DSpace Collection:
http://cmuir.cmu.ac.th/jspui/handle/6653943832/7594
2024-03-05T10:53:36ZThe Practices of construction and reconstruction of ethnicity, Galyani Vadhana’s District Schools, Chiang Mai Province
http://cmuir.cmu.ac.th/jspui/handle/6653943832/79395
Title: The Practices of construction and reconstruction of ethnicity, Galyani Vadhana’s District Schools, Chiang Mai Province
Authors: Phisit Rojkanarach
Abstract: The study "Ethnic Identity Construction and Reconstruction Practices in Galyani Vadhana District Schools, Chiang Mai Province" is a qualitative research aimed at investigating the practices of constructing and reconstructing ethnic identity within the context of educational institutions. It delves into how these practices occur, the conditions and variables influencing them, and examines the potential changes they bring to students, schools, and communities. Data collection involved a combination of document analysis and semi-structured interviews. Researchers conducted fieldwork between May 1, 2021, and October 31, 2021. The emphasis is directed towards a target group derived from five schools, with information primarily sourced from four key informant groups: 1) school principals, 2) teachers, 3) students, and 4) community members involved in education.
This study utilized three main concepts as analytical tools: 1) Identity Construction, 2) Community of Practice, and 3) Culturally Responsive Pedagogy. The findings revealed that schools in Galyani Vadhana District, Chiang Mai Province, engage in practices of ethnic identity construction and reconstruction within their premises. The research categorized the levels of these practices into three: 1) Extensive, 2) Moderate, and 3) Minimal or None. Among the five schools investigated, three exhibited Extensive practices of ethnic identity reconstruction, while two operated at a moderate level. Schools with Extensive practices typically had: 1) critical practitioners with knowledge and understanding of the significance of ethnic identity, 2) established Community of
Practice within the community, consisting of like-minded individuals aiming for ethnic identity reconstruction regardless of being school staff or community members, and 3) developed curricula meeting community needs grounded in local culture, such as indigenous music or ethnic history lessons. These practices led to significant changes for students, schools, and communities, fostering pride in their roots, supporting livelihoods through local knowledge, and influencing the insertion of ethnic identity in school curricula. In the two schools with moderate-level practices, aside from lacking conditions for the aforementioned practices, three additional reasons were identified: 1) the absence of incorporating ethnic identity into the school curriculum, 2) a lack of lead practitioners understanding the importance of local ethnic identity, and 3) a lack of political power in schools.2023-10-11T00:00:00Zการพัฒนานวัตกรรมการเรียนรู้ประวัติศาสตร์ฐานชุมชนเพื่อเสริมสร้างความเป็นพลเมืองดิจิทัล ของนักเรียนชั้นมัธยมศึกษาตอนปลาย
http://cmuir.cmu.ac.th/jspui/handle/6653943832/79374
Title: การพัฒนานวัตกรรมการเรียนรู้ประวัติศาสตร์ฐานชุมชนเพื่อเสริมสร้างความเป็นพลเมืองดิจิทัล ของนักเรียนชั้นมัธยมศึกษาตอนปลาย
Authors: ตระการ ทนานทอง
Abstract: The development of community-based history learning innovation to enhance the digital citizenship of high school students aims to: 1) study the approach of community-based history learning management to promote digital citizenship of high school students; 2) develop community-based history learning management innovation to promote digital citizenship of high school students; and 3) study the outcomes of the community-based history learning management innovation to promote digital citizenship of high school students as a research and development project. The research population consists of 1) data providers, 2) innovation evaluators, and 3) innovation experimental users. Research instruments include 1) documentary analysis form, 2) interviews form, 3) Index of Item Objective Congruence : IOC form, 4) suitability assessment form, 5) digital citizenship assessment form, and 6) focus group recording form. Data are analyzed through Content Analysis then presented in Descriptive Analysis and analyzed the data with Statistical Program to determine mean and standard deviations. The research findings are as follows:
The study of community-based history learning management to promote digital citizenship of high school students, it was found that community-based history learning, in conjunction with Community-Based Learning (CBL), using local history content as a learning focus, connects students' knowledge as local community members with a historical consciousness in their area. This leads to the development of digital-based learning innovations to promote community tourism. Teachers must facilitate learning management by involving students in the design, planning, and selection of learning topics and implementing various assessments, responding to educational management in the Education Sandbox Area. The researchers have developed a community-based historical learning management model to promote digital citizenship of high school students, called the 4P Community-Based Historical Learning Model, which includes 1) Planning (Plan: P), 2) Processing (Process: P), 3) Reflective Thinking (Practice reflection), and 4) Community Engagement (Participatory).
The development of community-based history learning innovation to promote digital citizenship of high school students, the 4P Community-Based Historical Learning Model has an overall Index of Conformity (IOC) of 0.92, considering that an IOC of 0.50 or higher is suitable for practical use. The researchers have subsequently designed three learning plans, totaling 15 hours of learning. These plans have an overall IOC of 0.82, also considered suitable for practical use, with high overall suitability.
The study of the outcomes of the community-based history learning management innovation to promote digital citizenship of high school students, it was found that students' digital citizenship assessment results were at the highest level. The researchers have further enhanced the model to be more effective, resulting in the 5P Community-Based Historical Learning Model, based on feedback and reflections from students who have undergone the community-based history learning management innovation process to promote digital citizenship among high school students.2023-10-01T00:00:00ZDevelopment of a creative learning model through community resources to enhance identity of social studies student teachers
http://cmuir.cmu.ac.th/jspui/handle/6653943832/79363
Title: Development of a creative learning model through community resources to enhance identity of social studies student teachers
Authors: Khwandaw Pinthongpunth
Abstract: The objectives of this research were 1) to study the basic information about the
creative learning model to enhance the identity of social studies teacher students; 2) to
create the creative learning model through community resources to enhance the identity
of the social studies teacher students. 3) To study the effectiveness of creative learning
models through community resources to enhance Identity for Social Studies Teacher
Professional Students The sample group used in this research with the 4th year social
studies teacher professional student in the second semester of the academic year 2020.
The instruments used in the research consisted of: A form of analysis of documents used
in the study of the need to develop a creative learning model, 1 issue; interview form with
those involved in teaching and learning management in the course of Social Studies
Learning Management. It consists of social studies teacher professional students who
have studied in the aforementioned courses. Creative Learning Style Guide learning unit
Activity Design Ability Assessment Form learning from learning sources by using
community resources 2) A form for assessing characteristics of social studies teachers 3)
A record form reflecting the learning outcomes of students 4) An observation form and a
record form for student learning management behavior towards Using a creative learning
model through community resources Data were analyzed for mean( x̅ ), standard
deviation (S.D) and efficiency (E1/E2).
The results showed that
1. The results of a study of information on creative learning models to enhance
identity for social studies teacher students by a model that can be further developed and
applied to learners to improve their knowledge Skills and competencies necessary for
modern teaching and learning management to support learners and teachers amid the
rapid changes in society, environment, economy and technology affecting learning and
teaching. learning style That can be transferred or developed to the learners. The first
factor that creates understanding for teachers and students is to understand the basic
information of local educational institutions for the locality. Produce graduates to return
to society
2. The results of creating a creative learning model through community resources
to enhance identity for social studies teacher students As a guideline for teaching and
learning management for students in the field of social studies for a creative learning
model through community resources Implemented the steps of the KIC PAC Model as
step 1: Knowledge and Awareness (K) step 2: Interaction Help each other learn
(Interaction and Nurturant Effects : I) step 3: Creating a work (Construction : C) step 4:
Presentation (Presentation: P), step 5: Assessment and Reflection (A) and step 6: Follow-
up Supervision (Coaching: C). The 6" step stage through resources. The community is a
learning center for the community to participate in planning, collective thinking,
participating in practice, assessing, sharing, disseminating knowledge. public relations
Join the pride and take responsibility for the creative learning model. Through community
resources, taking into account four elements, namely community, learning management,
design, assessment, through learning management according to the KIC PAC Model, in
which social studies teachers students can practice and solve problems encountered in the
community. by learning a variety get creative work learning activities as well as to use
while practicing professional teacher experience
3. The results of evaluating the efficiency of the creative learning model through
community resources (KIC PAC Model) according to the E1 / E2 criteria with the samples
used in this research. The efficacy of the creative learning model through community
resources was 81.25/80.59 , which met the criterion. E1 was obtained from activities
during each unit of learning was 81.25 and E2 was scored from doing activities. The
assessment form using the creative learning model through community resources was
80.592022-02-24T00:00:00ZEducational migration and acculturation of foreign students in Mahachulalongkornrajavidyalaya University
http://cmuir.cmu.ac.th/jspui/handle/6653943832/79362
Title: Educational migration and acculturation of foreign students in Mahachulalongkornrajavidyalaya University
Authors: Punyavee Mongkonpiputporn
Abstract: This study entitled "Educational Migration and Intercultural Adaptation Process of
Foreign Students Studying in Mahachulalongkornrajavidyalaya University" was
conducted with its main objectives: to investigate factors affecting educational migration
and intercultural adaptation process of foreign students and to apply the results in the
construction of learning management model for foreign students. This research was
conducted at Mahachulalongkornrajavidyalaya University, including its Northern and
Northeastern campuses where there are many foreign students. The qualitative methods
were applied by using questionnaires to collect data from 274 subjects. Using descriptive
statistics consisting of frequency, percentage, mean, and standard deviation, the data were
then presented in tables with descriptions. The qualitative methods were also applied in
order to collect data from 20 key informants by interviewing. The qualitative data were
then analyzed by using narrative data analysis. The results revealed as follows.
Factor affecting educational migration of foreign students who are studying in
MCU were push and pull factors. Influenced directly migration, push factors are regarded
as factors of country of origin of the migrants, which provide them educational
opportunities and self-improvement. Pull factors are factors that attract migrants to the
destination country for specific different purposes. The reasons in tems of migration of
foreign students whose original countries are in Southeast Asia and Middle Asia were as
follows. The majority of them chose to study at MCU because many universities in their
original countries do not support their educational purposes. Additionally, there are many
barriers for Buddhist monks to study in university. For example, it is difficult to find
universities that provide opportunities and educational services for Buddhist monks.
Furthermore, many universities have a few specialized programs which do not meet their
needs. Therefore, they have to spend lots of money for education. Advised by MCU
graduates and high school teachers, they were interested in studying at MCU. Since many
of MCU foreign graduates are professionally accepted and they have good careers, they
are regarded as the subjects' role models and become their inspiration to further study in
Thailand. In terms of the subjects' intercultural adaptation, as most of lecturers used Thai
language in classroom teaching, they thought that language was their biggest problem.
However, due to the similarities between Thai culture and the culture of their countries
of origin, adapting to Thai culture was not considered their serious problem.2022-02-25T00:00:00Z