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Dissertations / Theses on the topic 'Buddhism and education Thailand'

Author: Grafiati
Published: 11 December 2022
Last updated: 29 January 2023

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1

Phisalaphong, Rathdow. "Teacher Practice, Curriculum, and Children's Moral Development in Buddhist Temple Preschools in Thailand." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc3001/.

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This study investigated what constitutes a moral development program in Buddhist temple preschools in Thailand. The researcher employed three qualitative methods: structured, in-depth interviews, observations of teachers' instruction, and document analysis of curriculum guides. Four Buddhist temple preschools were selected as the sites. Participants for interview included three abbots and one head nun, four principals, and twelve teachers. Participants for observations included four teachers of third year classes in each preschool. The study concentrated on four research questions: (a) what are the elements of the character education curriculum? (b) How do teachers teach moral development concepts and skills? (c) What are the teachers' perceptions of the moral development of third year preschoolers? (d) How do teachers assess their pupils' moral development? Key findings for the research questions were: character education was not a subject in the National Preschool Curriculum which was implemented in the Buddhist temple preschools. Core morality was integrated into every topic. The moral behaviors emphasized in the curriculum and the lesson plans included discipline, mindfulness, kindness, helpfulness, patience, honesty, respect, thriftiness, and politeness. The Buddhist concept of the process of moral development includes character education and meditation. The preschoolers were trained to pay respect to teachers and parents as an obedience approach to character education. Preparation of teachers included screening for their values and pre-service training. The instruction of meditation was approached gradually and aroused the children's interest. After three years of schooling, the third year preschoolers were well-behaved, helpful, and kind; no aggressive behaviors were reported. The assessment of moral development of preschoolers was based on observation of the teachers throughout the school year. Implications for practice are discussed, including procedures for gathering information on beliefs, attitudes, and culture of the parents before implementation of different models of moral development. Finally, future research directions are proposed.
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Srimuang, P. "Teachers' and students' perceptions of meditation education and its contribution to the mental well-being of young people in secondary schools in Khonkaen Province, Thailand." Thesis, University of Southampton, 2013. https://eprints.soton.ac.uk/359779/.

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Like all young people, Thai adolescents may experience mental health problems. The Thai secondary school system provides meditation education as part of the National Education Curriculum and as such may potentially play a pivotal role in promoting adolescent’s mental well-being. The aim of this study was: to explore (a) the provision of meditation for students in Thai secondary schools; and (b) teachers’ and students’ perceptions of meditation education and its role in promoting mental well-being of adolescents. A qualitative multiple case study design was employed. Purposive sampling was undertaken to select four schools (two urban, two rural) in the Khonkaen province. Informants were teachers and students who participated in the school based meditation courses. In total, 21 interviews with teachers and eight focus group interviews with adolescent students were conducted, and analysed using Framework approach. Cross-case analysis was undertaken to elicit differences and similarities between rural and urban schools, younger and older students and teachers and students. The results revealed compulsory meditation education was provided during Buddhism classes in both lower and upper school levels. Meditation was also integrated into other subjects to encourage students to practice meditation skills, increase students’ concentration and manage potentially unruly students. Extracurricular activities, not part of the National Education Curriculum, were also provided with the aim of improving students’ morality but provision varied across cases. In general, teachers and students, across all cases, had consistently similar perceptions on the meditation education provided. Meditation education was perceived to have a positive impact on students’ mental well-being, reduced stress, enhanced self-awareness, improved emotional control, enhanced decision making as well as improved interpersonal relationships. Negative aspects from prolonged practice such as physical discomfort or pain and boredom were identified. Recommendations for future research, including exploring the transferability of findings and teacher training needs, are reported.
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3

Irons, Edward Allen. "Activist buddhism in Japan and Thailand: a comparative study of political involvement by the Soka Gakkai andThammakaai." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31950292.

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4

Öijerstedt, Angelica. "Sverige - Thailand; Tur & Retur : En kvalitativ undersökning av en svensk skola i Thailand." Thesis, Jönköping University, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-11629.

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Syftet med föreliggande studie är att studera en svensk skola utomlands och dess mellanstadielevers och lärares upplevelser av den thailändska religionen. Uppsatsens frågeställningar:

· Hur upplever eleverna att de påverkas av att gå i en svensk skola utomlands?

· Hur beskriver lärarna att de arbetar med undervisningen i religion på en svensk skola utomlands?

· Hur upplever eleverna den thailändska religionen i skolan? Finns det några likheter eller skillnader, enligt lärare och elever, med svenska skolan hemma, när det gäller religionsundervisningen?

Resultatet av undersökningen visade att eleverna uppskattade den lärarledda tiden som de tyckte var möjlig i större utsträckning på skolan utomlands. Undersökningen visade även att lärarna upplevde att det fanns många likheter med religionsundervisningen i Sverige såsom kursplaner och ämnets innehåll medan de ansåg däremot att det som skiljde dem åt var möjligheten till mycket mer studiebesök och möjlighet till lärarledd tid på skolan i Thailand. Eleverna upplevde buddhismen på olika vis och med olika djup kunskap beroende på hur länge de varit på plats i Thailand.

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5

Cook, Joanna Claire. "Vipassanā meditation and the monasticization of popular Buddhism in Thailand." Thesis, University of Cambridge, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.597934.

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While monastic identity and ascetic practices such as vipassanā meditation have historically been the preserve of monks, requiring full ordination and celibacy, in contemporary Thailand ‘monastic’ and ‘lay’ are not fixed or mutually exclusive categories: temporary ordination for short periods of time has always been available to Thai men; vipassanā has been propagated to the laity since the 1950s; large numbers of laity now enter monasteries as mediation students for short periods and accept monastic precepts for the duration of their retreat; and finally, the subsequent monasticization of popular Buddhism is enabling Thai Buddhist nuns (mae chee), though outside the ordained monastic community (sangha), to define themselves in ways which are, critically, religious, ascetic and  associated with prestige. At the same time, it is providing a vehicle for the actualization of renunciation through the monastic duty to teach and embody the principles of meditation. Monastic identity and practice remain distinct from that of the laity even as lay practice becomes increasingly monasticized. I identify the paradox of will and spontaneity in religious attainment as highlighting the appropriateness of vipassanā  practice in the Buddhist ethical project of cutting attachment to ones self. The morality of monastics presents paradox as a process of self-aware reflection on the one hand and, on the other, absence of self in the performance of one’s moral duty to the laity. For meditation practitioners it is through such self-willed practice that the ethical ideals of non-self (anatta) and spiritual attainment may be actualized. Through the performance of mindfulness within a community of practice, monastics cultivate an ascetic interiority, creating the cognitive space in which spiritual development may be actualized. In this context the ethical ideals of monasticism are actualized through the practice of meditation.
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Irons, Edward Allen. "Activist buddhism in Japan and Thailand : a comparative study of political involvement by the Soka Gakkai and Thammakaai /." [Hong Kong] : University of Hong Kong, 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13646011.

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7

Promphakping, Buapun. "Rural transformation and gender relations in the Northeast of Thailand." Thesis, University of Bath, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323712.

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8

Choompolpaisal, Phibul. "Reassessing modern Thai political Buddhism : a critical study of sociological literature from Weber to Keyes." Thesis, SOAS, University of London, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.680203.

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Shannon, John Michael. "Buddhism and the state in Asia: a comparativestudy of historical relations between the sangha and the politics inThailand and Japan." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31952318.

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Shannon, John Michael. "Buddhism and the state in Asia : a comparative study of historical relations between the sangha and the politics in Thailand and Japan /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21240437.

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11

McCargo, Duncan James. "The political leadership of Major-General Chamlong Srimuang." Thesis, SOAS, University of London, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307146.

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12

Tran, Jade D. "Charming the Image of the Buddha: A Brief Look at the Relationship Between Birthdays and the Amulet Collecting Tradition in Thailand." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1261422416.

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13

Schnake, Javier. "Le Dhamma par le jeu d’esprit et de la langue : le Vajirasāratthasaṅgaha, texte pāli du Nord de la Thaïlande (XVIe siècle)." Thesis, Paris Sciences et Lettres (ComUE), 2018. http://www.theses.fr/2018PSLEP025/document.

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Cette recherche porte sur l’investigation philologique d’un texte bouddhique en pali, le Vajirasaratthasangaha composé dans le Nord de la Thaïlande (XVe-XVIe siècles), qui n’a jamais fait l’objet d’une étude intégrale. Le but est d’établir une édition critique de ce texte et de son commentaire, traduire intégralement ce corpus, et saisir sa place dans le bouddhisme du sud-est asiatique. Ce compendium est unique dans le champ de la littérature pali, tant dans la nature de ses contenus que dans son mode de présentation. Il embrasse un grand volume d’enseignements qui traitent de thématiques diverses, telles que des points de doctrines religieuses, de l’étymologie, des mathématiques, de la poétique, la cosmologie, des devinettes, etc. Le mode de composition singulier de ce texte s’appuie sur le codage de chacun de ses chapitres, faisant appel à des mécanismes et jeux qui concernent essentiellement le langage et sa construction : devinettes savantes, notions grammaticales, polysémies, acrostiches, etc. Cette œuvre est ainsi une synthèse originale d’éléments érudits (hua chai, ekakkhara, etc.) qui témoigne d’une part de l’importance qu’a pu revêtir l’étude avancée de la langue dans le contexte du Lanna du XVIe siècle. D’autre part, certains de ses enseignements éclairent d’un jour nouveau certaines spécificités régionales dans leurs dimensions pratiques et ésotériques. Il ouvre ainsi de nouvelles voies de compréhension du statut du pali en tant que langue sacrée
This research is a philological investigation of a Buddhist text in Pali, the Vajirasaratthasangaha written in Northern Thailand (15th-16th), which has never been the object of a full-fledged study. It aims to establish a critical edition of this text and its commentary, to translate this corpus, and to understand its place within the Buddhism of South-East Asia. This compendium is unique in the Pali literary landscape, in its mode of presentation as well as in its contents. It contains an important amount of Buddhist teachings that deal with a variety of topics, such as moral principles for lay Buddhists, etymology, mathematics, poetics, cosmology, riddles, etc. The singular mode of composition of this text is based on the encoding of each chapters, mainly relying on mechanisms and games that concern essentially the language and its construction: riddles, grammatical notions, polysemies, acrostichs, etc. Thus, this text is an original synthesis of scholarly elements (hua chai, ekakkhara, etc.) that testifies, first, to the importance of advanced linguistic studies in the Lanna context during the 16th century. Secondly, some of the elements presented throw some new light on regional specificities in their practical and esoterical dimensions, opening new ways for understanding the status of Pali as a sacred language
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Cooke, Mary N. "Self understanding of Thai as a basis for devising teaching materials for those interested in the Gospel to move from a monistically based system to a creator-creation based one." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.

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15

Pinkerton, Craig M. "Buddhist Public Advocacy and Activism in Thailand: Justifying Engagement and a Rhetoric of Humanization through Identification." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1541627632137945.

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16

Chiu, Angela Shih Chih. "The social and religious world of northern Thai Buddha images : art, lineage, power and place in Lan Na monastic chronicles (Tamnan)." Thesis, SOAS, University of London, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.617604.

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17

Pargell, Karlsson Micaela, and Elin Widén. "Cultural challenges in Thailand - An unchanged fact? : A minor field study abour cultural challenges among Swedish executives in Thailand." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-76427.

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Today, all companies face a challenge to cope with the globalized market, where organizations continuously establish on new markets in new countries. Different cultures meet and must be able to collaborate in an organization. The increased economic growth as well as the explosive Swedish tourism in Thailand today attracts more and more Swedish companies to the Thai market. It is likely that this can lead to different cultural challenges where people from different cultures meet and are forced to adapt to each other's established norms and behaviors. Our study aims to investigate the cultural challenges experienced by Swedish executives in Thailand. Our purpose is to identify the largest cultural challenges experienced by Swedish executives and to understand why this may be perceived as a cultural challenge among the Swedish executives. A qualitative method and a semi-structured interview form have been used in the conduct of the survey. The result showed that the main cultural challenges experienced by the Swedish executives were hierarchy, view of a leader, crosscultural leadership and collectivism. The Buddhist religion, the strongly established norms of Thai culture and the executives own positive and adaptable attitude towards cultural challenges proved to be the reason why these cultural challenges were experienced by the Swedish executives.
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Bayle, Beatrice. "Conserving mural paintings in Thailand and Sri Lanka : conservation policies and restoration practice in social and historical context /." Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/7144.

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19

Ungpho, Rewadee [Verfasser], Gretel Akademischer Betreuer] Schwörer-Kohl, and Marianne [Akademischer Betreuer] [Bröcker. "Chinese ceremonial music in Mahayana Buddhism in Southern Thailand / Rewadee Ungpho. Betreuer: Gretel Schwörer-Kohl ; Marianne Bröcker." Halle, Saale : Universitäts- und Landesbibliothek Sachsen-Anhalt, 2010. http://d-nb.info/1025133870/34.

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20

Nilsson, Erik. "Forces of change : A theoretical analysis of syncretism between Theravada Buddhism and animistic indigenous beliefs in Thailand." Thesis, Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-8073.

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Urak Lawoi is the name of one of the sea nomadic tribes which lives along the shores of Myanmar, Thailand and Malaysia. They are spread on many of the islands in the Andaman Sea archipelago and Ko Lanta is the main settlement. Urak Lawoi is regarded as the indigenous people of the island and they live there as a minority together with Muslims and Thai-Chinese.  The traditional religion and culture of Urak Lawoi is built upon the animistic belief of their ancestors. In the last 20 years Ko Lanta has experienced a tremendous process of change caused by increasing tourism. The conditions of the Urak Lawoi and their way of life have dramatically changed. The fact that this process brings consequences for the traditional culture and religion is obvious, but in what direction is it developing? To be able to interpret and expound the material from my field studies among Urak Lawoi on Ko Lanta in October-December 2009, I have done a literature search to investigate the animistic traditions and the syncretistic nature of belief in Thailand. I have also tried to find theories about the process of religious change and the forces working behind them. In this essay I am trying to do a theoretical analysis of the field study material using theories and parallel examples I have found in the literature.
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MacPherson, Sonia Seonaigh. "A path of learning, Indo-Tibetan Buddhism as education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0016/NQ48656.pdf.

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22

Thörnquist, Pär-Eric. "Thailändska kvinnor och mötet med den svenska kulturen : Har det sekulariserade svenska samhället påverkat deras buddhistiska tro?" Thesis, Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-13790.

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23

Horn, Ernst. "Traditional and biblical "phii" concepts within the "Church of Christ" in Northern Thailand." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.

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McConeghy, David Walker. "Shifting the Seat of Awakening." Miami University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=miami1154557985.

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25

Yamo, Pittaya. "Learner engagement in a collectivistic culture: A study of massive open online courses (MOOCs) in Thailand." Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/212451/1/Pittaya_Yamo_Thesis.pdf.

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This study examines MOOC learning environment situated within the Thai cultural context and Thai cultural dimensions (Hofstede, 1997). The study draws on connectivist theory to conduct a qualitative study to investigate the four dimensions of learner engagement: behavioural, cognitive, emotional, and social engagement in online MOOC learning. Data were collected from three selected Thai MOOCs through semi-structured interviews with three instructors and 30 students. Results indicate that while instructors excluded themselves from cultural engagement within the online learning environment, learners were considered objects to adapt to institutional culture and cultural engagement was a mere additive to the pedagogy.
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Hanko, Johanne. "Access to education for handicapped children in Thailand." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61101.

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Thailand is one of the South East Asian countries undergoing major economical and social changes. On the verge of becoming industrialized, it has a literacy rate of 91% which is well above international standards. Yet, handicapped people have very limited educational opportunities. Less than 4% of handicapped children in Thailand have access to education.
The purpose of this study is to determine specific needs of special education by comparing findings from agencies visited such as schools, foundations, government and non government organizations, with government policies.
The educational system is studied and special education policies described. A look at implemented laws shows that the government recognizes its responsibility towards the handicapped; it is also pointed out that the major causes for handicaps are generally due to avoidable situations. Finally, special government projects are highlighted and suggestions are submitted for future developments.
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Thongprasert, Nalinee. "Strategies for effective virtual education delivery in Thailand." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1498.

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An increasing number of Thai universities arc using information and communication technologies to support virtual education delivery (VED). The main purpose of this study was to examine the strategies used by Thai universities to adopt the concept of ''virtual education delivery" as an education tool. The study attempted to determine the critical factors that influence success in implementing Thai VEDs, and identified the ways to facilitate such adoption. These factors were synthesised with Thai environmental and cultural factors to develop a strategic framework which can be used to assist universities in Thailand to achieve more effective implementation of VEDs. The conceptual research framework was derived from knowledge gleaned from a review of previous research studies. The literature suggested some understanding of the "what" and "how" factors influencing VEDs, but contributed generally rather than specifically to the Thai cultural environment. This framework enabled the researcher to contextualise issues and to determine factors influencing Thai VEDs. This was used to develop the domains of the research questions which were examined through case study analysis of four Thai universities. A multi-method research approach including quantitative and qualitative methods was chosen because of its suitability to this problem. Tho contexts in determining critical factors influencing the success of Thai VEDs were examined through a survey and case studies. The questionnaire survey was developed from relevant research and based on the theoretical framework. This was administered to 240 students in four Rajabhat Institutes. 167 valid responses were received which was a response rate of 69.5 percent. Multiple regression analysis was used to test the relationships between the dependent variable and the independent variables. The dependent variable was the success of VED interpreted in terms of the effectiveness of quality, productivity and the student perception of their VED courses. The independent variables were resources, computer literacy, perceived value of computer-based information, culture and information culture. It was discovered that resources, perceived value of computer-based information, culture and information culture were significant influences on the success of Thai VED. In order to identify recurring themes that could enable the interpretation of another setting, multiple case studies through structured interviews were utilised. This was examined through analysis of four Rajabhat Institutes utilising VEDs. The results from interviewing instructors and administrators who were involved in VED were analysed by using a conceptual cluster matrix and cross case analysis to address the similarities and differences across cases. The results of this stage of analysis concluded that poor computer literacy, negative perceived value of computer-based information and information culture (of both students and instructors) were inhibitors to the success of VED. Further, some characteristics of Thai culture: high power distance, high uncertainty avoidance, and collectivism were founded to be critical barriers to knowledge sharing, essential for collaborative: learning in VEDs. Finally, the results have significant implications for administering and implementing VED. These suggested that there are four coping strategies to enhance VED implementation: I) improving technologies and providing technical support; 2) increasing IT/IS competency and skills of students and instructors; 3) changing students and instructors' attitude to accept usefulness of VED; and 4) enhancing the members' cooperation and commitment. In order to apply these findings in a practical setting an Audit instrument has been developed to allow continuous self-evaluation of the effectiveness of VED in Thai institutions.
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Candler, Craig Thomas. "Changing land use and children's health in Mae Chaem, northern Thailand." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/748.

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Based on oral histories of agriculture and health in the Mae Chaem valley, northern Thailand, this work documents changing child health and medical practice since the 1950's and explores possible connections with increasing pesticide use. The research shows how local knowledge can help us understand relationships between changing technology, ecology, and human health. Parents and farmers in the Mae Chaem valley of Chiang Mai province, Northern Thailand, live at the intersection of multiple local and global streams of land use and child health biotechnology. Based on systematically collected autobiographical oral histories from parents and farmers, as well as interviews and participant observation with land use and child health experts the study considers the relationships between child health and land use change, and particularly the rise of pesticide intensive cash cropping, since the late 1950’s. Introductory chapters on theory and methods precede a description of the ethnographic context. Case studies illustrating parent and farmer histories of child health and land use change spanning fifty years are provided. Seven streams of biotechnical expertise are identified, and mini-ethnographies are provided for each including domestic, Buddhist, Muang, spirit, market, national, and Christian. These seven streams are analyzed using actor-network theory (ANT) with relationships to particular notions of ontology, cosmology, and ecology. Results demonstrate the ongoing importance of parents and farmers as decision making agents at the intersection of multiple and competing cultural and biotechnical streams, even where they face efforts by large multinational corporations or other agencies to advertise, constrain and monopolize local biotechnical choice. Within the fifty year time period under consideration, the oral histories describe particular child health and land use trends. These locally perceived trends provide challenging perspectives on the relationship between ‘development’ and child health in Thailand. While children die far less often now than in the past, oral histories suggest that both children and fields now suffer from more kinds of illness, and more often, than before. In particular, both qualitative and more quantitative analysis suggests differences in the experience of child health among pesticide and non-pesticide using households.
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Israsena, Vasinee. "Thai Teachers' Beliefs about Learner-Centered Education: Implications for Success For Life Thailand." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3959/.

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The Thai government has strongly advocated for the learner-centered education for the past decade. Success For Life Thailand (SFLT), a brain-research-based early childhood education program blended with the theories of the developmentally appropriate practices and child-centered philosophies, has been implemented in Thailand for over 8 years. The purposes of the present study were to: (a) describe the current statuses of the Thai early childhood educators' learner-centered beliefs and practices, (b) identify if the SFLT training workshop affects teachers' learner-centered beliefs and practices, and (c) examine if other variables, along with familiarity with the SFLT program, predict teachers' learner-centered beliefs and practices. Ninety-three preschool and kindergarten teachers participated in the study. Among them, 17 were SFLT trainees in 1999 and 2000 (i.e., the previously trained group), 43 were trained in Year 2006 (the currently trained group), and the others were comparable to the currently trained group by matching the key personal and school variables. The Teachers Beliefs and Practices Survey: 3-5 Year Olds (Burts et al., 2000) and the Learner-Centered Education: the Assessment of Learner- Centered (ALCP) for K-3 (McCombs, 2001) were used to collect data on the various domains of the learner-centered beliefs and practices. Findings reveal that: (a) Thai teachers highly endorse learner-centered beliefs, (b) Thai educators demonstrate relatively low levels of developmentally appropriate practices and high levels of developmentally inappropriate practices (DIP) in comparing with the American early childhood educators, (c) the previously trained SFLT teachers score higher on the DAP domains and lower on the DIP domains than the other two groups, and (d) familiarity with the SFLT program, along with teacher's education level, years of teaching experience, and the total number of students in the classroom do not predict variations on the different domains of the DAP and learner-centered learning questionnaires. Future studies need to use indigenous measurement instruments appropriate to Thai education to evaluate the impacts of the SLFT program on teachers' learner-centered beliefs and practices when more trainees become available, and possibly to include other teacher, student, and school variables.
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Loipha, Smarn. "The role of library science departments of teachers colleges and universities in continuing professional education for librarians in Thailand." Thesis, University of North Texas, 1992. http://books.google.com/books?id=nvXgAAAAMAAJ.

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31

Wongratanamajcha, Suriya. "Bridal imagery in Revelation 21-22 the contextualization of the book of Revelation in the context of Thailand /." Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.

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32

Lohitwisas, Snong. "Rural Women and Development: A Study of Factors Affecting Participation of Rural Women in Nonformal Education Programs in Thailand." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332700/.

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This study identified and analyzed factors which affect the participation of rural women in nonformal education programs. These factors were linked to the national program for rural women. Document analysis and unstructured interviews of policy personnel were used to describe national policies for educational programs for women, the status of women's participation in those programs, and issues that influence women's education. Participant observation and unstructured interviews were employed to obtain data in the field study of Baan Kha Klang village. Forty-two women in the village, 21 who had participated and 21 who had not participated in nonformal education programs within the past year, were randomly selected as subjects.
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33

Beaupre, Charles P. (Charles Paul). "Political socialization of ethnic minorities in Thailand and Taiwan." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=28988.

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Thailand and Taiwan have indigenous minority populations which central authorities have sought to assimilate into the national mainstream. In both countries public education has served as an important tool of assimilation. This study examines the political ideology of the moral education curricula as applied to state primary schools serving indigenous populations in three localities in each country. The direct and indirect implementation of moral education was observed and interviews were carried out with teachers, students, parents and community leaders. The results show that as the indigenous minority children become more familiar with the national culture and its value system, they become more aware of ethnic discrimination against them, which in turn leads to a heightened sense of marginality and engenders antipathy toward members of the dominant ethnic group.
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Jiearatrakul, Tamrongsin. "Knowledge and Skills for the Adult Educator in Thailand." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc330785/.

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The purpose of this study was to identify and specify knowledge and skills needed by adult educators in Thailand. This study provided information for establishing a guide to be used in professional training and in graduate programs in adult education. A three round Delphi technique was used to develop the consensus of findings. The first round solicited open-ended responses from twenty panelists. One hundred and twenty-five knowledge and skill statements, the responses from the first round, were developed into a five-point rating scale questionnaire. This questionnaire was utilized in both Round II and III. Median, mode and interquartile ranges were applied to specify the consensus of the panel of experts. The one hundred and twenty-five knowledge and skill statements, seventy-five knowledge statements and fifty skill statements, were classified into four major categories: teaching, administration, research and general experience. The experts for the study consisted of eleven non-formal education officers and nine university professors in adult/continuing education and non-formal education. From seventy-five knowledge statements, sixteen were rated at the highest priority of importance. Forty-nine statements were rated at above average priority of importance and two statements were rated at average. Eight statements did not meet the interquartile range criterion as a consensus of the panelists. From fifty skill statements, fifteen statements were rated at the highest priority of importance; thirty statements were rated at above average; one statement was rated at average; and four statements failed to meet the interquartile range criterion.
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Kesonpat, Puongrat. "Participants and Nonparticipants in Nonformal Education in Thai Rural Areas: A Secondary- Analysis." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331411/.

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This study was a secondary analysis of survey data on participants and nonparticipants in Thai rural education programs. The original data were collected in 1987 by the Office of the National Educational Commission, Office of the Prime Minister, Bangkok Thailand. This study was conducted in order to examine the effect of selected demographic variables on participation and to determine why some rural villagers participate in nonformal educational programs and other villagers do not. The data were collected from a survey of nonformal education in Thai rural areas conducted as part of the evaluation of the Fifth Five-Year Plan. The population consisted of 590 participants in nonformal education programs and 860 nonparticipants. The statistical techniques employed to analyze data were logit analysis, z-test, tables of binomial distribution, and ranking by each of the groups (participants and nonparticipants). The evidence from this study indicates that the average nonformal education participant is an adult between the age of 36 and 50 years, who has completed four or less years of education, and who is married and works in farming (cultivating rice). The findings reveal that participants and nonparticipants in nonformal education programs were significantly different according to their needs for health knowledge, agricultural knowledge, further education, knowledge for living, and vocational knowledge. The reasons associated with participation in nonformal education programs, in this study, were to gain knowledge useful for making a living, for personal interest, to interact with instructors and students, or to make new friends. In this study, the reasons that villagers did not participate in the program were because they lacked time and transportation. While majority of the participants responded that they were satisfied with the nonformal educational courses, four subgroups, adults from age 21 to 35 years, single adults, adults who completed P.5 (grade 5) and above, and farmers, indicated dissatisfaction.
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Shinasharkey, Taminee. "A survey of the attitudes of students in Thailand towards technology-based distance education." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1302162.

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The purpose of this quantitative study was to investigate the factors that students considered important in taking distance learning and attitudes of students toward the technology-based distance learning in Thailand. The three main attitude components that were examined in this study were affective, behavioral, and cognitive. The additional components: usefulness, quality, and interaction of technology used in distance learning in Thailand were also examined in this study.Participants of this study were students at Ramkhamhaeng University in Thailand. The questionnaires were used as survey instruments. The questionnaires were distributed by email and paper. Students could complete the questionnaire either by web or by paper. The questionnaires were distributed to undergraduate students around Thailand by staffs of Ramkhamhaeng University. Valid survey responses were received from 307 students; 148 males and 159 females. Based on the analysis of the qualified data, the sample mean scores were significantly higher than the hypothesized mean scores. Students were considered to have positive attitudes toward affective component, behavioral component, and cognitive component. Students also had positive attitudes towards the usefulness, interaction, and quality of technology used in technology-based distance learning in Thailand.The most important factor that students considered in taking distance learning was their work requirements. By gender, male students considered earning more money or getting promoted as their important factor. Female students considered work requirements as their important factor.Students considered most technologies in this study to be useful. However, some students have not had experience with some technologies that they believed were useful. Therefore, institutes and instructors should encourage students to use technologies that universities have currently employed. Institutes should offer training sessions to both instructors and students, so that they can effectively use these technologies in their teaching and learning.
Department of Computer Science
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Tarnpichprasert, Maneerat. "Inside bilingual education in Thailand : staffroom and classroom perspectives." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/2797/.

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This research investigates the professional backgrounds, experiences and working conditions of teachers on the bilingual programme (English Programme) in Thailand. Its main purposes are to provide an insight into the professional lives and working situations of these teachers and to contribute to a better understanding of the current state of bilingual teaching in the country. The study adopts a qualitative approach to data collection and analysis. The data set comprises thirty-eight in-depth interviews with a group of Thai and foreign teachers involved in bilingual teaching in Thailand, fieldnotes from school and classroom observation conducted in a leading bilingual school in Bangkok, and an analysis of documentary evidence relevant to bilingual education and bilingual teachers in Thailand. Data analysis uses a grounded approach, employing open, axial and selective coding. The research results reveal a number of fundamental problems for bilingual teachers in Thailand and highlight several factors that undermine the implementation of bilingual education in this context. The overall picture of bilingual teaching and teachers emerging from this study reveals considerable fragmentation and an overall lack of coherence, producing a situation that falls far short of the ideal representation of bilingual education to be found in official Ministry of Education documents. The research reveals that, although bilingual teachers are regarded as a homogeneous group, considerable differences are to be found between different categories of teacher and this gives rise to a range of different problems, including the absence of a shared vision of what bilingual education actually involves, a lack of effective communication between groups and, in some groups, a feeling of not belonging to the school community. The study also reveals problems that affect the quality of educational provision, such as inefficient recruitment procedures and related problems of retention, a failure to appreciate fully the contribution made by foreign non-native speaker teachers, and tensions arising from the relationship between subject and language teaching. The thesis concludes with recommendations for responding to these problems and suggestions for further research.
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Pasupa, Sarakard. "Sustainable development in Thailand supported by industrial design education." Thesis, Loughborough University, 2016. https://dspace.lboro.ac.uk/2134/23707.

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The awareness of sustainable development has been increasing significantly in the Thai manufacturing industry since the financial crisis in 1997. The government has launched several initiatives to promote the development of sustainable products as the concept has a potential to stimulate the national economy and address the sustainability issues. Although the progress has been reflected through the launch of numerous products in the market, most of the products available were only claimed to be sustainable or environmentally friendly. Education is a prerequisite to achieve the integration of sustainable design as it equips stakeholders with knowledge and skills required to be the future decision makers. In other words, it enables designers to create products that contribute to sustainable development. However, the researcher found a lack of sustainable design learning in Thai industrial/product design courses. This situation has motivated the researcher to carry out this PhD research with an aim to support the implementation of education for sustainable development (ESD) into Thai higher education institutions (HEIs). The literature review emphasised the need to tailor the theoretical framework for Thai lecturers due to the lack of ESD training and appropriate materials. It also indicated the lack of publications related to the Thai context and the requirements to identify barriers and needs of the target users. The shortfall was addressed through a series of interviews; experts from three different disciplines (government, business and education sectors) were invited to participate in the interview sessions and reveal the status of sustainable design and ESD in Thailand. The findings were then used to construct the ESD framework that is specific to Thai industrial/product design courses. The SustainAble web-tool was developed to make it more effective in enabling the framework to comply with the needs of Thai design lecturers. Usability testing was employed to test the framework that was presented through the web-tool. The framework evaluation demonstrated the success of the framework development and underlined the need for the web-tool. The tool can fulfill the framework and allow it to be practically applied in the context of Thai design education.
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Karlsson, Ida. "Education for gifted children in Sweden and Thailand : A comparative study of how education for gifted children is organized in Thailand and Sweden." Thesis, Stockholms universitet, Specialpedagogiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-185557.

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Gifted children are a forgotten group in the Swedish school context according to earlier research. Swedish teachers need to have more knowledge about gifted children. Several countries have special programs or education for gifted children. Sweden has no national action plan for gifted children, though Skolverket has published several texts about gifted children as information to schools.  A comparative research design is applied in this study. The method in the thesis is comparative, and semi-structured interviews have been conducted. The respondents were principals, teachers and special educators from Thailand and Sweden. The collected data was thematised into three topics: Definitions of gifted children, strategies in education and“dark side” for gifted children.  The data collection was limited due to the Corona-outbreak in the beginning of 2020. However, the result shows there is a difference between how the Thai and Swedish respondents define gifted children. They are fairly consistent in how gifted children can be helped in education. Further knowledge, for researchers and educators in both Thailand and Sweden would improve the education and can help more children to succeed in school.
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Lertphongwathana, Kulthida. "Population dynamics, education and manpower planning in Thailand : the case of the 15-19 age group." Thesis, Canberra, ACT : The Australian National University, 1988. http://hdl.handle.net/1885/133206.

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The objective of this study is to examine of demographic process in relation to school iv the dynamics enrolment and employment with particular reference to the Thai population aged 15-19 years. Secondary sources of information ar e widely used and the future enrolment and labour force participation of the study population is assessed. The study observes that fertility started to decline around 1960-1970. The fertility decline will have wider implications not only for the future size of the population but also for schooling and manpower planning. Universal primary school enrolment has virtually been achieved in Thailand. In the age group 6-11 years, the numbers to be enrolled in primary schooling will start to decline by 1991 and by 1997 for the secondary level aged 12-17 years. Taking the medium variant of fertility and mortality assumptions used in official planning in Thailand, the stud y applies three sets of enrolment and labour force assumptions to examine the future size of the population aged 15- 19 years in schooling and labour force. According to the medium variant of the school enrolment projection, school enrolment in the age group 15-19 will increase from 27 per cent in 1980 to 39 per cent in the year 2005. The labour force participation rate is estimated to decline from 64 per cent in 1980 to 42 per cent in the year 2005 for the same age group of population. The study concludes that Thailand is undergoin g a socio-economic and a demographic transition. Therefore, every effort should be made to reduce the gap bet we en educated labour supply and demand -so that a favourable situation can be created for the rapidly modernizing Thai economy and society in order to usher in a quick transition.
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41

Onbun-uea, Angkhana. "Educating Young Children with Autism in Inclusive Classrooms in Thailand." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6067/.

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This study investigated what constitutes a teaching curriculum for students with autism in inclusive classrooms in Thailand. The researcher employed 3 qualitative methods: semi-structured interviews, document analysis of curricula and lesson plans, and nonparticipant observations. Six schools were selected as the sites. Participants for interview included 6 principals and 24 teachers. The researcher observed one inclusive classroom for each of the 6 selected schools. The study concentrated on 3 questions: (a) What contributes to appropriate instructional curricula to promote teaching of students with autism in inclusive classrooms in Thailand? (b) What teaching strategies improve the achievement and learning skills of students with autism in inclusive classrooms in Thailand? (c) What are the problems of curricula for teaching students with autism in inclusive classroom in Thailand? Key findings for the research questions were as follows: Common features of effective curricula for teaching students with autism in inclusive classrooms include opportunities, health care, specialized curriculum, students' individual needs and abilities, guidelines of teaching, teacher training and supervision, transition plan, parent involvement, tools/classroom environment, and students' class assignments. The teaching strategies include varying the teaching format (large group, small group, and one-on-one), teaching functional communication (giving direction, close-ended questions or open-ended questions), reinforce communication, using demonstration, modeling, and shaping to teach skills, expecting to gather the child's attention, demonstrating nonverbal communication (use gestures with speech), using appropriate language for the child (short sentence structure), providing visual materials (books, computers, or real objects), starting with small intervals of time and reinforcing, using other children as peer models for helping, working to maintain eye contact, asking the child to say the word, pointing to objects with hands and with gestures, including regular exercise (active movement activity), providing time to be alone, and using math activity (to include counting one-to-one, odd and even, and patterns). Moreover, the results revealed that all of interviewees always used applied behavior analysis (ABA), such as discrete trial instruction (DTI), task analysis, and peer tutoring in their classrooms. However, these classrooms never used floor time approach. The problems in teaching students with autism in inclusive classrooms in Thailand include lack of special teachers, lack of knowledge or training for teachers, lack of a good plan and curriculum, lack of supportive services or effective collaboration, lack of budget, and lack of essential information and materials.
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Korawik, Jivasantikarn Riegle Rodney P. "Marketing approaches used by private vocational schools in Thailand." Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3087868.

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Thesis (Ph. D.)--Illinois State University, 2003.
Title from title page screen, viewed November 10, 2005. Dissertation Committee: Rodney P. Riegle (chair), Paul Vogt, David Tucker, Richard Wiggall. Includes bibliographical references (leaves 102-105) and abstract. Also available in print.
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Vorapanya, Sermsap. "A model for inclusive schools in Thailand /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/9487.

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44

Clarke, Wesley S. "Return to P'ong Tuk: Preliminary Reconnaissance of a Seminal Dvaravati Site in West-central Thailand." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1321396671.

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45

Siriwat, Patcharapan. "A study of science curriculum implementation in secondary school in Thailand." Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/a-study-of-science-curriculum-implementation-in-secondary-school-in-thailand(382e1407-c678-4449-8e79-9cd1b1e9ce63).html.

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Educational reform has been perceived as a process whereby the Thai Government expects to increase the national competitiveness and stimulate literacy across the country. Its crucial concept was to implement the student-centred learning approach (SCL). This study presents an analysis of classroom observation focusing on lower secondary (Mattayom 1-3) science classrooms in 14 schools located in a rural area in Thailand and discusses the implementation of the current science curriculum. Additionally, a thematic analysis of interviews with lower secondary school science teachers and focus group interviews of students are presented. Based on the thematic analysis, perceptions of 22 science teachers on the current science curriculum implementation and prospective factors which tend to deteriorate the effectiveness of curriculum implementation are addressed. Like the teachers' interviews, students' perceptions regarding science and benefit of studying science are obtained from 30 groups of students, using the thematic analysis and are presented in this study. Based on the observations of 22 science classrooms, teachers' practices in implementing the current science curriculum in the rural context can be categorised, based on their inclination towards particular learning approaches, into three groups; namely combination of the student-centred learning (SCL) approach and the teacher-centred learning (TCL) approach with a tendency towards SCL, combination of SCL and TCL with a tendency towards TCL ,and the teacher-centred learning (TCL).The teachers' perceptions could be described into two perspectives; namely on the reform and on implementation, and each perspective can be classified into several themes, and the major issues emerged are discussed. The students' perceptions can be categorised into eight themes such as attitudes regarding learning/studying science, future plans, etc. The study is expected to contribute to the understanding of current science teaching and improving its practices for the science teachers in Thailand. Eventually, these experiences could be an example for other transitional countries in the wider context.
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Sujjanun, Jintana. "A Study of the Perceptions of Students, Teachers, and Administrators of Actual and Ideal Educational Goals in Level Four Adult- Continuing Education Programs in Bangkok, Thailand." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc330993/.

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This investigation sought to examine the congruence or the lack of congruence of educational goals in Level Four Adult-Continuing Education Programs in Bangkok, Thailand. The purposes of the study were to identify the actual and ideal goals of Level Four Adult-Continuing Education Programs and to determine whether any significant differences existed in the perceptions of educational goals of the programs among students, teachers, and administrators.
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Tantranont, Nuttiya. "Continuing professional development for teachers in Thailand." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/2242/.

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Continuing Professional Development (CPD) of teachers has been seen as one of a key element to improve teacher quality and the quality of education in many countries, as well as in Thailand. The current Thai education reforms have recognized the importance of CPD for teachers to maintain and update their knowledge and skills to be able to teach students effectively. They also recognized the need of effective leadership in schools to lead, manage, and support teachers in order to achieve such change. The purpose of this study is to support CPD experiences for teachers to enhance teaching practice and improve student achievement. It was undertaken using a combined methods investigations of both quantitative and qualitative data to understand the current situation of CPD experiences for teachers in Thailand, and extend the knowledge of effective CPD. The study covered respondents from a survey of teachers, and the interviews of headteachers and teachers from selected schools in Chiang Mai, which is located in the North of the country. It was concluded in the study that most respondents were appreciated opportunities for CPD and valued the benefits of CPD to teachers, students, and the schools as a whole. With the increased expectations for highly qualified teachers, all schools need to provide the necessary support for teachers through a range of CPD experiences to enable them to teach to high standards. CPD must be of the highest quality to be effective in order to enhance the teaching practice and student achievement. The study hope that the results and information provided here would be valuable for anyone who are interested in, as well as those who are responsible for an improvement and implementation of CPD.
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Johansson, Caroline. "Den tvetydiga andligheten : En tematisk studie om otydligheten i begrepp som används i undervisningen om hinduism och buddhism." Thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-144725.

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The study aims to investigate which kind of concept teachers at secondary level use in their education about the two religions, Buddhism and Hinduism. The study also aims to investigate if there is an ambiguity in the different concept and to see where teachers gather their information about the different concept. The study is inductive where written interviews have been used when collecting data. The results show that teachers use their textbooks available at their school to gather material. The results also show that there is a certain ambiguity in what kind of words that can be classified as concept. Words for buildings et cetera have been used by teachers as concept. The study also show that textbooks are different in their opinions about meaning of different concept and that concept used by teachers are not described in the mentioned textbooks.
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King, Deborah. "Deepening democracy? : a study of democracy education programs in Thailand /." [St. Lucia, Qld.], 2004. http://adt.library.uq.edu.au/public/adt-QU20050410.120201/index.html.

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50

Tan, Michelle. "The politics of the decentralisation of basic education in Thailand." Thesis, University of Leeds, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.484901.

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The political and social reform project in Thailand of the 1990s included an attempt to reform the basic education system, which in tum integrated decentralisation as one of the major reform components. This thesis explores the politics of policy implementation through the lens of decentralisation and is also thus a case study of contemporary Thai bureaucracy. It argues that the design and implementation of the reform efforts codified into the 1997 Constitution and its by-products, the 1999 National Education and 1999 Decentralisation Acts, were distorted by existing rival patronage networks. The core chapters of the thesis present detail on the processes. and outcomes of the Ministry of Education's educational service areas, the legal basis for the transfer of education provision to local administrative organisations, and teachers' politics and the anti-transfer movement. It also presents a case study of Roi-Et Province. In both the Ministry of Education's 'internal' deconcentration and 'external' decentralisation to local bodies, iron triangles involving critical national-local vote bases-permanent bureaucrats, elected politicians, and 'grassroots' vote canvassers-influenced both policy design and implementation. This study thus explores centre-local relations in terms of their legal or administrative, fiscal, and factional political dimensions. Ye~-long field research for this thesis was conducted at the national and local levels, covering not only central ministry-level politics in Bangkok but sele~ted provinces in Thailand's four major regions. In the highly centralised bureaucratic context of the Thai case, institutions (master laws) are employed as legitimising tools. From these distorted aims flow another set of distortions in policy implementation. This study thus questions the legitimacy, efficacy, and democratising potential of the 'private state' of Thailand, suggesting that formidable obstacles to decentralisation persist
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