การพัฒนานวัตกรรมการบริหารเพื่อสร้างรอยเชื่อมต่อของเด็กปฐมวัย สู่ระดับการศึกษาขั้นพื้นฐานโรงเรียนโกวิทธำรงเชียงใหม่

Abstract

The purposes of this independent study were to 1) study current state, problems and administrative approach and 2) develop and examine administrative innovation to create transitions between early childhoods and basic eduction level at Kowittamrong Chiang Mai School. The target groups consisted of 17 teachers of Kowittamrong Chiang Mai School: grade 1-3 kindergarten teacher, grade 1 elementary teacher, administrators of Kowittamrong Chiang Mai School, deputy director of academic affairs, head of kindergarten section, head of grade 1elementary teacher. Directors of private schools with an educational supervisor from the Chiang Mai Provincial Education Office and 9 administrators of Kowittamrong Chiang Mai School were selected as purposive samples by using focus group discussions. Qualitative data were collected by an interview form of 3 expertists with best practice guidelines who were selected as purposive samples through purposive focus group discussions, and examined (draft) administrative innovations to create transitions between early childhood and children in 2 issues: correctness and appropriateness. The research revealed that: 1. According to Current state, problems and administrative approach, 2 significant problems were found in current state: in term of learning management, both core curriculum and learning management disconnected to basic education level, the problem of teachers’ various aspects development, including the development of students who lack basic learning skills. Turning to administration, neither administrators’ development of strategies nor the problem of generating understanding with parents was congruent that caused the problem of unclear transition. According to the study of the Best Practice, transitions between early childhood and basic eduction level composed of 4 areas: 1) Administrators, 2) Teachers, 3) Parents and 4) Children that were the successful condition and recommendations of administrative innovation to create transitions between early childhoods and basic eduction level. 2. Developing administrative innovation to create transitions between early childhoods and basic eduction level at Kowittamrong Chiang Mai School applied Design Thinking Process, consisting of 5 stages: 1) Understanding the problem (Empathize) 2) Defining the problem (Define) 3) Creating alternatives (Ideate) 4) Designing simulation prototype (Prototype) 5) Prototype testing (Test) which was used to create (draft) administrative innovation. It consisted of 4 components: 1) Administrators including strategic management, participatory academic management, development, support, fulfillment and extension 2) Teachers: Curriculum development, learning design and management, evaluation and assessment 3) Parents: Parental participation on administration, academics and child care management 4) Children: Developmental and continue studying readiness in Grade 1. The key conditions to successful transition were administrators’ leadership, the participators’ understanding of the use of innovation, enhancing motivation, promoting and supporting the use of innovation and developing participatory innovation networks, fostering and supporting basic factors and effective obstacle problem management. The recommendations were appointment committee, student support system administration, student readiness preparation, teacher development, enhancing and support parental participation and participants’ one, and student aspect screening system helping students’ language, organizing intensive individual skill development activities and individual assessment using various technologies and tools. The results of (draft) innovative prototype testing were that overall correctness was correct (x ̅ = 4.83, S.D. = 0.37) and appropriateness (x ̅ = 4.81, S.D. = 0.39) at the highest level.