The Model of Cooperatiove Networks Development for Academic Development in Small-Sized Schools under the Khon Kaen Primary Educational Service Area Office 3
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Abstract
The research article consisted of the following objectives: 1) to investigate components and indicators of cooperative network development for academic development in small-sized schools; 2) to explore the current and desired conditions of cooperative network development; 3) to create a model of cooperative network development; and 4) to study the results of experiment and assess a model. The study employed a research and development method. Key informants included 195 experts, teachers, specialists, and network center executives. The tools used for data collection were interview form, connoisseurship, form assessing propriety and feasibility, test, behavior assessment, and satisfaction assessment form. Statistics used were percentage, mean, standard deviation, and Priority Needs Index (PNImodified.).
From the study, the following results are found: 1) Cooperative network development for academic development consists of 5 components and 35 indicators, with propriety at a high level ( = 4.43) and feasibility at the highest level (
= 4.54); 2) The current conditions are at a moderate level (
= 3.27) and desired conditions are at the highest level (
= 4.61); 3) A model of cooperative network development consists of (1) principles and concepts, (2) objectives, (3) model contents including Unit 1 on academic cooperation, Unit 2 on strategies for developing educational quality, Unit 3 on goals and objectives, Unit 4 on academic communication by the network, Unit 5 on development of network personnel, (4) development process, (5) media and learning resources, (6) evaluation, and (7) conditions for success. A model is of propriety at the highest level (
= 4.61), feasibility at the highest level (
= 4.59), and utility at the highest level (
= 4.81); and 4) The results of experimenting and assessing a model reveal that the posttest of behavior level is higher than the pretest. After experimenting with a model, the working methods are modified in order to acquire cooperation for academic improvement in small-sized schools. Including academic strengthening for all parties to recognize the value of the network and the satisfaction level is at the highest level (
= 4.65).
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