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This article intends to (1) show readers information about visible learning, emphasize in meaning, idea and theoretical origination. (2) The next intention is about showing components of success in performing visible learning. (3) The third one is to provide the significant information and clarity about visible learning which is new in recent time. This article aggregated the data from books and involved papers by synthesizing, and also adding practical experiences of researcher. The first part will introduce the meaning and origin of an idea and following by succeeding factors and techniques. Next part is going to present about effective teaching process that consists of two components. (1) The first one is about understanding students and appropriate expression of gestures. (2) The second one is about enhancing cognitive skill with self-reprove in students. The last part of this paper is focusing on presenting effective teaching process of developed country like Finland and South Korea as a comparable model for visible learning and model of achievement.

School leaders need to have access to the full advantages of computer technology to give them immediate, accurate, current and complete information in order to maximize their vision and exercise their capabilities. Computer applications have the capacity to facilitate an increasing number of functions and to produce data that may inform a large range of decisions which school leaders must take. However, schools are beset by structural, financial and cultural factors, which tend to inhibit effective use of computer technology in them and are thus denied the potential benefit that such technology promises. This paper describes the issues schools and their leaders face in attempting to implement new technologies in school administration and analyses the reasons behind these issues and concerns. Among other things, schools suffer from the lack of planning in the use of administrative systems, the lack of support for clerical staff in using systems, a limited availability of appropriately tailored software packages, the presence of inhibiting management strategies and the lack of desire to embrace new and challenging technology in their pursuit of increased computer usage. The paper describes a research project which examines the way in which these issues reveal themselves in schools in Thailand and elsewhere and discusses the nature of technological, management and training solutions which have been offered to overcome problems. In addition, the paper presents the view that good management of information provides a useful foundation for good leadership and effective communication. The best schools monitor their effectiveness well and learn from their past experiences. They manage staff and students in compassionate and professional ways and pursue their educational objectives with commitment and passion.

This academic paper is the analysis of the origin of burnout, the meaning of burnout and learning burnout, elements, causes, and problems of learning burnout, and the instruments for measure learning burnout.

This study aimed to examine science student teachers’ pedagogical content knowledge (PCK) in the context of Rajabhat University. This study used PCK model of Magnusson and others (1999) as its conceptual framework. The participants were four science student teachers who had enrolled in the “Learning Management in Science” course in academic year 2015. This study also used multiple data sources, including science student teachers’ lesson plans, field notes, and interviews. Content analysis and an inductive approach were used to generate themes. The findings revealed that student science teachers had inadequate views of PCK in each component, were: 1) their teaching relied on a teacher-centered approach. Most of them held didactic orientations toward teaching science 2) these teachers had partial understanding on the purpose of teaching and curriculum knowledge. 3) their teaching was not concerned with students’ knowledge, they hardly taught science through a student-centered approach 4) these teachers had partial understanding on the purpose of teaching and curriculum knowledge and 5) they assessed and evaluated students’ outcomes using a paper-and-pencil test. This study suggests that science teacher education should embrace the PCK framework as a guiding principle for designing learning activities.

This research aimed to 1) study the primary factors, secondary factors and indicators of soft skills for assistant teachers Primary School in North Eastern of Thailand ; 2) to check the consistency of the models of soft skills of assistant teachers. This research paper was divided into two phases such as: first, the development of the factors and indicators of soft skills in the work of assistant teachers ; and second, analysis of the indicators of soft skills, frame concept and content validity by the second period specialists, and the quality assurance of the soft skills indicators. Meanwhile, data were collected using five rating scale questionnaire which reliability was 0.989. The population of the study consisted of 830 assistant teachers under the Office of Primary Educational Service area. Stratified random sampling was used to determine the sample size of 560 respondents. Data were analyzed through descriptive and reference statistics. The research found that 1. The developed model on soft skills of assistant teachers involves 7 primary factors with 21 secondary factors Include team work 6 indicators, leadership 6 indicators, ethics 6 indicators, communication 6 indicators, critical thinking 6 indicators, interpersonal 6 indicators and Information technology 6 indicators total 42 indicators. It was found out that the statistics is a reasonable basis with an arithmetic average equal to or higher than 3.00 and a coefficient distribution which is equal to or less than 20. 2. As to model relationships, structure, indicators, soft skills of assistant teachers, it revealed that the developed model was consistent with the empirical data yielding the following results: Chi-square (X2 ) = 125.843, Degree of freedom (Df) = 103, P-Value = 0.0627, RMSEA = 0.020. SRMR = 0.029, CFI = 0.997, and TLI = 0.994

The purposes of this research were: 1) to examine the composition and indicators of internal supervision for District Non-Formal Education and Informal Education Centers under the Khon Kaen Provincial Office of Non-Formal and Informal Education under Khon Kaen Provincial Office of Non-Formal and Informal Education, 2) to investigate the current state and desirable condition of internal supervision for District Non-Formal Education and Informal Education Centers under the Khon Kaen Provincial Office of Non-Formal and Informal Education under Khon Kaen Provincial Office of Non-Formal and Informal Education, 3) to develop internal supervision guidelines for District Non-Formal Education and Informal Education Centers under the Khon Kaen Provincial Office of Non-Formal and Informal Education under Khon Kaen Provincial Office of Non-Formal and Informal Education. The research activities were divided into 3 phases, including phase 1: the study of composition and internal indicators for District Non-Formal Education and Informal Education Centers, analyzed and synthesized the composition and internal indicators from relevant papers and research by the examination from 5 experts ; phase 2: A study of current conditions and desirable conditions of internal supervision for District Non-Formal Education and Informal Education Centers under Khon Kaen Provincial Office of Non-Formal and Informal Education. The samples were school administrators and teachers under Khon Kaen Provincial Office of Non-Formal and Informal Education, used the stratified selection method from the target school by determining the sample size of 280 peoples ; phase 3: the development of internal supervision for District Non-Formal Education and Informal Education Centers was analyzed the critical need to develop guidelines, examined internal supervision approach from interviewing school administrators and teachers, involved in internal supervision (Best Practice) from 3 schools, create internal supervision guidelines for District Non-Formal Education and Informal Education Centers by checking the suitability, the possibility, and usefulness of the guidelines from 5 experts. The research results were found as follows: 1. The composition and internal indicators for District Non-Formal Education and Informal Education Centers indicated that there were 5 main aspects: 1) the study on the current condition, problems, and requirements, 2) planning and defining alternatives in follow-up supervision, 3) creating tools and developing methods, 4) the practice of follow-up supervision, 5) evaluation and reporting the results of follow-up supervision. 2. The current state of internal supervision for District Non-Formal Education and Informal Education Centers in all five aspects was at the high level. When it was considered in each aspect by ranking the average from high to low level in the first three ranks, it was as follows: planning and defining alternatives in follow-up supervision, evaluation and reporting the results of follow-up supervision, the practice of follow-up supervision. The desirable condition of internal supervision for District Non-Formal Education and Informal Education Centers in all five aspects was at the high level. When it was considered in each aspect by ranking the average from high to low level in the first three ranks, it was as follows: planning and defining alternatives in follow-up supervision, evaluation and reporting the results of follow-up supervision, creating tools and developing methods. 3. Internal supervision guidelines for District Non-Formal Education and Informal Education Centers can be summarized as follows: 1. origin and significance, 2. objectives, 3. Composition of guidelines, including 1) the study of current conditions, problems and requirements, 2) planning and defining alternatives in follow-up supervision, 3) creating tools and developing methods, 4) the practice of follow-up supervision, 5) evaluation and reporting the results of follow-up supervision 4. evaluation 5. conditions of success 6. basic education supervision.

Non-native English speaking teachers can serve as good models for students because they are good in different aspects from their native colleagues (Medgyes, 1994). With a few studies concerning foreign students’ perceptions of language teaching in Thai EFL contexts, Thai EFL teachers have less deep information to reflect upon their instructional practices. This paper, therefore, tries to discuss Chinese students’ perceptions of Thai EFL teachers’ instructional practices concerning their pedagogical strengths and weaknesses in English language teaching. The study was conducted with 38 Chinese students from a university in Yunnan Province, China through a set of questionnaires and open-response items. The findings showed that native English speaking teachers are the most preferable over Thai EFL teachers. This preference is related to students’ learning experience of English as a foreign language in China and the need for native teachers in order to acquire language competence. Interestingly, they viewed Thai EFL teachers positively. Findings also indicated that Thai EFL teachers are knowledgeable, qualified, and have good characteristics in English language teaching. These factors have a positive impact on Chinese students’ learning in class, yet they also have some pedagogical weaknesses and language limitations in English language teaching.