Synthesis of Area–Based Curriculum and Instruction System by Integrating Stufflebeam’s and Stake’s System Perspective for Pilot School in Chiang Mai Education Sandbox

Abstract

The objectives of the research were 1) to analyze data and information necessary to operate the area–based curriculum and instruction system, and 2) to synthesize the area–based curriculum and instruction system by integrating Stufflebeam’s and Stake’s system perspective for pilot school in Chiang Mai education sandbox. The research was conducted in 3 phases: phase 1, study of data and related information, phase 2, analysis of related data and information, and phase 3, synthesis of area–based curriculum and instruction system through Stufflebeam’s and Stake’s system perspective. The research participants were 10 school administrators with best practices, 20 teachers in schools with best practices, and experts in curriculum & instruction systems and educational innovation area, totaling 10 people. The tools used in the research include form for recording data on best practices of international schools, in-depth interview form of school administrators, teachers’ focus group guideline framework, a framework for analyzing the organization of area–based curriculum and instruction, and evaluation form of the quality of the area – based curriculum and instruction system. Quantitative data were analyzed by finding the means and standard deviations. Qualitative data were analyzed by content analysis, grouped the relationships of the issues, and described in the form of texts and diagrams. The research results founded that 1) data and information necessary for operating the area–based curriculum and instruction system were (1) ways of thinking about area–based curriculum and instruction, and (2) area–based curriculum and instruction processes, and 2) area–based curriculum and instruction system that researcher synthesized was called the “APPLE System” with a total of 5 subsystems which experts evaluated the level of propriety at the highest level (Me=4.86, SD=0.35) and feasibility at the highest level (Me=4.61, SD=0.57).