Guideline Development for Teacher in Literacy Learning Management under the Office of Buriram Primary Educational Service Area 2

Abstract

The aims of this research were: 1) to study the types of the difficult Thai words in the basic word list of the first Grade, classified by word structure, according to the Basic Education Core Curriculum, B.E. 2551; 2) to study guidelines for teacher development in learning management for literacy, under the Office of Buriram Primary Educational Service Area 2. The research was divided into 2 phases. Phase 1, the data providing group comprised 5 experts; phase 2, the data providing group were 3 school administrators or acting in the position and 3 teachers of Thai language courses in Grade 1 from 3 best practice schools in literacy learning arrangements, obtained by purposive sampling and 5 experts. The tools used for data collection consisted of interviews and assessments. The statistics used for data analysis were mean, and standard deviation.
The research results were as follows:
1. Types of the difficult Thai words in the first Grade basic word list consisted of 5 categories: 1) 18 words in Mae KoKa; 2) 63 words that have spellings in accordance with the section; 3) 2 words that do not meet the section spellings; 4 ) 32 diphthongs and 5) 27 prefixes with the highest level.
2. Guidelines for teacher development in learning management for literacy, consisted of principles of learning management for literacy in 4 elements and 18 guidelines were spellings, reading and writing words, and groups of words bounded into text, calligraphy, and dictation. And the 4 elements and 16 guidelines of teacher development in learning management for literacy were training, development in the work, the use of mentoring systems, and supervision. The evaluation by experts on learning management guidelines for Literacy found that the suitability was at a high level, and the possibility was at a high level.