DEVELOPING A MANAGEMENT MODEL OF MULTICULTURAL EDUCATION IN AN INTERNATIONAL SCHOOL UNDER THE OFFICE OF PRIVATE EDUCATION COMMISSION

Abstract

This research Aims to, 1) Study the components of Multicultural Education in an international school under the Office of Private Education Commission. 2) Development of Multicultural Education at an international school under the Office of Private Education Commission, and 3) Evaluate the management model of Multicultural Education at Mataneedol School. Conducting of research and development was split into 3 phases.

Phase 1 Studied the components of the Management of Multicultural Education at an International School under the Office of Private Education Commission, by document synthesis and in-depth interviews by seven qualified experts designated for each specific group. The instruments used for this research were structured interviews and content analytics. Phase 2 was to develop a management model of Multicultural Education at an international school under the Office of Private Education Commission by using best practices from three outstanding schools and the development of multicultural education at an international school under the Office of Private Education Commission. Meeting with a consensus of Multi-Attribute Consensus Reaching (MACR) by a group of ten experts who set specific instruments for use in the research. A critical assessment of the management model of multicultural education at an international school under the Office of Private Education Commission using analytics and quantitative content. Phase 3 was to study and evaluate the management model of a multicultural school by putting the model into practice at Mataneedol School at the beginning of the 2^nd semester of the academic year 2017 and carry out the practical action research involved, which was divided into two cycles. One with a 4/8 step process which assessed the feasibility and benefits of using a management model of multiculturalism. The methodology used was participatory observation, interviews, and meeting notes. Lesson plans of teachers, student appraisal work and the quality of management of multicultural education at Mataneedol School by use of synthesis and quantitative data content with consideration to the process dimension and the results dimension, improve data and present Multicultural Education at Mataneedol School.

The researchers found.

1)    The multicultural model in an international school under the Office of Private Education Commission consisted of 7 elements include; (1) Vision Commitment to the Education of All People (2) Developing the Curriculum to be Global (3) Learning Activities Focused on Construction of Knowledge (4) Organizing Climate for Learning, Social Structure, and Culture in School (5) Teaching Based on Social Justice (6) Reducing Prejudice to the Rights and Equality for All People, and (7) Enhancing Multicultural, Collaboration, and Student Achievement); overall 30 indicators.

2)   The multicultural model at an international school under the Office of Private Education Commission issues an average rating of importance ranging from, 88.00 to 98.00 points and a score range between two groups of expert opinion from 0:00 to 16:00 showed that all aspects of a management model at an International School under the Office of Private Education Commission is important, "most" and has a range of "at least".

3)   The model of the relationship between elements of the model of multicultural educational management in Mataneedol schoolunder the scheme enterprise, environment, the relationship and the challenge there were divided into 7 elements and 34 practical indicators. The overall quality of the manual of multicultural education in Mataneedol School the quality is "Most" (m= 4.58, s= 0.56) and the quality administration of multicultural education of Mataneedol school overall quality in the level is "Most" (m= 4.57, s= 0.58).