This qualitative study aimed to identify challenges of educators faced with education reform and violent unrest that has taken place in five Southern provinces of Thailand, as well as leadership characteristics that emerged in this context. Participants were 21 educators from primary schools in Pattani, Yala, Narathiwat, Songkhla and Satun provinces. A purposeful selection was employed for participant recruitment of the study. Data collection methods were semi-structured interviews and related official document analysis. The study revealed that challenges of educators related to education reform were managing curriculum, increasing students' reading competency, coping with work overloads, and managing limited budgets. Challenges related to social unrest were dealing with instructional management, coping with feelings, and ensuring safety. Leadership characteristics that emerged in response to these challenges were becoming patient, dedicated, and adaptive; guiding changes in instructional methods; and building collaborations with related stakeholders.
Significant advancements are still required for augmented reality (AR).
Augmented reality (AR) is a partly immersive experience in which users
interact directly with a 3-D overlay onto the external reality in real time.
This research aimed to examine the results of using an augmented reality
(AR) book in improving students' schematic English reading comprehension
skills, students' learning achievement, and students' knowledge retention,
and to identify students' level of learning satisfaction. A total of 29
grade 6 students participated in the quasi-experimental study. The results
revealed that students have significantly increased their English reading
scores after exposing to the AR book at 0.01 significance level. There was
non-significant difference between the first and second posttest scores as
promoting knowledge retention. Students were satisfied in using the AR book
at the highest level.
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