Procedia - Social and Behavioral Sciences 116 ( 2014 ) 1919 – 1924

1877-0428 © 2013 The Authors. Published by Elsevier Ltd.Selection and/or peer-review under responsibility of Academic World Education and Research Center.doi: 10.1016/j.sbspro.2014.01.495

ScienceDirect

5th World Conference on Educational Sciences - WCES 2013

Multi-Task Integration as a Strategy for Improving Teacher Performance and Student Learning

Panya Thongnin a*, Suwimon Wongwanich b, Chayut Piromsombat c

a Faculty of Education, Phetchaburi Rajabhat University, Phetchaburi 76000, Thailand b Faculty of Education, Chulalongkorn University, Bangkok 10330, Thailand

c Institute for the Promotion of Teaching Science and Technology, Bangkok 10100, Thailand

Abstract

This study aimed to encourage teachers to effectively integrate multi-tasks into their daily work to improve their performance and their students’ learning in science. Using the university-school collaboration, the participants in this study included K-12 principals, science teachers, and local university staff in Phetchaburi province, Thailand. Both quantitative and qualitative data were collected by means of survey checklists, observations, in-depth interviews, and focus groups. The results of the initial stage showed that teachers have positive attitude toward the reorganization of instruction. Teachers also integrate evaluation as part of learning management. Selection and peer review under the responsibility of Prof. Dr. Servet Bayram Keywords: ;

Available online at www.sciencedirect.com

© 2013 The Authors. Published by Elsevier Ltd.Selection and/or peer-review under responsibility of Academic World Education and Research Center.

1. Introduction

* Corresponding Author:

1920 Panya Thongnin et al. / Procedia - Social and Behavioral Sciences 116 ( 2014 ) 1919 – 1924

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2. Research Objectives

2.1 To analyze the work condition of teachers and how it affects the student development instruction design. 2.2 To analyze the result of teacher work integration in order to encourage self-development among teachers.

3. Research Target

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4. Instruments and Data Collection

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8. Summary and Discussion

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9. Suggestions and Practical Uses

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9.3 Suggestions on Further Study

Acknowledgements

The researchers would like to thank Phetchaburi Rajabhat University and Thailand Research Fund (TRF) for funding this research (RTA5380011). This research is part of the "Research and Development of Driving Strategies for the Second Decade of Education Reform Policy” Project.

References