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Author: search.filters.author.Tungkunanan, PariyapornSubject: search.filters.subject.Thailand

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    Addressing the Priority Needs of Educators in Delivering Sexuality Education to High School Students with Intellectual Disabilities
    (2025-01-01)
    Kantathanawat, Thiyaporn
    ;
    Tungkunanan, Pariyaporn
    The study assessed sexuality health education management for secondary school students with intellectual disabilities in Thai specialized schools. It utilized a mixed-methods approach including a quantitative study via questionnaires and a qualitative analysis through in-depth interviews with teachers and experts. From use of the Priority Needs Index Modified (PNI<inf>Modified</inf>) identification of the highest priority requirements showed that media characteristics understanding, media usage readiness, and content substance were most essential. Effective learning management requires easy-to-use media with stimulating visuals and understandable content. Teachers need expertise in media, teaching techniques, and technology. Results provide insights tailored for sexuality health education for students with intellectual disabilities.
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    Developing Student Executive Function Skills Through Teacher Learning Management
    (2023-12-29)
    Kamphinit, Phramaha Wachiravit
    ;
    Tungkunanan, Pariyaporn
    ;
    Sisan, Boonchan
    This research investigated teacher learning management (TLM) approaches to promote student executive function (SEF) skills in higher education teacher development in Thailand. The informants were nine academic experts with 6-42 years each of TLM and SEF skill development and teaching expertise. The contents from the interviews were analyzed to summarize the essence and used in drafting an educator TLM plan to promote student executive function thinking skills. Data analysis used content analysis techniques consisting of four steps: data reduction, data formatting, conclusions, and confirmations. Results revealed that the teacher learning management methodology used in promoting SEF thinking skills consisted of five elements. These included 1) TLM definition problems, 2) setting goals for TLM, 3) determining content for TLM, 4) TLM implementation, and 5) TLM assessment. The study contributes to the literature that SEF skill education and development and teacher learning management are critical elements in a student teacher’s development and a nation’s future economic success and sustainability.