The Self-Improvement School Project: A Case Study of Choafa (Princess) Ubonratana School

Autor/inn/en	Siridhrungsri, Pinsuda; Suwan, Sansern
Titel	The Self-Improvement School Project: A Case Study of Choafa (Princess) Ubonratana School
Quelle	(2022), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Improvement; Equal Education; Case Studies; Program Descriptions; Private Schools; Content Analysis; Institutional Characteristics; Kindergarten; Elementary Secondary Education; Poverty; Student Characteristics; Tribes; Thai; Second Language Learning; Literacy; Translation; 21st Century Skills; Quality of Life; Foreign Countries; Private Financial Support; Disadvantaged Schools; Outcomes of Education; Thailand + Suchen Sie Ihr Suchwort? Teaching improvement; Unterrichtsentwicklung; Case study; Fallstudie; Case Study; Private school; Privatschule; Inhaltsanalyse; Armut; Tribal society; Stammesgesellschaft; Zweitsprachenerwerb; Alphabetisierung; Schreib- und Lesefähigkeit; Lebensqualität; Ausland; Private Investition; Lernleistung; Schulerfolg
Abstract	The Self-Improvement School Project was funded by The Equitable Education Fund (EEF), Thailand. The purpose program was to improve the quality of 636 schools. Choafa Ubonratana School is one of the project schools for this case study. The research used mixed method research. Key informants were 30 school stakeholders and 3 school coaches. Data collection included quantitative data and qualitative data collection from field studies. The content analysis is used as well as the statistics used. It found that Choafa Ubonrat School is a charitable private school located in Chiang Mai Province, Northern Thailand. They provide educational services to people of 28 villages from kindergarten level to secondary level with 28 teachers and 332 students. All are from various hill tribes along the borderline. Their parents are poor. They have trouble speaking and writing in Thai. Communication with teachers requires an interpreter. The development has caused all 13 hill tribe students to be able to read and write in Thai. Students has developed skills in the 21st century especially on a better and improved living and professional skills to raise additional income for their families. They have a better quality of life. All of these occurred from the determination and quadrilateral focus on the work and sacrifice of the teachers, academic leadership, and change of school administrators. As a result, the school has been developed all of administrator, teachers, students as well as parents especially core learning outcomes of students with knowledge, skills, attitude and values at the National Educational Average. [For the full proceedings, see ED630948.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01