The Strategies on Moderate Class More Knowledge Policy Implementation of Small Schools under NakhonRatchasima Primary Educational Service Area Office

• Main Authors: Surasak Chaykhuntod, Banjob Boonchan, Chaturong Thanaseelangkun
• Format: Article
• Language: Thai
• Published: Mahasarakham University 2018-03-01
• Series: Journal of Education, Mahasarakham University
• Subjects: Strategy; moderate class more knowledge; policy implementation
• Online Access: https://edu.msu.ac.th/journal/home/journal_file/413.pdf

This research aimed 1) to examine the factors, current and desired state, to create and evaluate strategies of moderate class more knowledge policy implementation in small schools under NakhonRatchasima Primary Educational Service Area Office. Mixed method research was used and classified into 4 steps according to research objectives.The salient points found that: 1. The moderate class more knowledge policy implementation in small schools consisted of 3 core factors and 11 sub-factors: 1) supporting 1.1) personnel development 1.2) budget and resource allowance 1.3) work participation 1.4) academic support 2) providing activities on moderate class more knowledge 2.1) creating learning structure project 2.2) school curriculum structure 2.3) selecting activities on moderate class more knowledge 2.4) school board approved 2.5) providing activitieson moderate class more knowledge and follow up activities 3) quality controlling 3.1) supervising on moderate class more knowledge 3.2) research/evaluation and activity development. 2. The current states on moderate class more knowledge policy implementation in small schools, as whole was at a medium level. The desired states, as whole was at a highest level. The differences between current and desired states was equal of 1.16, specially on support aspect was at a highest difference of 1.26. 3. There were 3 strategies on moderate class more knowledge policy implementation in small schools, namely: 1) creating education quality development participation 2) supporting and 3) quality development. 4. The evaluating of strategies on moderate class more knowledge policy implementation in small schools on propriety and feasibility found that as whole was at a highest level.