Sisan, Boonchan
Loading...
Preferred name
Sisan, Boonchan
Alternative Name
Sisan, B.
Main Affiliation
Email
boonchan.si@kmitl.ac.th
4 results
Now showing 1 - 4 of 4
- Some of the metrics are blocked by yourconsent settings
Item type:Publication, Developing Student Executive Function Skills Through Teacher Learning Management(2023-12-29); 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. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Information and communication technology leadership of school administrators in Thailand(2019-04-01); This research aims to study the components and to do confirmatory factor analysis, and study the perceptions of ICT leadership of school administrators in Thailand. The results indicate that eight components of information and communication technology (ICT) leadership: developing a vision and administrative plans for the use of ICT in schools, establishing strategies for promoting teachers' and students' use of technology in instruction; developing plans for improving teachers' and supporting staff's technological skills; managing, supporting and facilitating an atmosphere conducive to the use of ICT and providing information technology (IT) resources; learning about meeting ICT-related challenges with prudence and care; acting as a role model in applying ICT to daily personal and professional matters; sharing knowledge, opening up opportunities and creating an ICT culture in schools in order to develop a learning community, and overseeing and doing follow-up on data storage and data updates for the benefit of decision making and problem solving. Confirmatory Factor Analysis suggests that the components of IT and communication leadership correspond significantly with empirical data and school administrators' perceptions of ICT leadership for use to develop guidelines for efficiently and effectively improving the capacity of ICT school leaders. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Synthesis and Confirmatory Factor Analysis of Components of Functional Competencies of Heads of Departments(2022-04-01); This research project has the objective of synthesizing and doing confirmatory factor analysis of components of functional competencies of Heads of Departments of secondary schools under the Office of the Basic Education Commission in Thailand. The technique of the content analysis consists of 3 steps, namely, document synthesis, making inquiries on opinions and carrying out confirmatory factor analysis. The population is the head of the learning group at the secondary school level. The sample group was the head of the learning group at the secondary school level. under the Office of the Basic Education Commission, 500 people. The findings from the research are as follows. There are 7 components, namely, 1) Professionalism Development 2) Curriculum, Measurement and Evaluation of Learning 3) Educational Innovation and Information Technology 4) Intellectual Leadership 5) Quality Management 6) Learning Organization and 7) Professional Ethic. In addition, it is also found out that the development of Heads of Departments needs the clear identification of desirable characteristics in order to develop tools, direction or model that facilitate Heads of Departments to run activities for developing functional competencies of Heads of Departments to cover all dimensions, from personnel recruitment to development and retention. From an overview of secondary schools under the Office of the Basic Education Commission in Thailand, things that are important and necessary for the development of functional competencies of the Heads of Departments of secondary schools in Thailand are the components of the model, which are essential for the planning and development of the quality of Heads of Departments in the sustainable way. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Management of promoting agriculture subjects through KLUAYTOD Model in an elementary school in Namnao, Phetchabun, Thailand(2022-05-01); ; KLUAYTOD model was designed to develop and promote school agricultural learning and agricultural careers in the community. The participation in school development through the said activities which were consistent and in accordance with the community demand which was found at the highest level (x = 4.68). The school agricultural activities included organic vegetables gardening, herbal plants growing, rearing of animals such as egg-laying chicken, native chicken, frog, deer, and catfish (in a circular cement pond). Meanwhile, the agricultural careers in the community are promoted by the school for students, school personnel, and interested people which planted vegetable gardening, growing of maize, sweet tamarind, organic vegetable, highland temperate vegetable, para rubber, cut flower, and animal domestication, respectively. All these activities were practised in Namnao, Phetchaboon, Thailand. The integration of agricultural learning facilitations under the guidelines of KLUAYTOD model comprised of 7 main components: “courage”, “taking action”, “discipline and culture”, “sustainability”, “technology”, “quality organization”, and “good outcomes”. The model was tried out for the academic year of 2017-2018. There was a statistically significant difference at 0.05 of learning achievement before and after using the model. The 7 activities could develop students’ learning achievement effectively. Overall, the informants were satisfied at a high level in terms of agricultural learning activities and promoted agricultural careers in the community (x = 4.00 and 3.88). The sample groups were highly preferred organic vegetable gardening/egg-laying chicken rearing (x = 4.38 and 4.25) and herbal plant/maize growing (x = 4.46 and 4.32d). The said model was similarly appropriated and possibly adaptable for sustainable school development (x = 4.32). Moreover, the sample groups were satisfied with the experiment by the stakeholders at a high level (x = 3.99). The components such as “courage” (x = 4.48), “taking action” (x = 4.25), and “good outcomes (x = 4.25) were recorded at a highest level.