RESEARCH TO DEVELOP A MODEL SCHOOL FOR LEARNING MANAGEMENT FOR STUDENTS IN THE 21ST CENTURY BASED ON THE CONCEPT OF VISIBLE LEARNING TO RAISE THE QUALITY OF EDUCATIONAL MANAGEMENT IN EDUCATIONAL INSTITUTIONS UNDER THE SONGKHLA PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1
Article Sidebar
Main Article Content
Abstract
The goal of this research paper is to create model schools for managing learning in the 21st century by combining the Visible Learning method with Professional Learning Communities (PLC) of teachers in the Songkhla Primary Educational Service Area 1. The goal is to enhance the quality of education by preparing students for a rapidly changing, technology-driven society through the development of essential skills such as critical thinking, creativity, collaboration, and communication. In Thailand, educational reform is necessary to equip students with 21st-century skills. This study integrated John Hattie’s Visible Learning model, emphasizing clear and measurable learning processes, with PLC to support teacher development and enhance student engagement. This study had five steps: looking at the needs and starting points of the case study schools; creating a framework and research tools with the help of experts; checking to see if the framework and tools were useful and workable; creating model schools by setting up PLCs and encouraging learning activities that focus on 21st-century skills; and finally, reviewing and judging the results. The findings revealed that developing model schools for 21st-century learning management using the Visible Learning approach combined with PLC significantly improved both the teaching quality of teachers and the learning outcomes of students.
The study showed that students learned 21st-century skills like analytical thinking, teamwork, and problem-solving, and they also did better in school, with O-NET scores in Science and English going up by 12.15 and 21.23%, respectively. School administrators identified student engagement, community support, and effective resource management as key factors in the success of educational transformation. This model demonstrates the potential for sustainable improvement in education quality across diverse contexts.
Article Details
References
Black, P. & Wiliam, D. (2018). Classroom assessment and pedagogy. Assessment in Education: Principles, Policy & Practice, 25(6), 551-575.
Brookhart, S. M. (2010). How to assess higher-order thinking skills in your classroom. Alexandria, Virginia: Association for Supervision and Curriculum Development.
Dewey, J. (1938). Experience and Education. New York: Macmillan Company.
DuFour, R. (2004). What is a “Professional Learning Community?”. Educational Leadership, 61(8), 6-11.
Dufour, R. et. al. (2006). Learning by doing: A handbook for professional learning communities at work. Bloomington, Indiana: National Education Service.
Epstein, J. L. (2011). School, family, and community partnerships Preparing educators and improving schools. (2nd ed.). Pennsylvania: Routledge.
Fullan, M. (2016). The new meaning of educational change. New York: Teachers College Press.
Garrison, D. R. & Vaughan, N. D. (2008). Blended Learning in Higher Education: Framework, Principles, and Guidelines. San Francisco, California: Jossey-Bass.
Hargreaves, A. & Fullan, M. (2012). Professional capital: Transforming teaching in every school. New York: Teachers College Press.
Hattie, J. & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. London: Routledge.
Heckman, J. & Kautz, T. (2012). “Hard Evidence on Soft Skills,”. Labour Economics, Elsevier, 19(4), 451-464.
Johnson, D. W. & Johnson, R. (1989). Cooperation and Competition: Theory and Research. Edina, Minneapolis: Interaction Book Company.
Pintrich, P. R. & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
Schleicher, A. (2018). World Class: How to Build a 21st-Century School System, Strong Performers and Successful Reformers in Education. Paris: OECD Publishing.
Schuller, T. & Watson, D. (2009). Learning Through Life: Inquiry into the Future for Lifelong Learning. United Kingdom: National Institute of Adult Continuing Education.
Van, D. J. (2020). The Digital Divide. United Kingdom: Polity Press.
Vescio, V. et. al. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80-91.
