Thailand education reform in the first decade (1999)(2000)(2001)(2002)(2003)(2004)(2005)(2006)(2007)(2008)(2009) seemed to be unsuccessful, partly because of the predominant use of top-down policy delivery strategies. This report aims to develop new delivery strategies for education reform policy for practitioners, especially teachers. Using concepts of assessment-based education reform and university-and-school collaboration, the present study employed a formative research and development methodology to develop and examine policy delivery strategies during 2011-2013. All strategies proposed here were the synthesized results from subprojects of the study. Findings of the study lead to several policy recommendations. It is highly recommended for Thailand education reform to establish policy delivery units. Results also suggest concepts and activities for empowering teachers. After using such strategies in the participated schools, positive changes in practice of school teachers and students were noticeable.
If student teachers have higher levels of research self-efficacy, they will have confidence and undertake effective research as part of their professional work. This action research is intended to enhance student teachers' research self-efficacy. The objectives of this classroom action research were 1) to analyze the instructions associated with using research-based learning as part of Research for Learning and Teaching Development course; 2) to analyze and compare the research self-efficacy of student teachers before and after using research-based learning as part of Research for Learning and Teaching Development course; and 3) to analyze and compare the research self-efficacy of student teachers using research-based learning and conventional methods as part of Research for Learning and Teaching Development course. A sample of 56 student teachers was divided into an experimental group and a control group (28 in each group). The experimental group was instructed using research-based learning and the control group was instructed using conventional methods. The research instruments were learning notes and a research self-efficacy scale, which had content validity, internal consistency reliability (Cronbach's α coefficients equal to 0.93) and construct validity. Data were analyzed by content analysis, descriptive statistics and a t-test. The results are presented in this paper. First, five research-based learning methods in Research for Learning and Teaching Development course were used. These were: 1) focusing on creating knowledge together with using examples or research details; 2) practicing thinking about research examples; 3) simulating activities related to research studies; 4) learning from real situations; and 5) tracking and giving suggestions on researching continuously Second, after using research-based learning, four components of research self-efficacy in the experimental group were significantly higher than before, at the level of 0.05. Third, after the experiment, the research selfefficacy in terms of the research design, data collection and data analysis of the experimental group were significantly higher than that of the control group, at the level of 0.05.
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