THE DEVELOPMENT OF SUPERVISION MODEL BASED ON DEVELOPMENTAL SUPERVISION COMBINED WITH COGNITIVE COACHING APPROACH TO ENHANCE THE ABILITY IN MANAGING LANGUAGE EXPERIENCE BASED ON THE BALANCED LITERACY APPROACH FOR PRESCHOOL TEACHERS OF LUA ETHNIC GROUP CHILDREN การพัฒนารูปแบบการนิเทศแบบพัฒนาการร่วมกับการชี้แนะทางปัญญา เพื่อเสริมสร้างความสามารถในการจัดประสบการณ์แบบสมดุลภาษา สำหรับครูผู้สอนเด็กปฐมวัยกลุ่มชาติพันธุ์ลัวะ
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Abstract
This research aimed to develop the developmental supervision model combined with cognitive coaching to enhance the ability in managing language experience based on the balanced literacy approach for preschool teachers of Lua ethnic group. There were four research steps: 1) studying basic information, 2) creating and examining the quality of the supervision model, 3) exploring the results of using this model, and 4) assessing satisfaction of the supervision model. The results are as follows:
1. Regarding the basic information, 1) there were both small and medium-sized schools. Most teachers had completed early childhood education, but they still lacked teaching experience. Some could not communicate in Lua language. Most students still needed to improve level of language assessment scores, and 2) the key concept of supervision model development was developmental supervision, cognitive coaching, and the balanced literacy approach.
2. Regarding creating and examining the quality of the model, it consisted of elements: principles, objectives, contents, supervision process, and measurement and evaluation. There were 5 steps in the supervision process: 1) assessing condition and ability, 2) planning for supervision, 3) mentoring and cognitive coaching, 4) analyzing the results of supervision, and 5) evaluating the results of the assessment. The manual consisted of introduction, related concepts and theories, model of supervision, and supervision into practice. The results of evaluating the appropriateness was at the highest level.
3. Regarding the results of using the model, the teachers who participated in using this model had higher knowledge, and the score was higher than the specified criteria (70%) and significantly at .05 level. In addition, they had a steadily increasing ability to manage language experience based on the balanced literacy approach.
4. Regarding the results of assessing satisfaction of the supervision model, the satisfaction was at the highest level (= 4.56, SD = 0.56).
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