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Introduction INTRODUCTION Introduction Disciplined mind is the key of succeed in your life that is knowledge and specialize in the form of holistically.

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Presentation on theme: "Introduction INTRODUCTION Introduction Disciplined mind is the key of succeed in your life that is knowledge and specialize in the form of holistically."— Presentation transcript:

1

2 Introduction INTRODUCTION

3 Introduction Disciplined mind is the key of succeed in your life that is knowledge and specialize in the form of holistically perspective with the understanding and application of various academic fields to solve the problem in your life.

4 Objective OBJECTIVE

5 Objective To study causal relationship of disciplined mind model of the secondary educational service area office in Bangkok.

6 METHODOLOGY Research RESEARCH METHODOLOGY Methodology

7 Scope of the Research 1. Target Group Target Group was 9 experts which are three of scholar, three of school administrators and three of teachers by using purposive sampling. 2. Variable Effect variable is disciplined mind. Cause variable is life skill, self-concept and learning in classroom.

8 Research Instrument Research Instrument was the document for group discussion to consider causal relationship model of the disciplined mind of the secondary educational service area in Bangkok.

9 Data Collection 1.To study document and research related to disciplined mind, life skill, self-concept and learning in classroom 2.To consider causal relationship model of the disciplined mind of the secondary educational service area in Bangkok by experts

10 Data Analysis 1.Related document and research were analyzed and synthesized 2.Analyzed and summarize the consideration of causal relationship model of the disciplined mind of the secondary educational service area in Bangkok by experts.

11 Results RESULTS

12 Figure 1: Causal relationship model of the disciplined mind of the secondary educational service area in Bangkok

13 Conclu Conclusion CONCLUSION & DISCUSSION & Discussion

14 Conclusion & Discussion There are four latent variables of causal relationship. Life skill was directly influent on disciplined mind and self-concept and learning in classroom were also directly and indirectly influent on disciplined mind. Thus, learning environment and learning achievement were influence on life skill positively. Besides, child centered, learning atmosphere and authentic assessment were also the important factors associated with life skill as well. Self-concept is self-observed related to optimism, reasoning, self-adaptation, social support, and family relationship were also influent on life skills as well.

15 Conclusion & Discussion Furthermore, life skills affected on communication skill, self- adaptation, problem solving, and respect rules, respect the rights of the others in the way of democracy the mention factors related to discipline mind including learning competence and learning competence and self-disciplined.

16 Conclusion & Discussion Each element of latent variables of disciplined mind was learning competence and self-disciplined. There were three observable variables of life skill including social skill, thinking skill and emotional coping skills. There were three observable variables of self-concept comprising with self-awareness, emotional adaptation, and relationship with others. There were also three observable variables including child centered learning management, learning atmosphere, and authentic assessment.

17 Conclusion & Discussion Therefore, to improve disciplined mind, life skills, self-concept and learning in classroom that concerned with need to support the students according to variables mentioned above.

18 Sugg Suggestion SUGGESTION

19 Suggestion for using the finds in future research The teacher, school administrator should encourage to use child center learning management beneath learning atmosphere by using activities based on life skill and encourage the student to learn about themselves such as thought, notion, attitude, abilities and self-esteem.

20 Suggestion for future research 1.To be able to use and develop causal relationship model of disciplined mind of the secondary educational service area in Bangkok in the future study. 2.To use the current study as guideline in the other tertiary institutions

21 Acknow Acknowledgement ACKNOWLEDGEMENT

22 The work is supported by King Mongkut’s Institute of Technology Ladkrabang Research Fund [KREF 045705]

23 REFERENCES Angkool, N. (2009). A Study of Some Factors Affecting Life-skill of Third Level Students Under the Bangkok Metropolis. Master of Education Degree in Educational Research and Statistics the graduate school of Srinakharinwirot University, Bangkok. Ausubel, D.P. (1968). Educational Psychology: A Cognitive View. New York : Holt, Rinehart. Bloom, B., Englehart, M., Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York, Toronto : Longmans, Green. Srisa-ard, B. (1981). Model of Academic Performance in School. Doctor of Education Degree in Curriculum Research and Development the graduate school of Srinakharinwirot University, Bangkok. Boonyanusit, K. (2011). Development of Instructional Model for Enhancing Respectful Mind and Ethical Mind Based on Teaching and Learning via Service Learning for Undergraduate Students. Doctor of Education Degree in Curriculum Research and Development the graduate school of Srinakharinwirot University, Bangkok.

24 REFERENCES (Cont.) Bull, S. & Solity, J. (1987). Classroom Management: Principles to Practice. New York : Croom Helm. Bureau of Academic Affairs and Educational Standards. (2008). Guidelines of Developing Measurement and Evaluation of desired characteristics According to the Basic Education Core Curriculum B.E. 2551 (A.D. 2008) Parkbongkoch, C. et al. (1999). Research on the development model to promote self- discipline. Bangkok : Office of the National Culture Commission. Cole, D.J. et al. (2000). Portfolio Across the curriculum and Beyond. California : Corwin Press Inc. Department of Cultural Promotion. (1997). Affective Domain: An important Dimension of human development, Bangkok : Council Printing House Lad Prao. Department of Mental Health. (1998). Guide activities to strengthen life skills for children. Bangkok : Department of Mental Health Elizabeth B. (1974). Personality Development. New York: McGraw – Hill Book Company, Inc. Gardner, H. (2006). Five Mind for the Future. Boston: Harvard Business School.

25 Tantipacheewa, G. (1999). Using to play is the medium of learning for children. Journal of Early Childhood Education. 3(1): 10–17. Juvenile Observation and Protection in Chiang Mai. Master of Social Work Degree the graduate school of Srinakharinwirot University (Presanmit), Bangkok. Reungyos, L. (1992). Relationship Between Self-concept Social Support and Mental Health of The Elderly. Master of Nursing Science Degree the graduate school of Chiangmai University, Chiangmai. Chaowakintipnga, N. et al. (2002). Executive Training sets : Consolidate of learning process focused on child center. Bangkok : printmaking. Paurohit, N. (1997). The art of establish the discipline win the hearts children. Bangkok: Tonorgrammy. Office of the Basic Education Commission. (2001). The Development of Life Skills Integrated Eight Learning Areas Teaching, The Basic Education Core Curriculum B.E. 2551. Bangkok: Office of the Basic Education Commission Jenjit, P.C. (1991). The understanding of the Behavior Counseling Psychology Bangkok: The Guidance Association of Thailand REFERENCES (Cont.)

26 Dachakupt, P. and Yindeesuk, P. (2008). 5C skills to develop units of study and instructional the Integrate. Bangkok : Chulalongkorn University Press Dachakupt, P. and Yindeesuk, P. (2014). The Learning Management in the 21st Century. Bangkok : Chulalongkorn University Press Raksuttee, S. (2001). Techniques of creating learning management and writing lesson plans based on the learner- centered. Bangkok : Pattanasuksa. Voracharoensri, S. (2007). A Study of Life Skills and a Training Group Model Construction For Developing Life Skill of adolescent Students. Doctor of Education Degree in Counseling Psychology the graduate school of Srinakharinwirot University, Bangkok. Phuvipadawat, S. (2001). Child-centered and authentic assessment. 2 nd publishing. Chiangmai : The knowledge center. Sinthuravej, S. (2002). Learning Accessment based on Implementation of the Basic Education Core Curriculum A.D. 2001: Raise awareness to actual practice. Bangkok : Wattanapanich. REFERENCES (Cont.)

27 Sriittayajit, S. (2005). An Analysis of Causal Relationship between Some Factors Affecting Life Skills of Mathayom suksa II Students of the Education Opportunity Extention Schools, Nakhonnayok. Master of Education Degree in Educational Research and Statistics the graduate school of Srinakharinwirot University, Bangkok. Ruenkham, S. (1990). The Study of parenting methods based on Self Concept of Youth in Piyaapinun, S. (1996). The Relationships Between Teachers' Teaching Quality, Classroom Climate as Perceived by Students and AchievementMotivation Towards Mathematics of Students at The Secondary Education Level Master of Education in Secondary Education the graduate school of Chulalongkorn University, Bangkok. Tewarit, S. (2001). Causal Factors Influencing Life Skills of Students at Mathayomsuksa 5 in Kalasin Province. Master of Education Degree in Educational Research Mahasarakham University, Mahasarakham. REFERENCES (Cont.)

28 Ra-Ngubtook, W. (2002). Techniques and Learning Activities that Focus on The Child Center According to 2544 B.E. Basic Education Curriculum Bangkok : Pringwhangraphic. World Health Organization. (1997). Life Skills Education in School. Geneva : World Health Organization. Online. Wylie, R.C. (1968). Handblock of Personallity Theories and Research. Chicago: Rank Nally Company. Chandrara, C. (2007). u-Learning in Thai Society. u-Learning Research. 22(2) 256-299. Elasio, P. (1998). Distance Learning Theory. Oxford: CUP. Mandala, Z., Tokohaki, A., Sasakura, B., Phelps, M., & Woods, T. (2006). How to master learning and teaching for the Web 2.0 Generation. Proceedings of the 98th International Conference on e-Learning Association of Higher Education, 19-39. REFERENCES (Cont.)

29 THA Thank you THANK YOU


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