{"title":"Green Chemistry in STEM Education: Light for Basic Concepts","authors":"Rainer Brunnert, Michael W. Tausch","doi":"10.12691/wjce-11-3-8","DOIUrl":"https://doi.org/10.12691/wjce-11-3-8","url":null,"abstract":"","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"36 1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76777441","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The world is colourful – at least from our perspective as humans. But where does colour come from? The present paper addresses this question and, in its first part, presents new experiments on additive colour mixing with fluorescent solutions. In addition, further school experiments with impressive fluorescence effects are described.
{"title":"Fascinating school experiments with fluorescent dyes","authors":"M. Ducci","doi":"10.12691/wjce-11-3-9","DOIUrl":"https://doi.org/10.12691/wjce-11-3-9","url":null,"abstract":"The world is colourful – at least from our perspective as humans. But where does colour come from? The present paper addresses this question and, in its first part, presents new experiments on additive colour mixing with fluorescent solutions. In addition, further school experiments with impressive fluorescence effects are described.","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"87 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83424534","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research aims to: 1) study the current, desirable condition, and needs of the transformational leadership model based on the Four Brahmavihara of the charity school administrators of the Buddhist Temple in Northeastern Region 3, 2) develop a framework for the transformational leadership model based on the Four Brahmavihara of the charity school administrators of the Buddhist Temple in Northeastern Region 3 and, 3) evaluate the framework for the transformational leadership model based on the Four Brahmavihara of the charity school administrators of the Buddhist Temple in Northeastern Region 3. This research adopts a mixed-methods approach, dividing the study into three phases of implementation. The research findings indicate that: 1) The current state and desired conditions have average scores that are high and highest, respectively. The average score for the desired conditions is higher than the current state in all aspects and issues. Moreover, the essential needs for the transformational leadership model based on the Four Brahmavihara, ranked in order of urgency using the Modified Priority Need Index (PNI modified) technique, are as follows: individualized consideration based on the Four Brahmavihara, intellectual stimulation based on the Four Brahmavihara, inspirational motivation based on the Four Brahmavihara, and idealized influence based on the Four Brahmavihara respectively. 2) The framework for leadership transformation based on the Four Brahmavihara comprises the following components: the framework's name, objectives, principles and concepts, and the content of each component. These components encompass the principles, concepts, objectives, content, integration according to the Four Brahmavihara, and expected outcomes. 3) The results of the evaluation of the framework for leadership transformation based on the Four Brahmavihara indicate that it is highly suitable, feasible, and beneficial.
{"title":"The Transformational Leadership Model According to the Four Brahmavihara of Charity School Administrators of Buddhist Temples in Northeast Region 3","authors":"Suntad Sumonmatee, Ekkarach Kositpimanvach","doi":"10.5430/wje.v13n4p49","DOIUrl":"https://doi.org/10.5430/wje.v13n4p49","url":null,"abstract":"This research aims to: 1) study the current, desirable condition, and needs of the transformational leadership model based on the Four Brahmavihara of the charity school administrators of the Buddhist Temple in Northeastern Region 3, 2) develop a framework for the transformational leadership model based on the Four Brahmavihara of the charity school administrators of the Buddhist Temple in Northeastern Region 3 and, 3) evaluate the framework for the transformational leadership model based on the Four Brahmavihara of the charity school administrators of the Buddhist Temple in Northeastern Region 3. This research adopts a mixed-methods approach, dividing the study into three phases of implementation. The research findings indicate that: 1) The current state and desired conditions have average scores that are high and highest, respectively. The average score for the desired conditions is higher than the current state in all aspects and issues. Moreover, the essential needs for the transformational leadership model based on the Four Brahmavihara, ranked in order of urgency using the Modified Priority Need Index (PNI modified) technique, are as follows: individualized consideration based on the Four Brahmavihara, intellectual stimulation based on the Four Brahmavihara, inspirational motivation based on the Four Brahmavihara, and idealized influence based on the Four Brahmavihara respectively. 2) The framework for leadership transformation based on the Four Brahmavihara comprises the following components: the framework's name, objectives, principles and concepts, and the content of each component. These components encompass the principles, concepts, objectives, content, integration according to the Four Brahmavihara, and expected outcomes. 3) The results of the evaluation of the framework for leadership transformation based on the Four Brahmavihara indicate that it is highly suitable, feasible, and beneficial.","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75414005","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research aimed at carrying out the “Project of Teachers’ Participation to Enhance Students’ Leadership Skills at Sarakhunwittaya School,” which is a research series focusing on education in the 21st Century. The study applied participatory action research methodology that places emphasis on democracy in action, in which the research team and the research participants collaborated equally in planning, operating, observing, and reflecting on the results from 2 cycles - one cycle during each semester of the Academic Year of 2022. From the operations, changes, learning, and knowledge were expected. The research participants, which consisted of 20 teachers and 50 students, were the target group for development. The research results were collected by comparing the 3 phases, which was done before and after the operation of Cycle 1 and after the operation of Cycle 2, and the results follow. Firstly, the operation of the project led to consecutive improvements, which meant that the research participants had shown progressively higher levels of operations in enhancing the students’ leadership skills during the 3 phases. Moreover, the students had demonstrated greater leadership skills after the 3 phases as well. Secondly, the research team, the participants, and Sarakhunwittaya School learned many things, especially the importance of working collaboratively, which resulted in unity and in having better achievements than when working individually. Thirdly, knowledge was a result of the operation, which became a model that showed the causes and effects between the drives, the resistances to change, the solutions to the resistances to change, and the results called a “Model of Teachers with Participation to Enhance their Students’ Leadership Skills at Sarakhunwittaya School.”
{"title":"Teachers with Participation to Enhance Students' Leadership Skills","authors":"Phra Yutthasak Yuntasilo, Phrakru Sutheejariyawattana","doi":"10.5430/wje.v13n4p34","DOIUrl":"https://doi.org/10.5430/wje.v13n4p34","url":null,"abstract":"This research aimed at carrying out the “Project of Teachers’ Participation to Enhance Students’ Leadership Skills at Sarakhunwittaya School,” which is a research series focusing on education in the 21st Century. The study applied participatory action research methodology that places emphasis on democracy in action, in which the research team and the research participants collaborated equally in planning, operating, observing, and reflecting on the results from 2 cycles - one cycle during each semester of the Academic Year of 2022. From the operations, changes, learning, and knowledge were expected. The research participants, which consisted of 20 teachers and 50 students, were the target group for development. The research results were collected by comparing the 3 phases, which was done before and after the operation of Cycle 1 and after the operation of Cycle 2, and the results follow. Firstly, the operation of the project led to consecutive improvements, which meant that the research participants had shown progressively higher levels of operations in enhancing the students’ leadership skills during the 3 phases. Moreover, the students had demonstrated greater leadership skills after the 3 phases as well. Secondly, the research team, the participants, and Sarakhunwittaya School learned many things, especially the importance of working collaboratively, which resulted in unity and in having better achievements than when working individually. Thirdly, knowledge was a result of the operation, which became a model that showed the causes and effects between the drives, the resistances to change, the solutions to the resistances to change, and the results called a “Model of Teachers with Participation to Enhance their Students’ Leadership Skills at Sarakhunwittaya School.”","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82088785","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this exploratory study was to document aspects of research methodology in educational leadership directed at emerging school leaders and the academic community that supports them. The intricacy of educational challenges highlights the necessity for a thorough investigation, the results of which will inform suitable reforms. Scholars have long argued about which of the qualitative and quantitative approaches is more rigorous in its contribution to the development of education. Some academics contend that since education focuses primarily on human behaviour, which is value-laden, research in this area should take a qualitative approach. Results indicate that while qualitative methods were more common in the arts, quantitative methods dominated research in education and the sciences. However, the social sciences frequently used a blend of qualitative and mixed approaches. The findings' implications for improving research methodology skills and the integrity of educational research are examined.
{"title":"Critique of Research Methodologies and Methods in Educational Leadership","authors":"A. Siddiqua","doi":"10.5430/wje.v13n4p16","DOIUrl":"https://doi.org/10.5430/wje.v13n4p16","url":null,"abstract":"The purpose of this exploratory study was to document aspects of research methodology in educational leadership directed at emerging school leaders and the academic community that supports them. The intricacy of educational challenges highlights the necessity for a thorough investigation, the results of which will inform suitable reforms. Scholars have long argued about which of the qualitative and quantitative approaches is more rigorous in its contribution to the development of education. Some academics contend that since education focuses primarily on human behaviour, which is value-laden, research in this area should take a qualitative approach. Results indicate that while qualitative methods were more common in the arts, quantitative methods dominated research in education and the sciences. However, the social sciences frequently used a blend of qualitative and mixed approaches. The findings' implications for improving research methodology skills and the integrity of educational research are examined.","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"83 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75829097","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Noat Chanprasert, P. Chusorn, Chalard Chantarasombat
Innovative leadership development can assist administrators of private vocational colleges in identifying and capitalizing on new opportunities within the educational administration network by fostering creative thinking and openness to new ideas. Such administrators can discover novel approaches to efficiently and effectively address the needs of students, faculty members, and stakeholders. Therefore, the research objectives are as follows: to examine the components and indicators of innovative leadership among administrators of private vocational colleges in the northeastern region, to assess the consistency of the innovative leadership measurement model, and to develop guidelines based on the study findings for implementation. To develop the innovative leadership of private vocational college administrators, a mixed-method research approach was employed, consisting of four phases. The collected data were analyzed using descriptive statistics and statistical packages for further reference. The results revealed that Innovative Leadership comprises five main components and fifteen indicators. These indicators were found to be appropriate based on the specified criteria. The developed measurement model for innovative leadership indicators demonstrated consistency with the empirical data, with statistically significant values (P-value = 0.73, RMSEA = 0.023, SRMR = 0.019, CFI = 1.00, TLI = 1.00). Furthermore, all main components exhibited factor loadings higher than the criterion of 0.70, while sub-components and indicators displayed factor loadings higher than the criterion of 0.30. Finally, the implementation of the guidelines yielded positive results, as they were deemed suitable, feasible, and highly beneficial across all aspects.
{"title":"Guidelines for Innovative Leadership Development of Private Vocational College Administrators in the Northeastern Region","authors":"Noat Chanprasert, P. Chusorn, Chalard Chantarasombat","doi":"10.5430/wje.v13n4p25","DOIUrl":"https://doi.org/10.5430/wje.v13n4p25","url":null,"abstract":"Innovative leadership development can assist administrators of private vocational colleges in identifying and capitalizing on new opportunities within the educational administration network by fostering creative thinking and openness to new ideas. Such administrators can discover novel approaches to efficiently and effectively address the needs of students, faculty members, and stakeholders. Therefore, the research objectives are as follows: to examine the components and indicators of innovative leadership among administrators of private vocational colleges in the northeastern region, to assess the consistency of the innovative leadership measurement model, and to develop guidelines based on the study findings for implementation. To develop the innovative leadership of private vocational college administrators, a mixed-method research approach was employed, consisting of four phases. The collected data were analyzed using descriptive statistics and statistical packages for further reference. The results revealed that Innovative Leadership comprises five main components and fifteen indicators. These indicators were found to be appropriate based on the specified criteria. The developed measurement model for innovative leadership indicators demonstrated consistency with the empirical data, with statistically significant values (P-value = 0.73, RMSEA = 0.023, SRMR = 0.019, CFI = 1.00, TLI = 1.00). Furthermore, all main components exhibited factor loadings higher than the criterion of 0.70, while sub-components and indicators displayed factor loadings higher than the criterion of 0.30. Finally, the implementation of the guidelines yielded positive results, as they were deemed suitable, feasible, and highly beneficial across all aspects.","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"58 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75853280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The initiative to implement the "Mobilize Sarakulnawitaya School to Become a 21st-century School" project was part of a broader research program that aimed at improving education in the 21st Century by prioritizing active learning, integrating technology into learning, and by increasing the adoption of e-office solutions. The project was conducted using the Participatory Action Research (PAR) methodology, which involved a cyclical process of Planning, Acting, Observing, and Reflecting (PAOR), with two cycles scheduled to take place during the Academic Year of 2022. It was expected that the implementation of this project would result in the following outcomes: 1) improvement in both the research participants' practices and the school's performance as a 21st-century school by the defined focus areas; 2) learning from the actions taken at the individual, group, and school levels; and 3) the knowledge gained from the implemented actions, which could serve as a model for the continuous development of this school in the future. In this research project, there were 20 teachers, who participated as researchers, and 50 students, who were involved in the development process. The findings revealed the following outcomes: 1) there were significant improvements observed in both the research participants' practices and the school's performance as a 21st-century school, in accordance with the defined focus areas, after the completion of Cycle 1 and Cycle 2; 2) the research team, research participants, and Sarakulnawitaya school learned many aspects, particularly the importance of seeking new knowledge as a way to foster out-of-the-box thinking, which results in more efficient work practices; 3) the knowledge, gained from the implemented actions, demonstrated the cause-and-effect relationship between the driving forces that promoted change, the barriers that hindered it, and the strategies used to overcome those barriers.
{"title":"Mobilize the School to Become a 21st-Century School","authors":"Phrakhru Praditbuntham Issarathammo, Phrakru Sutheejariyawattana","doi":"10.5430/wje.v13n4p1","DOIUrl":"https://doi.org/10.5430/wje.v13n4p1","url":null,"abstract":"The initiative to implement the \"Mobilize Sarakulnawitaya School to Become a 21st-century School\" project was part of a broader research program that aimed at improving education in the 21st Century by prioritizing active learning, integrating technology into learning, and by increasing the adoption of e-office solutions. The project was conducted using the Participatory Action Research (PAR) methodology, which involved a cyclical process of Planning, Acting, Observing, and Reflecting (PAOR), with two cycles scheduled to take place during the Academic Year of 2022. It was expected that the implementation of this project would result in the following outcomes: 1) improvement in both the research participants' practices and the school's performance as a 21st-century school by the defined focus areas; 2) learning from the actions taken at the individual, group, and school levels; and 3) the knowledge gained from the implemented actions, which could serve as a model for the continuous development of this school in the future. In this research project, there were 20 teachers, who participated as researchers, and 50 students, who were involved in the development process. The findings revealed the following outcomes: 1) there were significant improvements observed in both the research participants' practices and the school's performance as a 21st-century school, in accordance with the defined focus areas, after the completion of Cycle 1 and Cycle 2; 2) the research team, research participants, and Sarakulnawitaya school learned many aspects, particularly the importance of seeking new knowledge as a way to foster out-of-the-box thinking, which results in more efficient work practices; 3) the knowledge, gained from the implemented actions, demonstrated the cause-and-effect relationship between the driving forces that promoted change, the barriers that hindered it, and the strategies used to overcome those barriers.","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"07 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86841033","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research was a Participatory Action Research (PAR) methodology to implement the project “The Collaborative Power of Teachers to Strengthen Student's Global Leadership Skills in Na-ngiw Wittayasan School”, which is part of the Doctoral Program in Educational Administration's research program on 21st-century education, Mahamakut Buddhist University, Isan Campus with the concept of "Cooperative Action for Better Change". From the Planning, Acting, Observing, and Reflecting (PAOR) 2 cycles. Cycle one for each semester in the academic year 2022, with 25 teachers as research participants and 640 students in the development target group and the objectives were: 1) To change the level of practice of the research participants and The Global Leadership Skills of students to improve. From the comparison of 3 phases: before and after the practice in the 1st cycle and after the 2nd cycle practice. 2) To create learning from practice and 3) to gain knowledge from practice. The results of the research revealed that 1) there was a change for improvement, respectively, for the teachers who were research participants, the average scores from the performance assessment results were higher, respectively, from 2.92 to 3.06 and 4.00. As for the students who are the target group for development, the Global Leadership Skills assessment was also at a higher level, respectively, from 2.47 to 3.17 and 3.59. 2) The research team, the research participants, and Na-ngiw Wittayasan School gained much proficiency. 3) Generate knowledge from practice that demonstrates the cause-and-effect relationship of the applied driving force that results in a change. Including, resistance to change and how to overcome resistance to change which in this research is called “Na-ngiw Wittayasan School Model: The Collaborative Power of Teachers to Strengthen Student’s Global Leadership Skills”
{"title":"The Collaborative Power of Teachers to Strengthen Student’s Global Leadership Skills","authors":"Amornrat Phansawang, Wirot Sanrattana","doi":"10.5430/wje.v13n3p64","DOIUrl":"https://doi.org/10.5430/wje.v13n3p64","url":null,"abstract":"This research was a Participatory Action Research (PAR) methodology to implement the project “The Collaborative Power of Teachers to Strengthen Student's Global Leadership Skills in Na-ngiw Wittayasan School”, which is part of the Doctoral Program in Educational Administration's research program on 21st-century education, Mahamakut Buddhist University, Isan Campus with the concept of \"Cooperative Action for Better Change\". From the Planning, Acting, Observing, and Reflecting (PAOR) 2 cycles. Cycle one for each semester in the academic year 2022, with 25 teachers as research participants and 640 students in the development target group and the objectives were: 1) To change the level of practice of the research participants and The Global Leadership Skills of students to improve. From the comparison of 3 phases: before and after the practice in the 1st cycle and after the 2nd cycle practice. 2) To create learning from practice and 3) to gain knowledge from practice. The results of the research revealed that 1) there was a change for improvement, respectively, for the teachers who were research participants, the average scores from the performance assessment results were higher, respectively, from 2.92 to 3.06 and 4.00. As for the students who are the target group for development, the Global Leadership Skills assessment was also at a higher level, respectively, from 2.47 to 3.17 and 3.59. 2) The research team, the research participants, and Na-ngiw Wittayasan School gained much proficiency. 3) Generate knowledge from practice that demonstrates the cause-and-effect relationship of the applied driving force that results in a change. Including, resistance to change and how to overcome resistance to change which in this research is called “Na-ngiw Wittayasan School Model: The Collaborative Power of Teachers to Strengthen Student’s Global Leadership Skills”","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"30 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78196889","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this research is to enhance teachers' learning towards developing successful students. It is a research project based on advancements in digital technology and the knowledge-based society of the 21st century. Various international perspectives on developing successful students proposed by experts on the internet have gone under the process for this research and development to create educational innovations that could be used to empower teachers and strengthen their students' learning aligned with the concept of “knowledge and action is power”. It is believed that if teachers have learned something, they can bring the knowledge into practice that empowers students’ learning effectively. The results of this research led to educational innovation called “Online Self – Training Program to Enhance Teachers' Learning to Develop Students to Become Successful Students”. This innovation was evaluated by teachers who had a stake in it, and after experimental research was conducted, it was found to be effective according to the established criteria. This evaluation indicated that the innovation can be disseminated to develop teachers, who aim to develop students’ learning, at Mahamakut Buddhist University, which is the target population for this research project, both in the central and regional campuses.
{"title":"Enhancing Teachers' Learning to Develop Students to Become Successful Students","authors":"Bancha Thammabut, Witoon Thacha","doi":"10.5430/wje.v13n3p13","DOIUrl":"https://doi.org/10.5430/wje.v13n3p13","url":null,"abstract":"The aim of this research is to enhance teachers' learning towards developing successful students. It is a research project based on advancements in digital technology and the knowledge-based society of the 21st century. Various international perspectives on developing successful students proposed by experts on the internet have gone under the process for this research and development to create educational innovations that could be used to empower teachers and strengthen their students' learning aligned with the concept of “knowledge and action is power”. It is believed that if teachers have learned something, they can bring the knowledge into practice that empowers students’ learning effectively. The results of this research led to educational innovation called “Online Self – Training Program to Enhance Teachers' Learning to Develop Students to Become Successful Students”. This innovation was evaluated by teachers who had a stake in it, and after experimental research was conducted, it was found to be effective according to the established criteria. This evaluation indicated that the innovation can be disseminated to develop teachers, who aim to develop students’ learning, at Mahamakut Buddhist University, which is the target population for this research project, both in the central and regional campuses.","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83030239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The experimental study, which was conducted under the research project entitled "Empowering Teachers' Learning to Enhance Students' Change Leadership Skills," is part of a series of research projects that focuses on 21st century skills that have been supported by the Doctoral Program in Educational Administration at the Isan campus of Mahamakut Buddhist University. This study emphasizes the utilization of opportunities that are being presented by knowledge-based and digital societies in the contemporary era. The development of Change Leadership Skills was approached by utilizing a Research & Development (R&D) methodology that employed various perspectives available on the internet. This approach aimed at creating innovative educational practices to enhance the teachers' learning and, subsequently, at empowering them to transfer their knowledge to develop their students. It is believed that if teachers acquire knowledge and are stimulated to put it into practice, it will create the power that can enhance the effectiveness of student development, which is in accordance with the concept of "Knowledge and Action are power." Based on this idea, a research and development (R&D) methodology was employed to incorporate various perspectives on developing Change Leadership Skills, which had been found on the internet, and incorporating them into an innovative educational program designed to strengthen teacher learning. The program called the "Online Self-Training Program to Empower Teachers' Learning to Enhance Students' Change Leadership Skills," was evaluated by teachers, who had been involved with the program and had found the program to be effective in accordance with the established criteria. Therefore, the program could be disseminated to benefit teacher development and the development of undergraduate students, who are majoring in teaching the Thai language, the English language, and Social Studies at the Faculty of Education at both the central and branch campuses Mahamakut Buddhist University. This target group can rapidly, efficiently, and effectively disseminate the research findings.
{"title":"Empowering Teachers' Learning to Enhance Students' Change Leadership Skills","authors":"Khacha Praneetpolkrung, Phramaha Suphachai Supakicco","doi":"10.5430/wje.v13n3p1","DOIUrl":"https://doi.org/10.5430/wje.v13n3p1","url":null,"abstract":"The experimental study, which was conducted under the research project entitled \"Empowering Teachers' Learning to Enhance Students' Change Leadership Skills,\" is part of a series of research projects that focuses on 21st century skills that have been supported by the Doctoral Program in Educational Administration at the Isan campus of Mahamakut Buddhist University. This study emphasizes the utilization of opportunities that are being presented by knowledge-based and digital societies in the contemporary era. The development of Change Leadership Skills was approached by utilizing a Research & Development (R&D) methodology that employed various perspectives available on the internet. This approach aimed at creating innovative educational practices to enhance the teachers' learning and, subsequently, at empowering them to transfer their knowledge to develop their students. It is believed that if teachers acquire knowledge and are stimulated to put it into practice, it will create the power that can enhance the effectiveness of student development, which is in accordance with the concept of \"Knowledge and Action are power.\" Based on this idea, a research and development (R&D) methodology was employed to incorporate various perspectives on developing Change Leadership Skills, which had been found on the internet, and incorporating them into an innovative educational program designed to strengthen teacher learning. The program called the \"Online Self-Training Program to Empower Teachers' Learning to Enhance Students' Change Leadership Skills,\" was evaluated by teachers, who had been involved with the program and had found the program to be effective in accordance with the established criteria. Therefore, the program could be disseminated to benefit teacher development and the development of undergraduate students, who are majoring in teaching the Thai language, the English language, and Social Studies at the Faculty of Education at both the central and branch campuses Mahamakut Buddhist University. This target group can rapidly, efficiently, and effectively disseminate the research findings.","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"90 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73925845","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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