This study was designed to investigate the current practice of continuing professional education in the library science departments of teachers colleges and universities in Thailand and the role of the library science department in continuing professional education for librarians. In order to accomplish this task, two questionnaires were developed and administered to 236 chairpersons and library school faculty of 31 tecahers colleges and 9 government universities. Of the returned questionnaires, 72.88% were usable. Data were analyzed using percentage and a contingency chi-square test. The major conclusion of the study was that while the library science departments of teachers college and universities in Thailand provide to some extent, all 20 continuing education items of the Association for Library and Information Science Education model, only two were identified as being provided by more than a majority of institutions.

The purpose of this study was to investigate solution strategies that Thai second graders used to solve addition and subtraction word problems. Fifty-eight children participated in this study, 40 children took a written test, and 18 children participated in an interview. In addition, two classrooms were selected for observation, and six second-grade teachers completed a questionnaire regarding their understanding of mathematical problem solving. The results indicated that Thai children in this study were successful in solving addition and subtraction word problems. For addition word problems, the compare problem and the join problem were the easiest problems. The combine problem was moderately difficult. For subtraction word problems, the compare problem and the separate problem were easy while the combine problem was difficult. The join problem was the most difficult subtraction word problem. Since word problems used in this study contained mostly two-digit numbers, Thai children in this study used knowledge such as borrowing, carrying and regrouping to solve two-digit addition and subtraction word problems. Most Thai children in this study used counting strategies with fingers to solve both addition and subtraction word problems. Counting on strategies were most often used for addition word problems and counting up strategies were most often used for subtraction word problems. Counting all strategies were not used by Thai children in this study. Other strategies that were not based on counting strategies were also found. Those strategies were using tallies, using a known number fact, using an invented fingers model, and using a base-ten strategy. The strategies that Thai children used to solve word problems were not different from those used by children in United States and other countries such as Korea. Most children used three basic strategies to solve word problems: counting strategies; using a known number fact; and using a base-ten strategy. However, the base-ten strategy was not usually used by children in United States. The base-ten strategy was used by Thai children in this study and in Asia countries such as Korea. Moreover, the findings showed that Thai children in this study used mostly fingers to represent counting sequences while children in the United States used other physical objects such as cubes and counters. In observing Thai classroom instruction and having Thai teachers complete the questionnaire, the results suggested that Thai teachers in this study viewed problems as routine word problems and viewed problem solving as solving routine word problems. Teachers did not emphasize problem solving, reasoning, and thinking skills. As a result, children developed memorizing skills rather than thinking and reasoning skills. Children had never explored different types of word problems and non-routine problems, so when the children were faced with problems that differed from their school mathematics instruction, for the most part, children were unable to solve the problems. / Graduation date: 1999

Abstract Emma Hjalmarsson, teacher student Maria Talevska, teacher student Title: So different yet so alike â A comparative study focusing on the pedagogical leadership in two different cultures. Växjö University, Fall Semester 2005, Department of the Humanities GIX 192, Degree project/Religious Studies in Secondary Education This paper compares the pedagogical leadership in Thailand and Sweden. By performing interviews, handing out questionnaires and observing class rooms we wanted to compare the relationship between pupils and teachers from one school in Sweden and one school in Thailand. From the pupils we wanted information about their view on teachers; what characterizes the best teacher, what the worst teacher is like and how they would like a teacher to be. From the teachers on the other hand we wanted to know what kind of relationship they would like to have with their pupils and how they work to accomplish that purpose. We also wanted to find out if they put more emphasis on upbringing or knowledge and if there are any religious influences in the education. Finally, we also wanted to see if there was something from the pedagogical view in the Thai school that we could use in education in Sweden.

<p>Abstract</p><p>Emma Hjalmarsson, teacher student</p><p>Maria Talevska, teacher student</p><p>Title: So different yet so alike â A comparative study focusing on the pedagogical leadership in two different cultures.</p><p>Växjö University, Fall Semester 2005, Department of the Humanities</p><p>GIX 192, Degree project/Religious Studies in Secondary Education</p><p>This paper compares the pedagogical leadership in Thailand and Sweden. By performing interviews, handing out questionnaires and observing class rooms we wanted to compare the relationship between pupils and teachers from one school in Sweden and one school in Thailand.</p><p>From the pupils we wanted information about their view on teachers; what characterizes the best teacher, what the worst teacher is like and how they would like a teacher to be.</p><p>From the teachers on the other hand we wanted to know what kind of relationship they would like to have with their pupils and how they work to accomplish that purpose. We also wanted to find out if they put more emphasis on upbringing or knowledge and if there are any religious influences in the education.</p><p>Finally, we also wanted to see if there was something from the pedagogical view in the Thai school that we could use in education in Sweden.</p>

Many Thai scholars are skeptical that Thai medical doctors can utilize knowledge and skills in Thailand from experience acquired when they study abroad, due to cultural differences, including a hierarchical culture that places importance on seniority and can prevent medical doctors seeking to actualize those new skills when they return to work in Thailand. Despite growing interest in and study of globalization, there are few existing studies that explore the relationship between social and individual consequences of formal study abroad programs. Nor are there many studies that apply sociological theory on the professions to less developed countries, or that focus on the relationship between power and culture in medical education in Thailand. This thesis will explore these topics by first reviewing and discussing three main bodies of sociological literature on medical professionalization, educational institutions, and study abroad. Given the gaps in the literature, it proposes a comparative study that relies on in-depth interviews with two groups of Thai medical doctors: those who have studied abroad and those who have not. The comparative design will allow the researcher to gain leverage on the consequences of study abroad to individual career trajectories, as well as the broader healthcare system, and contributes to the building of new sociological theory. Despite the many challenges that Thai doctors who go abroad face in adapting and actualizing new skills, I hypothesize that study abroad alters Thailand’s social hierarchy through the creation of a new class of “international doctors,” endowed with new skills, knowledge and cultural capital. While the benefits of belonging to this elite class may not be manifested immediately, due to the seniority system, they become apparent over time.

The increased number of disabled students in Higher Education (HE) means that they have increased opportunities for study. This means that universities in many countries, including Thailand, must provide Disability Support Services (DSS) for such students. The experiences of disabled students with DSS have been the subject of international research for many years. Although DSS were founded in universities in Thailand over a decade ago, there is little research on DSS and most of this research has focused on large universities in the capital city. This thesis, therefore, seeks to address this gap in the research by investigating the experiences of disabled students in 21 universities in all of the regions of Thailand that have DSS for disabled students attending university. The aim of this study is to explore and analyse the perspectives of disabled students on their experiences with DSS in HE in Thailand. The research objectives include the examination of disabled students’ conceptualisations of DSS, the exploration of disabled students’ experiences of access to DSS, and the exploration of their views on the advantages and disadvantages of DSS. To achieve these objectives, the study uses a mixed-method research approach formed of two stages. In the first stage, a questionnaire was conducted online via a web survey for disabled students with over 203 responses. In the second stage, the study adopted a qualitative approach and data was collected by means of individual in-depth interviews with four disabled students. The research finds that disabled students know about DSS in HE. Some disabled students were familiar with DSS before commencing their studies at university and others only knew about DSS after having commenced their studies at university. In terms of disabled students’ experiences of access to DSS, the findings show that most disabled students use DSS. In particular, they use DSS for help with induction, registration, and enrolment services. In terms of the exploration of disabled students’ experiences of access to DSS, this research shows that the 2 students undertook different procedures for accessing DSS. There are also different time lines for providing services to the students. Additionally, there is dissimilarity between non-open universities and open universities in terms of the services provided by the DSS centre, the learning system, the method of providing services, and the means of the implementation of the services. Regarding the advantages and disadvantages of using DSS, disabled students identified the advantages of DSS in various ways, specifically which DSS are useful for helping them access financial support from their university and for helping them learn and enjoy university life. In addition, some of the students did not experience the advantages of DSS as they did not use the services. They are able to learn without such assistance.

The primary purpose of this study was the development of a model graduate program leading to a master's degree in physical education which could be used in Thailand and provide suitable guidelines for Thai colleges and universities interested in establishing such a program. A secondary purpose was to develop a systematic approach for student admission and a retention plan which would be compatible with the current trends and administration of higher education in Thailand. Following a review of the literature that included the history of general education, higher education, and physical education in Thailand as well as graduate study in physical education in the United States, a research instrument was devised to elicit responses from chairpersons of physical education departments in 156 U.S. institutions of higher learning and from a professional panel of five physical educators in Thailand concerning four aspects of master's degree programs in physical education: patterns and organization, curricular concepts, admission and retention requirements, and core course requirements. The return rate for the chairpersons surveyed in the United States was 85 per cent. The responses received from the U.S. and Thai professionals revealed a consensus between the two groups with regard to a number of the items in all four of the topic areas covered by the questionnaire. Based upon the survey results, guidelines were suggested for a model master's degree program in physical education in Thai colleges and universities. In addition, recommendations for further research were made, notably a review of master's programs in physical education in other countries which could provide valuable information for further modification of the model and systematic evaluation of the model program as implemented within a university setting.

This study investigated what constitutes a teaching curriculum for students with autism in inclusive classrooms in Thailand. The researcher employed 3 qualitative methods: semi-structured interviews, document analysis of curricula and lesson plans, and nonparticipant observations. Six schools were selected as the sites. Participants for interview included 6 principals and 24 teachers. The researcher observed one inclusive classroom for each of the 6 selected schools. The study concentrated on 3 questions: (a) What contributes to appropriate instructional curricula to promote teaching of students with autism in inclusive classrooms in Thailand? (b) What teaching strategies improve the achievement and learning skills of students with autism in inclusive classrooms in Thailand? (c) What are the problems of curricula for teaching students with autism in inclusive classroom in Thailand? Key findings for the research questions were as follows: Common features of effective curricula for teaching students with autism in inclusive classrooms include opportunities, health care, specialized curriculum, students' individual needs and abilities, guidelines of teaching, teacher training and supervision, transition plan, parent involvement, tools/classroom environment, and students' class assignments. The teaching strategies include varying the teaching format (large group, small group, and one-on-one), teaching functional communication (giving direction, close-ended questions or open-ended questions), reinforce communication, using demonstration, modeling, and shaping to teach skills, expecting to gather the child's attention, demonstrating nonverbal communication (use gestures with speech), using appropriate language for the child (short sentence structure), providing visual materials (books, computers, or real objects), starting with small intervals of time and reinforcing, using other children as peer models for helping, working to maintain eye contact, asking the child to say the word, pointing to objects with hands and with gestures, including regular exercise (active movement activity), providing time to be alone, and using math activity (to include counting one-to-one, odd and even, and patterns). Moreover, the results revealed that all of interviewees always used applied behavior analysis (ABA), such as discrete trial instruction (DTI), task analysis, and peer tutoring in their classrooms. However, these classrooms never used floor time approach. The problems in teaching students with autism in inclusive classrooms in Thailand include lack of special teachers, lack of knowledge or training for teachers, lack of a good plan and curriculum, lack of supportive services or effective collaboration, lack of budget, and lack of essential information and materials.

This study was a secondary analysis of survey data on participants and nonparticipants in Thai rural education programs. The original data were collected in 1987 by the Office of the National Educational Commission, Office of the Prime Minister, Bangkok Thailand. This study was conducted in order to examine the effect of selected demographic variables on participation and to determine why some rural villagers participate in nonformal educational programs and other villagers do not. The data were collected from a survey of nonformal education in Thai rural areas conducted as part of the evaluation of the Fifth Five-Year Plan. The population consisted of 590 participants in nonformal education programs and 860 nonparticipants. The statistical techniques employed to analyze data were logit analysis, z-test, tables of binomial distribution, and ranking by each of the groups (participants and nonparticipants). The evidence from this study indicates that the average nonformal education participant is an adult between the age of 36 and 50 years, who has completed four or less years of education, and who is married and works in farming (cultivating rice). The findings reveal that participants and nonparticipants in nonformal education programs were significantly different according to their needs for health knowledge, agricultural knowledge, further education, knowledge for living, and vocational knowledge. The reasons associated with participation in nonformal education programs, in this study, were to gain knowledge useful for making a living, for personal interest, to interact with instructors and students, or to make new friends. In this study, the reasons that villagers did not participate in the program were because they lacked time and transportation. While majority of the participants responded that they were satisfied with the nonformal educational courses, four subgroups, adults from age 21 to 35 years, single adults, adults who completed P.5 (grade 5) and above, and farmers, indicated dissatisfaction.

The purpose of this study is to compare and analyze the teaching of history in teachers colleges in the Metropolitan region and other regions in Thailand. Variables examined in this study include the following: salary, teaching experience, degrees held, the number of graduate credit hours in history, the number of graduate credit hours in education, attendance at professional meetings, the number of publications, membership in professional organizations, the number of hours devoted to course preparations, teaching load, and teaching behaviors. The comparison is based on geographical location of the teachers colleges by region. The survey instrument, after intensive review and validation by selected faculty both in Thailand and the United States, was distributed to the 180 history instructors in the teachers colleges in the six major regions of Thailand. The total number of responses was 138, or 76.7 per cent. The statistical procedures used in the analyses of data include frequency and percentage of responses, a chi square test of independence, t test, the Yates* correction for continuity, and Fisher's Exact Probability Test (2-tailed). The data findings from this study indicate that there is a high degree of similarity between the respondents from the Metropolitan region and other regions' history instructors in Thai teachers colleges with respect to the majority of the criteria. Although some significant differences were found, it would be difficult to state that there is a difference between history instructors in the Metropolitan region and other regions groups. Recommendations are made for the history instruction programs in Thailand based on the responses from both groups and the information gathered from a review of the literature.