Category: Education

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ลักษณะข้อสอบวิเคราะห์ พ.ร.บ.การศึกษาแห่งชาติ พ.ศ.2542 และที่แก้ไขเพิ่มเติมทุกฉบับ

ข้อ 1. ลักษณะของข้อสอบวิเคราะห์ พ.ร.บ.การศึกษาแห่งชาติ พ.ศ.2542 และที่แก้ไขเพิ่มเติมทุกฉบับ (ตั้งแต่อดีต พ.ศ.2550 – ปัจจุบัน ทั้งสายงานบริหารการศึกษา และสายบริหารสถานศึกษา)

ข้อ 1.ข้อใดกำหนดนิยามของคำว่า “การศึกษา” ตามพระราชบัญญัติการศึกษาแห่งชาติ พ.ศ.2542 และที่แก้ไขเพิ่มเติม ถูกต้องที่สุด

ก. กระบวนการใดๆที่ส่งเสริมให้ผู้เรียนเกิดการเรียนรู้อย่างต่อเนื่องตลอดชีวิต
ข. องค์กระกอบและสิ่งแวดล้อมใดๆที่ส่งเสริมให้ผู้เรียนเกิดการเรียนรู้อย่างต่อเนื่อง
ค. กระบวนการถ่ายทอดความรู้ใดๆที่ถ่ายทอดความรู้ให้ผู้เรียนได้ตลอดชีวิต
ง. การจัดกระบวนการใดๆ ที่จัดให้ผู้เรียนเกิดความเจริญงอกงามอย่างต่อเนื่อง

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พิธีไหว้ครู: ประวัติและความสำคัญ

“พิธีไหว้ครู” เป็นกิจกรรมสำคัญที่แสดงออกถึงความเคารพและรำลึกถึงคุณครูบาอาจารย์ที่มีพระคุณต่อการให้ความรู้แก่ศิษย์ โดยพิธีไหว้ครูจะจัดขึ้นในช่วงเดือนมิถุนายนของทุกปี ซึ่งไม่มีการกำหนดวันที่ไว้เป็นการเฉพาะ แต่โดยปกติจะจัดขึ้นในวันพฤหัสบดีที่ 2 ของเดือนมิถุนายนในทุกๆปี ซึ่งเป็นภาคเรียนที่ 1 นั่นเองและสำหรับปี พ.ศ.2567 ก็จะตรงกับวันที่ 13 มิถุนายน 2567

ประวัติพิธีไหว้ครูเริ่มต้นขึ้นในปี พ.ศ. 2499 จากคำปราศรัยของ จอมพล ป. พิบูลสงคราม นายกรัฐมนตรีและประธานกรรมการอำนวยการคุรุสภากิตติมศักดิ์ในขณะนั้น ต่อมาได้มีการจัดงานวันครูขึ้นเป็นครั้งแรกเมื่อวันที่ 16 มกราคม 2500 และถือเอาวันที่ 16 มกราคมของทุกปีเป็นวันครู.

ความสำคัญของพิธีไหว้ครู :

  1. เพื่อเป็นการอุทิศส่วนกุศลด้วยการถวายเครื่องสักการะพลีกรรมแก่ปรมาจารย์ทั้งหลายทั้งปวงที่เคยประสิทธิ์ประสาทความรู้ให้แก่ศิษย์.
  2. เพื่อให้ผู้เรียนเกิดความเคารพและสักการะต่อครูบาอาจารย์ผู้มีพระคุณ ตลอดจนผู้เสียสละชี้ทางและให้แสงสว่างแก่ศิษย์โดยไม่คำนึงถึงความยากลำบาก.
  3. เพื่อแสดงความกตัญญูกตเวทีของบรรดาศิษย์ทั้งหลายที่ได้รับความรู้และความช่วยเหลือจากครูบาอาจารย์.

ในการไหว้ครูจะมีการจัดกิจกรรมต่างๆ เช่น การไหว้ครูในสถานศึกษา พิธีรำลึกถึงพระคุณบูรพาจารย์ พิธีปฏิญาณตน การแข่งขันประกวดพานไหว้ครู และบทสวดเคารพครูอาจารย์

ดอกไม้ที่ใช้ในการไหว้ครูจะมีองค์ประกอบที่มีความหมายเป็นปริศนาธรรมทั้งสิ้น ได้แก่ ดอกมะเขือ หญ้าแพรก ข้าวตอก และดอกเข็ม ซึ่งดอกไม้เหล่านี้มีความหมายเช่น ดอกมะเขือเป็นดอกที่โน้มต่ำลงมาเสมอเพื่อแสดงความอ่อนน้อมถ่อมตน หญ้าแพรกเป็นหญ้าที่เจริญงอกงามเพื่อแสดงความเจริญงอกงามของสติปัญญา ข้าวตอกเป็นสัญลักษณ์ของความมีระเบียบวินัย และดอกเข็มเป็นดอกที่มีปลายแหลมเพื่อแสดงความแหลมคมของสติปัญญา

“พิธีไหว้ครู” จึงถือเป็นพิธีการที่สำคัญในการแสดงถึงความเคารพต่อครูบูรพาจารย์ผู้ที่ได้ประสิทธิ์ประสาทวิชาความรู้ให้แก่ศิษย์และเป็นการแสดงออกถึงความกตัญญูของลูกศิษย์ที่มีต่อครูอาจารย์.

Reference: http://www.sitabutr.ac.th/news-detail__3682

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Racial Disparities Found in Exclusionary School Discipline Impact on Student Achievement, Study Reveals

Black and Latine Students Experience Greater Negative Effects on GPA from Exclusionary School Discipline

In a groundbreaking cohort study conducted in a large urban school district in California, researchers have unveiled concerning racial and ethnic disparities in the impact of exclusionary school discipline (ESD) on academic performance. The study, titled “Exclusionary School Discipline and School Achievement for Middle and High School Students, by Race and Ethnicity,” evaluated 16,849 middle and high school students over a 3-year period.

Key Findings:

  1. GPA Decrease: Students who experienced an ESD event in the first year saw an average GPA decrease of 0.88 points.
  2. Racial Disparities: Black and Latine students experienced significantly more ESD events, leading to over half a grade point decrease in GPA compared to their White counterparts.
  3. Adverse Childhood Experience: The study suggests that ESD may be considered an adverse childhood experience, with potentially long-lasting effects on health and academic trajectories.

Implications and Recommendations:

  1. Pediatric Screening: The findings indicate a need for pediatricians and healthcare professionals to screen for exclusionary experiences, as these events may have lasting effects on a child’s health and well-being.
  2. Reconsideration of ESD: The study recommends categorizing ESD events as adverse childhood experiences and calls for a reevaluation of the practice as a disciplinary measure in schools.
  3. Policy Changes: The research urges policymakers to prioritize replacing ESD practices with in-school behavioral and mental health supports, advocating for alternatives such as restorative justice practices.
  4. Long-Term Impact: While the study provides a snapshot of the association between ESD and GPA over three years, it emphasizes the need for further longitudinal studies to understand the long-term impacts of ESD on educational attainment.

Background:

Exclusionary school discipline practices, including suspensions and expulsions, are prevalent in U.S. schools. Despite a decrease in school violence, studies have shown that ESD does not prevent subsequent behavioral disruptions and can lead to negative outcomes, including poor mental and physical well-being, increased juvenile justice involvement, and academic disengagement.

Conclusion:

This study sheds light on the significant impact of exclusionary school discipline on students, particularly those from minoritized communities, and underscores the importance of addressing racial disparities in education for the well-being and success of all students.

Credit: JAMA Network Open

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Educational Attainment Amplifies Discrimination-Related Hypertension Risk for Black Women, Study Finds

Racial and Ethnic Discrimination Linked to Higher Hypertension Risk Among Black Women with Higher Education

In a groundbreaking study investigating the intersection of race, ethnicity, education, and health, researchers have uncovered a concerning pattern related to hypertension risk among Black women in the United States. The study, published in a recent issue of a leading medical journal, reveals that the association between perceived everyday racial and ethnic discrimination (RED) and hypertension risk is significantly modified by educational attainment, with higher education intensifying the risk for Black women.

Key Findings:

  • Educational Amplification: The study, encompassing 5179 women with hypertension and age-matched control participants, found that educational attainment modifies the link between perceived everyday RED and higher hypertension risk, particularly among Black or African American women. Strikingly, Black women with a Bachelor’s degree or higher reported the highest frequency of everyday RED and faced a higher associated risk compared to those with some college education.
  • Within-Group Variation: While the study acknowledges within-group differences among racial and ethnic groups, it emphasizes the unique impact on Black women. The highest burden of RED-associated hypertension was observed in Black women with the highest levels of education, challenging the assumption that education serves as a protective factor.
  • Educational Disparities: The results suggest a U-shaped relationship by educational attainment, indicating that Black women who attained college or higher education not only reported the highest prevalence of everyday RED but also experienced exacerbated hypertension risk. This contradicts the traditional belief that higher education uniformly buffers against health disparities.

Implications and Recommendations:

  • Tailored Interventions: The study underscores the urgent need for tailored interventions to address the disproportionate burden of hypertension among Black women. The findings challenge existing frameworks and highlight the inadequacy of educational attainment as a protective factor against discrimination-related health risks.
  • Multilevel Approaches: To mitigate racism-related stress and address hypertension disparities, the study recommends multilevel interventions across various domains, including policy, workplace, healthcare, community, and interpersonal settings. A comprehensive approach is necessary to confront racism and its impact on health outcomes.
  • Health Professional Guidance: Health professionals are urged to incorporate assessments of discrimination experiences and educational attainment into hypertension prevention and management strategies. By understanding these factors, professionals can better inform interventions and support mechanisms for at-risk populations.

This study provides a critical perspective on the intricate relationship between race, education, discrimination, and health outcomes, challenging conventional wisdom and advocating for targeted interventions to promote health equity.

Credit: JAMA Network Open

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International Initiative Launched to Strengthen Child Protection Capabilities in Kenyan Police Force

Groundbreaking Study Identifies Key Areas for Successful Implementation

A comprehensive study addressing the critical gap in child protection within the National Police Service of Kenya has led to the initiation of an overseas program aimed at enhancing the capability of law enforcement officers in handling child protection issues.

The research, conducted by a team of experts, highlighted the prevalence of child protection issues across Kenya, compounded by concerns about corruption, cultural rationalization, and potential shortcomings in existing law enforcement practices. The absence of a dedicated child protection department within the Kenyan law enforcement system prompted the need for urgent intervention.

The objective of the study was to explore the establishment of an overseas initiative designed to support the development of a child protection function within the National Police Service of Kenya. The research also aimed to analyze the conditions essential for the successful implementation of such a project.

The study, conducted in Kenya, involved 15 face-to-face interviews with key stakeholders, including 10 Kenyan Police Child Protection Officers and 5 National Crime Agency (NCA) officers who played a pivotal role in shaping the development of the unit. The semi-structured interviews drew on existing literature related to overseas support and child protection in Kenya.

The findings underscored the importance of focusing on three key areas when building child protection capabilities overseas. Firstly, there is a need to tailor an understanding of the culture and operating environment specific to the context. Secondly, understanding the current and potential capabilities within the given context is crucial. Lastly, obtaining leadership and governance support from relevant stakeholders, both internally and externally, is deemed essential for the success of the initiative.

“These themes provide a solid foundation for the development of international best practices for the establishment of child protection policing functions overseas,” stated Lydia Davenport, lead researcher of the study.

The initiative is seen as a significant step forward in addressing the complex challenges surrounding child protection in Kenya, with the potential to serve as a model for other countries facing similar issues. The collaborative effort between Kenyan Police and the National Crime Agency marks a milestone in fostering a safer environment for children and signifies a commitment to building a robust child protection framework within law enforcement.

Credit: www.sciencedirect.com

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Study Reveals Alarming Impact of Violent Child Discipline Practices on Early Childhood Development

National Survey Highlights Urgent Need for Positive Parenting Programs

A groundbreaking study using nationally representative data from the Multiple Indicator Cluster Survey Bangladesh 2019 has shed light on the concerning link between violent child discipline practices at home and the early childhood development (ECD) of children aged 36 to 59 months.

The research, conducted to explore the gradient of the relationship between various child discipline practices and ECD, uncovered alarming statistics. Approximately 94% of children experienced at least one of the eight violent disciplinary measures in the month preceding the survey.

While three-quarters of the children were found to be on track in their ECD, the study revealed a significant correlation between the use of violent disciplinary practices and developmental delays in young children. The probability of children being on track in ECD increased with non-violent disciplinary practices but decreased sharply with the use of violent disciplinary measures.

The study utilized multivariable logistic regression and three sets of summative indexes to measure the gradients of this relationship. The analysis focused on the physical, literacy-numeracy, learning, and social-emotional domains of early childhood development.

“For one unit increase in the overall violent disciplinary index, the odds of children being on track in their ECD was reduced by 12%,” the study reported. This reduction was statistically significant, with an adjusted odds ratio of 0.88 (95%CI: 0.86–0.91), emphasizing the detrimental impact of violent disciplinary measures on children’s developmental progress.

The findings have prompted a call for urgent action to address the issue. The study recommends banning violent punishments in all settings and implementing positive parenting programs to provide parents with effective and non-violent discipline strategies.

Experts and child development advocates are urging policymakers, educators, and parents to work collaboratively to create a supportive environment for children’s growth and well-being. The study’s revelations underscore the need for a collective effort to ensure that children are raised in a nurturing and violence-free atmosphere conducive to their optimal development.

Credit: www.sciencedirect.com

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Genetic Factors Contribute Significantly to Associations Between Screen Time and Psychiatric Problems in Children

New Study Emphasizes the Role of Genetic Confounding in Understanding Screen Time and Mental Health in Kids

A recent cohort study, conducted as part of the Adolescent Brain Cognitive Development (ABCD) Study, has shed light on the complex relationship between screen time and psychiatric problems in children. The study, involving 4,262 pediatric participants, suggests that genetic factors may play a significant role in explaining the associations between screen time and attention problems and internalizing problems in children.

Study Findings

The study found the following key results:

  1. Genetic Confounding: The research indicates that genetic factors, when combined with molecular-based heritability or twin-based heritability models, significantly contributed to the associations between screen time and attention problems, as well as internalizing problems in children. Genetic confounding fully explained both associations when using twin-based heritability.
  2. Screen Time and Psychiatric Problems: Child-reported daily screen time was associated with attention problems and internalizing problems in children, revealing a relationship between screen time and mental health.
  3. Polygenic Risk Scores (PRSs): PRSs for television time, attention-deficit/hyperactivity disorder (ADHD), and depression were associated with child screen time and psychiatric problems, highlighting the potential influence of genetics.

Significance of the Study

The study highlights the importance of considering genetic factors in socio-behavioral research and understanding the causal associations between screen time and child psychiatric problems. By identifying genetic confounding in these associations, the research suggests that interventions aimed at reducing child screen time may have less impact on preventing attention and internalizing problems than previously assumed.

The findings encourage a comprehensive approach to understanding youth mental health, acknowledging that genetic factors significantly contribute to the relationships between screen time and psychiatric problems in children.

Implications for Parents and Policymakers

While the study emphasizes the role of genetic confounding in these associations, it is essential for parents to maintain a balanced approach to children’s screen time and overall well-being. Although screen time has been associated with mental health concerns, other factors, such as physical activity and academic involvement, also play vital roles in child development.

Policymakers and healthcare professionals should consider the genetic dimension in addressing youth mental health concerns and continue to promote guidelines for healthy screen time use among children.

In conclusion, the study underscores the importance of a nuanced understanding of the interplay between screen time, genetics, and youth mental health. It calls for a holistic approach to support the well-being of children in the digital age.

Source and credit: JAMA Network Open Journal

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New Study Reveals Limited Progress in Sexual and Reproductive Health Education in US Secondary Schools

Trends in Teaching Sexual and Reproductive Health Skills from 2008 to 2018 Raise Concerns About Student Education

A recent study on the trends in teaching sexual and reproductive health (SRH) skills in US secondary schools across 35 states between 2008 and 2018 has shown that there have been limited changes and even decreases in SRH skills instruction. The study, titled “Trends in Teaching Sexual and Reproductive Health Skills in US Secondary Schools in 35 States, 2008 to 2018,” reveals the need for stronger efforts to enhance SRH education in the country.

Background:
The study examined state-level trends in the percentage of US secondary schools teaching SRH skills in required courses for students in grades 6 to 8 and 9 to 12. Representative data from 35 states was analyzed using data from six cycles of School Health Profiles spanning the years 2008 to 2018. The prevalence of teaching four SRH skills was assessed through self-administered questionnaires completed by lead health education teachers.

Key Findings:

  • The median percentage of schools addressing each SRH skill ranged from 63.5% to 69.7% for grades 6 to 8 and 88.2% to 92.0% for grades 9 to 12 during the study period.
  • Linear decreases in SRH skills instruction were more common for grades 6 to 8, while linear increases were comparable for both groups.
  • Most states demonstrated no change in the percentage of schools teaching SRH skills in grades 6 to 8 and 9 to 12 over the study period.

Implications:
The study’s findings suggest that there has been limited progress in teaching sexual and reproductive health skills in US secondary schools. The decrease in instruction in grades 6 to 8 is particularly concerning, as this is a critical age for students to receive comprehensive sexual education. Efforts to strengthen sexual and reproductive health education are clearly needed to ensure that students have access to the necessary skills and information to make informed decisions about their sexual and reproductive health.

This study underscores the importance of reevaluating and enhancing sexual education programs in US secondary schools to better equip students with the knowledge and skills they need to make responsible choices regarding their sexual and reproductive health. Further research and action may be required to address the concerning trends in this vital area of education.

Read the full article here

Source: National Library of Medicine Journal

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Positive School Connectedness Associated with Reduced Risk Behaviors and Improved Student Well-being, New Survey Finds

2021 Youth Risk Behavior Survey Provides Insight into the Impact of School Connectedness on U.S. High School Students

A recent study based on the 2021 Youth Risk Behavior Survey (YRBS) conducted during the COVID-19 pandemic has shed light on the relationship between school connectedness and risk behaviors among high school students in the United States. The study, titled “School Connectedness and Risk Behaviors and Experiences Among High School Students,” reveals that school connectedness significantly influences student well-being and can serve as a protective factor against a range of risk behaviors and negative experiences.

The YRBS survey, which collected data from a nationally representative sample of public and private school students in grades 9–12, found that 61.5% of U.S. high school students reported feeling connected to others at school. School connectedness was defined as the belief by students that adults and peers in the school care about their learning as well as about them as individuals. This sense of belonging and support within the school environment has been associated with positive educational, behavioral, and health outcomes in adolescence and beyond.

Key Findings: The study identified the following key findings:

  1. Reduced Risk Behaviors: Students who reported feeling connected to others at school had a lower prevalence of various risk behaviors and experiences. These included poor mental health, marijuana use, prescription opioid misuse, sexual intercourse, unprotected sex, experiencing forced sex, and missing school due to feeling unsafe.
  2. Demographic Differences: School connectedness was more commonly reported by male students (65.5%), Asian students (66.7%), 9th- and 10th-grade students (63.3%), and heterosexual students (65.1%). However, students who identified as lesbian or gay reported lower levels of school connectedness (48.3%). Prevalence of school connectedness also varied among racial and ethnic groups.
  3. Sexual Identity Impact: School connectedness was associated with better mental health outcomes for students who identified as heterosexual, bisexual, and questioning or other sexual identities, but not for students who identified as lesbian or gay.
  4. School Safety: School connectedness was related to a lower prevalence of missing school because of feeling unsafe, indicating that a positive school climate can enhance students’ feelings of connectedness and safety.
  5. Subgroup Variations: The impact of school connectedness on specific risk behaviors and experiences varied across racial and ethnic groups and sexual identities, emphasizing the importance of considering diverse experiences.

The study suggests that schools play a crucial role in promoting the well-being of students by fostering environments where students feel cared for, supported, and a sense of belonging. Creating inclusive and supportive school environments, addressing discrimination, and engaging students through various strategies can further enhance school connectedness, potentially reducing risk behaviors and improving the health and development of all students.

Conclusion: The findings of this study highlight the significant role of school connectedness in shaping the well-being of high school students. The positive impact of feeling connected to school extends to various risk behaviors and experiences, making it a vital focus for educational and public health interventions. By prioritizing the creation of safe, supportive, and inclusive school environments, educators and health professionals can help students develop a sense of belonging and support, ultimately contributing to better health outcomes and reduced risk behaviors in adolescents.

Source: Centers for Disease Control and Prevention -CDC

Read the full article here

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Preventing Childhood Adversities Shows Promise in Reducing Mental Disorders and Improving School Grades in Children

Childhood adversities, such as parental mental illness, household poverty, and parental separation, have long-lasting effects on children’s mental health and educational outcomes. A recent cohort study conducted in Sweden, involving 163,529 children, has provided valuable insights into the potential impact of preventing these adversities. The study aimed to compare the association between preventing these childhood adversities and the prevalence of common mental disorders in offspring (aged 16-21) and school grades at age 16. Here are the key findings and implications of this research:

Key Findings:

  • Preventing childhood adversities resulted in an estimated 2.6% fewer children experiencing anxiety or depression by age 21.
  • An improvement in school grades at age 16 was noted.
  • Preventing parental separation showed the most significant improvement, with an estimated 2.34% fewer children with common mental disorders and an improvement in school grades by 0.127 standard deviations.
  • Preventing adversities during adolescence was found to be more beneficial than during earlier ages.
  • High-risk children with parents having serious mental illnesses may benefit the most from adversity prevention, with an estimated 5.9% reduction in the prevalence of common mental disorders.
  • The study suggested that resources should be allocated to support families, particularly during parental separation, with a focus on improving children’s coping mechanisms during this transition.

Implications for Public Health and Policy:

  1. Effective Resource Allocation: Properly targeted resources can prevent childhood adversities and, subsequently, common mental disorders while enhancing children’s educational outcomes.
  2. Early Intervention during Parental Separation: Resources should be directed toward early intervention and support for families experiencing parental separation to mitigate the negative impact on children.
  3. Critical Importance of Adolescence: Adolescence appears to be a critical period for intervention. Strategies focused on adolescent well-being are pivotal, given the rising prevalence of mental health issues in this age group.
  4. High-Risk Groups: Identifying and supporting children at higher risk due to parental mental illness is essential. Targeted interventions can have a more significant impact on their well-being.

This study highlights the potential benefits of preventing childhood adversities for improving children’s mental health and academic achievements. By addressing the right adversities at the right time and for the right groups, public health efforts can make a substantial positive impact on children’s lives.

For more detailed information and the methodology of this study, please refer to the complete research article in the JAMA Network Open journal.

Source: JAMA Network Open Journal