The New Viridian Journal of Arts, Humanities and Social Sciences

หน้าปก ใบรองปก และคำนำ

2023-12-01T14:22:08+07:00

หน้าปก ใบรองปก และคำนำ

กองบรรณาธิการ

2023-12-26T15:38:29+07:00

กองบรรณาธิการ

สารบัญ

2023-12-27T09:18:58+07:00

สารบัญ

การประยุกต์แนวคิดการสัมภาษณ์เพื่อเสริมสร้างแรงจูงใจ ในการจัดการเรียนการสอนออนไลน์ต่อการพัฒนาศักยภาพตนเองของนักศึกษา (Applying the Motivation Interviewing Concept for Online Teaching and Learning Management on Self-Potential Development of Learners)

2023-10-25T10:44:28+07:00

Motivational Interviewing (MI) is a communication style that emphasizes collaboration to facilitate behavioral change. The perspective of MI in education is valuable for the development of learners in the future, particularly during the COVID-19 period where online teaching and learning play a crucial role in learner development. In this research, the MI approach is applied in online teaching and learning to investigate its impact on learner development. The research objective is to study the effects of self-development after completing online learning and the relationship between online teaching and learning management and learner self-development in a university in southern Thailand. The research methodology involves gathering data from first-year students in the first semester of the academic year 2021, totaling 26 participants. Research tools include an online learning management plan, a questionnaire on opinions about online teaching and learning management, and a questionnaire on self-development based on learner perceptions. The data was collected in November 2021 through an online system. Statistical analysis included percentages, means, standard deviations, and Pearson's correlation coefficient. Research findings: It was found that after online teaching and learning, learners demonstrated the most significant development in behavior, followed by cognitive and knowledge aspects. The correlation between the online teaching and learning management based on MI theory and the overall self-development of the learners was statistically significant at the 0.01 level. When examining specific aspects, it was found that the Acceptance, Evocation, Compassion, and Collaboration (AECC) principles had a strong positive relationship with the behavioral development of the learners and a weak positive relationship with their knowledge and cognitive development, all at the 0.01 level of statistical significance. Furthermore, the FRAMES principles (Feedback, Responsibility, Advice, Menu, Empathy, Self-efficacy) were highly positively correlated with the learners' self-development in terms of cognitive and behavior and weakly positively correlated with their knowledge development, all at the 0.01 level of statistical significance.

ภาวะผู้นำเชิงนวัตกรรมของผู้บริหารสถานศึกษาตามการรับรู้ของครูในสหวิทยาเขตรัชวิภา สังกัดสำนักงานเขตพื้นที่การศึกษามัธยมศึกษากรุงเทพมหานคร เขต 2 (Innovative Leadership of School Administrators According to Teacher Perceptions in Ratchavipha Cluster under the Secondary Education Service Area Office Bangkok 2)

2023-07-21T15:57:09+07:00

The purposes of this research were to study and compare the levels of innovative leadership of school administrators according to teacher perceptions in Ratchavipha cluster under the Secondary Education Service Area Office Bangkok 2 when classified by educational background, academic position, and work experience. The research sample were 285 teachers who worked at 9 schools in Ratchavipha cluster under the Secondary Education Service Area Office Bangkok 2 in academic year 2022 that were taken from Cohen’s table. The research instrument was a questionnaire about innovative leadership of school administrators with the Cronbach's alpha reliability at 0.99. The statistics used to analyze the data were mean, standard deviation, t-test, one-way ANOVA, and Scheffe’s post-hoc comparison method. The findings were as follows: 1) The teacher perceptions of school administrators’ innovative leadership in Ratchavipha cluster under the Secondary Education Service Area Office Bangkok 2 in overall and individual aspects were at the high level. 2) The teachers with different educational background perceived of school administrators’ innovative leadership in Ratchavipha cluster under the Secondary Education Service Area Office Bangkok 2 in overall and individual aspects were not different. 3) The teachers with different academic titles perceived of school administrators’ innovative leadership in Ratchavipha cluster under the Secondary Education Service Area Office Bangkok 2 in overall was not different. Except for risk management aspect was different at a significance level of 0.05. 4) The teachers with different work experience perceived of school administrators’ innovative leadership in Ratchavipha cluster under the Secondary Education Service Area Office Bangkok 2 in overall was significant different. When considered in each aspect found that vision to change aspect and risk management aspect were different at a significance level of 0.05.

การพัฒนาความสามารถด้านการอ่านภาษาอังกฤษเชิงวิจารณ์ตามหลักสุนทรียสนทนา สำหรับนักศึกษาระดับปริญญาตรี ชั้นปีที่ 3 สาขาวิชาภาษาอังกฤษ คณะศิลปศาสตร์ มหาวิทยาลัยกรุงเทพธนบุรี (The Development of English Critical Reading Abilities Based on the Processes of Dialogue for Third Year Undergraduate English Major Students, Faculty of Liberal Arts, Bangkokthonburi University)

2023-08-21T14:19:22+07:00

The purposes of this research were to 1) compare the students’ English critical reading ability before and after learning based on the Processes of Dialogue, 2) study the students’ expression of tacit knowledge during learning based on the Processes of Dialogue, and 3) study the opinions of third-year undergraduate students toward learning based on the processes of dialogue. The target group was composed of 32 third-year undergraduate students, English majors, at the Faculty of Liberal Arts at Bangkokthonburi University. In addition, the research instruments were 1) 5 learning plans, 2) the critical English reading abilities test (pre- and post-test) consisted of 30 items, 3) the tacit knowledge record form, and 4) the questionnaire survey of students’ opinions toward learning based on the Processes of Dialogue. The percentage, mean (X̅), standard deviation (S.D.) and dependent t-test were applied for data analysis. The results after learning based on the Processes of Dialogue in 5 steps were 1) the students’ English critical reading abilities after learning was significantly higher than before learning at the 0.05 level, 2) The students’ expression of tacit knowledge between the 1^st week and the 5^th week showed a consistently growing percentage, and 3) The undergraduate students’ opinions towards the learning based on the Processes of Dialogue were positive at a good level (X̅ = 4.14, S.D. = 0.67)

เด็กปฐมวัยในยุค Next Normal กับกิจกรรมงานสวน (Young Children in the Next Normal Era with Gardening Activities)

2023-10-09T11:15:05+07:00

The Next Normal Era is a trend or direction of change with three trends: 1) stay-at-home economies; 2) touchless societies; and 3) regenerative organics. The trend or direction of those changes affects communication, work, and learning around the world. Young children need to change the way they learn. Teaching activities are one of the learning methods that correspond to the Next Normal era. This encourages children to learn how to be friends with the land and save the world in a simple way so that they can learn about safety and environmental impacts by using cooperation between homes and schools and integrating technology into gardening activities.

การพัฒนารูปแบบการจัดการเรียนรู้ตามแนวคิด Instructional Coaching เพื่อส่งเสริมความสามารถในการเขียนแผนการจัดการเรียนรู้ของนักศึกษาวิชาชีพครู (Development of Instructional Model Based-on Instructional Coaching Approach to Enhance Ability to Write Lesson Plan of Students Teacher)

2023-10-06T14:33:46+07:00

The purposes of the research and development were to: 1) develop instructional model using instructional coaching approach to enhance ability to write lesson plan of student teacher 2) study effectiveness of instructional model using instructional coaching approach to enhance ability to write lesson plan of student teacher. The sample were 40 second years students, major in elementary education at Bansomdejchaopraya Rajabhat University. This research was conducted experiment by applying one shot case study design. The data were collected through evaluation form of lesson plan and questionnaire of students’ satisfaction on the instructional model. The data were analyzed using frequency, arithmetic mean, standard deviation, and content analysis. The results finding were follow: (1) The development of instructional model using instructional coaching approach to enhance ability to write lesson plan of student teacher (PPIM Model) consist of 4 components which are 1) principals of model, 2) objective of model, 3) instructional procedure, and 4) evaluation. The instructional procedure of PPIM model containing 4 steps, Pre-Coaching, Planning, Implementing, and Monitoring and Reflecting. (2) After using the instructional model using instructional coaching approach (PPIM Model), student teachers have a ability to write lesson plan at good level (X̅ = 4.23, S.D. = 0.07). According to using the PPIM model, determining the standard/indicator/learning content that related to instructional is at excellent level (X̅ = 4.42, S.D. = 0.13). 3) The students’ satisfaction of the PPIM model is at good level (X̅ = 4.42, S.D. = 0.13). Plus, coacher engage the student teacher in learning at excellent level (X̅ = 4.68, S.D. = 0.53).