การดำเนินงานวิชาการในโรงเรียนที่คัดสรร ในโครงการวิจัยและพัฒนาเพื่อปฏิรูปการเรียนรู้ทั้งโรงเรียน / เจียมจิตร มะลิรส = The implementation of academic tasks in selected schools in the research and development in whole school learning reform project / Jiemjit Maliros
The purpose of this research was to study the implementation of academic tasks in selected schools in the research and development in whole school learning reform project. The population consisted of 5 schools, and the respondents were school administrators or administrator assistants, and head of the subject area. The tools used were a structured-interview form and document form. All collected data were analyzed with content analysis and were presented in descriptive form. The research resulted in the following findings: 1) In school curriculum development, teachers were provided with relevant documents and informed in meetings on school curriculum development. Vision, mission, goals and student desired characteristics were formulated. The structure of school curriculum was aligned with that of the curriculum structure of the national basic education. Curriculum content and student development supplementary activities were existed. 2) In learning process development, teachers were supported to do classroom research. Student-centered learning was emplasized in lesson plans and learning activities. Instructional materials were used and post teaching evaluation was recorded. The communities were invited to participate in learning activities. 3) In testing, evaluation and grade transfer, calendar or work schedule for evaluation was dated. Forms for student data collecting and measurement were served to teachers. Authentic assessment and measurement were enhanced in schools. Advanced technology was brought into student learning assessment and measurement. Student grades and test results were transferred in accordance with the standards formulated by the Ministry of Education. 4) In educational quality development research, schools policies promoted teachers to do classroom research. Teachers were provided with knowledge from special lecturers, and trained by external authorities. Teachers presented their research in academic exhibition and wrote their research findings in some academic journals. Research teachers were networked. 5) In development on educational aids and technological innovation, schools allocated some budget for procuring teaching instruments in accordance with teachers' needs. Teachers' utilization of instructional instruments was examined and recorded. 6) Development on learning resources, teachers were encouraged to use learning resources both in schools and in nearby local area. Utilization of learning resources both in and outside schools were facilitated, and information on learning resources was recorded and documented. 7) In educational supervision, internal supervision was clearly stated in the school policies. The committee for observing classroom instruction and classroom record and teacher interviews was nominated. 8) In educational counseling, specialized counseling teachers, classroom teachers as counseling teachers, and counseling room was provided for students in schools. 9) In development of educational quality assurance in schools, internal educational quality assurance committee was nominated and trained. Planning in educational quality assurance system, plan implementation, monitoring, and evaluation were proceeded. Evaluation results were taken into consideration for improvement, and self-evaluation was written and reported to the commanding authority. 10) In community academic enhancement, schools communicated and spread academic news to the community. Some teachers were invited to be guest speakers or lecturers in some organizations in the community. People in the community also were invited to participate in organizing learning activities and to support schools in terms of budget, and teaching instruments. 11) In academic cooperation with other schools, schools were networked to exchange academic information. 12) In development and enhancement education administration to people, families, organizations, institutions, or any other educational institutes in the nearby area, schools coordinated and cooperated with nearby Rajabhat University for promoting teacher professionalism. The problems in academic tasks were as follows: 1) Teachers lacked of knowledge and understanding in school curriculum development, instructional provision focusing on student-centered learning, authentic test and assessment, and research methodology. 2) Internal supervisors didn't have enough time to perform classroom instructional observation. 3) Schools lacked of communication in their school self-evaluation to parents and the community.