A Method of School Curriculum Administration that Meet the Individual Differences of Naresuan University Secondary Demonstration School

Abstract

The objective of this research article was to study a model of school curriculum administration that met the individual differences of Naresuan University Secondary Demonstration School. It was a qualitative study using a single case study approach. The researcher selected the case study through purposive sampling, focusing on Naresuan University Secondary Demonstration School. The informants included the director, deputy director, head of the curriculum unit, and heads of the eight learning area groups. The research instrument used was a semi-structured interview. The researcher collected qualitative data through informal group interviews and analyzed the data using content analysis.

            The findings revealed that Naresuan University Secondary Demonstration School had an educational institution curriculum management process that responded to individual differences, consisting of: 1) Curriculum Analysis 2) Curriculum Development, which resulted in an institutional curriculum designed to accommodate individual differences, often referred to as “a classroom with no specific curriculum.”3) Curriculum Implementation, which involved publicizing the curriculum, providing guidance for students in selecting elective subjects aligned with their aptitudes and needs, and offering continuous support from advisors and guidance teachers throughout the curriculum's application. 4) Monitoring and Control, overseen by Naresuan University, the Faculty of Education, the Faculty of Science, and the Science Classroom Project in Schools (WMS). And 5) Supervision, which included various methods such as professional learning communities (PLC), Open Classroom, classroom visits, mentoring supervision, and self-evaluation supervision.