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Article
Requests for Volunteers Overseas [Tanzania, Thailand]
Publication: Montessori International, vol. 71
Date: Apr 2004
Pages: 31
Africa, Asia, East Africa, Southeast Asia, Sub-Saharan Africa, Tanzania, Thailand
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Language: English
ISSN: 1470-8647
Article
Up in the Hills [schools in northern Thailand]
Publication: Montessori International, vol. 73
Date: Oct 2004
Pages: 28–29, 42
Asia, Southeast Asia, Thailand
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Language: English
ISSN: 1470-8647
Article
Primary Assistance Needed in Thailand
Publication: Montessori International, vol. 74
Date: Jan 2005
Pages: 6
Asia, Southeast Asia, Thailand
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Abstract/Notes: Letter to the editor
Language: English
ISSN: 1470-8647
Article
After the Wave [Ao Nang Montessori School, Thailand]
Publication: Montessori International, vol. 75
Date: Apr 2005
Pages: 28–30
Asia, Southeast Asia, Thailand
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Language: English
ISSN: 1470-8647
Article
Developing Data-Driven Administrative Policy for International Montessori Center, Thailand
Available from: Asian Institute of Research
Publication: Education Quarterly Reviews, vol. 4, no. 2
Date: 2021
Pages: 8-25
Asia, Montessori method of education, Southeast Asia, Thailand
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Abstract/Notes: This institutional survey research was used to improve administrative policies at International Montessori Center (IMC), a private international kindergarten in Bangkok, Thailand. The main goal of the study was to gather input from school stakeholders regarding daily conditions and functions, with the ultimate goal of improved administrative policy implementation. A literature review indicated no direct prior research. A survey gathered input from four stakeholder groups, including 15 teachers, 104 parents, 17 staff, and 3 administrators, regarding Physical Safety, Child Sense of Being Valued (classroom atmosphere), Classroom Conditions, Information Availability, Parent-Teacher Meeting Quality, Administrative Support, Parental Support (overall), Educational Tools and Technology, Quality of Peer Professional Relationships, and Availability of Needed Supplies. Stakeholders rated the daily operations areas using five-point Likert-style questions and responded to two open-ended questions. In sum, findings highlighted a number of useful perspectives for the little-studied early-childhood administrative community: (a) seemingly mundane school functions are important to those who experience them on a regular basis; (b) all stakeholder input is valuable when gathering school daily operations feedback; (c) similarities "and" differences in stakeholder input help administrators develop a more holistic perspective of school functioning; and (d) stakeholder input is a valuable tool for administrators to use when critically considering responsive policy formulation. Conclusions reached were limited to correlations and patterns found in one institution. However, it is clear that this original research is a valuable step in improving administrative policy implementation at the private international kindergarten level.
Language: English
DOI: 10.31014/aior.1993.04.02.192
ISSN: 2621-5799, 2657-215X