student care system for a small school helped improve
student’s problems about family, economic status, and protection in both Ban Khum Kham school and Ban Phraw Nue
school. Before the community participation-based student care system was developed, there were 6 students (13.03%)
of Ban Khum Kham school and 8 students (9.88%) of Ban Phraw Nue school who had got such problems. The
problems of the students in both schools could be completely solved after the system had been developed.
5. Conclusion
This research was aimed to: 1) study current contexts, problems, and needs for students care system for a small
school; 2) develop a community participation-based student care system for a small school; and 3) study the benefits
students can gain from a community participation-based student care system for a small school. The research was
conducted by the participatory action research procedure. It revealed current contexts, problems, and needs for the
student care system. The major outcome was developing the community participation-based student care system for a
small school which consisted of 7 stages and the benefits students could gain from the community
participation-based student care system for a small school. Students had higher learning achievements and their
physical and mental health and behaviors were improved. For student’s family, economic status, and protection, they
got more warmth and care from their parents
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