The Method of Desirable Teaching of Principle of Police Administration According to The Opinion of Police Cadet
Keywords:
The method of teaching, Teacher, The principle of police administration, Opinion of Police cadetAbstract
The purposes of this research were to compare the methods between taught by using case samples and taught by small group discussion according to the opinion of police cadet. This study was conducted by applying two research methodologies. Quantitative approach, questionnaire was used to collect data from 278 police cadet. The data was analyzed by descriptive statistics. With the qualitative approach, in-depth interview, group discussion, unstructured observation and field notes were conducted with 18 police cadet. The results indicated that most of police cadet perceived that the method of teaching by small group discussion was a desirable method of teaching the principle of police administration.
References
ภาษาไทย
กรรณิการ์ สุขเกษม และสุชาติ ประสิทธิ์รัฐสินธุ์. (2558). คู่มือการใช้โปรแกรมสำเร็จรูป ATLAS.ti สำหรับการวิเคราะห์ข้อมูลการวิจัย
เชิงคุณภาพ. กรุงเทพมหานคร: สามลดา.
กองบัญชาการศึกษา. (2560). ยุทธศาสตร์การศึกษา สำนักงานตำรวจแห่งชาติ พ.ศ.2560-2579. กรุงเทพมหานคร: โรงพิมพ์ตำรวจ.
ศูนย์บริการทางการศึกษา โรงเรียนนายร้อยตำรวจ. (2561). หลักสูตรรัฐประศาสนศาสตรบัณฑิตสาขาวิชาการตำรวจ หลัก สูตรปรับปรุง
พ.ศ.2561. นครปฐม: โรงพิมพ์โรงเรียนนายร้อยตำรวจ.
โรมันสคริป
Education Division. (2017). Yutthasat Kansueksa Samnakngan Tamruat Haeng Chat BE 2560-2576.
Bangkok: Rong Phim Tamruat.
Educational Service Center Police Cadet School. (2018). Laksut Rat Pra Satsana Sat Bandit Sakha Wichakan Tamruat
Lak Sut Prapprung BE 2561. Nakhon Pathom: Rong Phim Rongrian Nai Roi Tamruat.
Suk Kasem, K. & Prasit Rat Sin, S. (2015). Khumue Kan Chai Prokraem Samretrup ATLAS.ti Samrap Kan Wikhro
Khomun Kan Wichai Choeng Khunnaphap. Bangkok: Sam Lada.
ภาษาอังกฤษ
Abdullah, M.R. & Krishnan, S. (2014). All for One: Using Panel Discussion to Improve Proficiency Through Group Work.
Social and Behavioral Sciences, 123, 225–231.
Arthur, W., Day, E.A., McNelly, T.L. & Edens, P.S. (2006). A Meta-Analysis of the Criterion-Related Validity of
Assessment Center Dimensions. Personnel Psychology, 56, 125-154.
Blair, J. & Conrad, F.G. (2011). Sample Size for Cognitive Interview Pretesting. Public Opinion Quarterly, 75(4),
636–658.
Blazar, D. & Kraft, K.A. (2017). Teacher and Teaching Effects on Students’ Attitudes and Behaviors. Educational
Evaluation and Policy Analysis, 39(1), 146-170.
Creswell, J.W. (2014). Research and Design: Qualitative, Quantitative and Mixed Methods Approaches (4th ed.).
New Delhi: Thousand Oaks Press.
Engellant, K.A., Holland, D.D. & Piper, R.T. (2016). Assessing Convergent and Discriminant Validity of the Motivation
Construct for the Technology Integration Education (TIE) Model. Journal of Higher Education Theory and
Practice, 16(1), 37-50.
Evans, N. & Whitcombe, S. (2015). Using Circular Questions as a Tool in Qualitative Research. Nurse Researcher, 23(3),
28-31.
Fusch, P.I. & Ness, L.R. (2015). Are We There Yet? Data Saturation in Qualitative Research. The Qualitative Report,
20(9), 1408-1416.
Gagne', R.M., Wager, W.W., Golas, K.C. & Keller, J.M. (2005). Principles of Instructional Design (5th ed.). Connecticut:
Thomson Wadsworth.
Illeris, K. (2018). An overview of the history of learning theory. Retrieved January 11, 2019, from https://
onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.12265
Lafave, L., Tyminski, S., Riege, T., Hoy, D. & Dexter, B. (2015). Content Validity for a Child Care Self-assessment Tool:
Creating Healthy Eating Environments Scale (CHEERS). Canadian Journal of Dietetic Practice and Research,
77(2), 89-92.
Liu, L. (2016). Using Generic Inductive Approach in Qualitative Educational Research: A Case Study Analysis. Journal of
Education and Learning, 5(2), 129-135.
Palinkas, L.A., Horwitz, S.M., Green, C.A., Wisdom, J.P., Duan, N. & Hoagwood, K. (2015). Purposeful Sampling for
Qualitative Data Collection and Analysis in Mixed Method Implementation Research. Administration and Policy in
Mental, 42(5), 533–544.
Pangaribuan, T. & Manik, S. (2018). The Effect of Buzz Group Technique and Clustering Technique in Teaching Writing
at the First Class of SMA HKBP I Tarutung. English Language Teaching, 11(1), 164-178.
Resch, J., Driscoll, A., McCaffrey, N., Brown, C., Ferrara, M.S. & Macciocchi, S. (2013). Impact Test-Retest Reliability:
Reliably Unreliable?. Journal of Athletic Training, 48(4), 506-511.
Romero, R.E., & Vincenzi, G. (2018). Some characterisations of groups in which normality is a transitive relation by
means of subgroup embedding properties. International Journal of Group Theory, 7(2), 9-16.
Roth, M.P. & Sever, M. (2007). The Kurdish Workers Party (PKK) as Criminal Syndicate: Funding Terrorism through
Organized Crime, A Case Study. Journal Studies in Conflict & Terrorism, 30(10), 901-920.
Shunk, R., Dulay, M., Chou, C., Janson, S. & O’Brien, B.C. (2014). Huddle-Coaching: A Dynamic Intervention for
Trainees and Staff to Support Team-Based Care. Academic Medicine, 89(2), 244-250.
กรรณิการ์ สุขเกษม และสุชาติ ประสิทธิ์รัฐสินธุ์. (2558). คู่มือการใช้โปรแกรมสำเร็จรูป ATLAS.ti สำหรับการวิเคราะห์ข้อมูลการวิจัย
เชิงคุณภาพ. กรุงเทพมหานคร: สามลดา.
กองบัญชาการศึกษา. (2560). ยุทธศาสตร์การศึกษา สำนักงานตำรวจแห่งชาติ พ.ศ.2560-2579. กรุงเทพมหานคร: โรงพิมพ์ตำรวจ.
ศูนย์บริการทางการศึกษา โรงเรียนนายร้อยตำรวจ. (2561). หลักสูตรรัฐประศาสนศาสตรบัณฑิตสาขาวิชาการตำรวจ หลัก สูตรปรับปรุง
พ.ศ.2561. นครปฐม: โรงพิมพ์โรงเรียนนายร้อยตำรวจ.
โรมันสคริป
Education Division. (2017). Yutthasat Kansueksa Samnakngan Tamruat Haeng Chat BE 2560-2576.
Bangkok: Rong Phim Tamruat.
Educational Service Center Police Cadet School. (2018). Laksut Rat Pra Satsana Sat Bandit Sakha Wichakan Tamruat
Lak Sut Prapprung BE 2561. Nakhon Pathom: Rong Phim Rongrian Nai Roi Tamruat.
Suk Kasem, K. & Prasit Rat Sin, S. (2015). Khumue Kan Chai Prokraem Samretrup ATLAS.ti Samrap Kan Wikhro
Khomun Kan Wichai Choeng Khunnaphap. Bangkok: Sam Lada.
ภาษาอังกฤษ
Abdullah, M.R. & Krishnan, S. (2014). All for One: Using Panel Discussion to Improve Proficiency Through Group Work.
Social and Behavioral Sciences, 123, 225–231.
Arthur, W., Day, E.A., McNelly, T.L. & Edens, P.S. (2006). A Meta-Analysis of the Criterion-Related Validity of
Assessment Center Dimensions. Personnel Psychology, 56, 125-154.
Blair, J. & Conrad, F.G. (2011). Sample Size for Cognitive Interview Pretesting. Public Opinion Quarterly, 75(4),
636–658.
Blazar, D. & Kraft, K.A. (2017). Teacher and Teaching Effects on Students’ Attitudes and Behaviors. Educational
Evaluation and Policy Analysis, 39(1), 146-170.
Creswell, J.W. (2014). Research and Design: Qualitative, Quantitative and Mixed Methods Approaches (4th ed.).
New Delhi: Thousand Oaks Press.
Engellant, K.A., Holland, D.D. & Piper, R.T. (2016). Assessing Convergent and Discriminant Validity of the Motivation
Construct for the Technology Integration Education (TIE) Model. Journal of Higher Education Theory and
Practice, 16(1), 37-50.
Evans, N. & Whitcombe, S. (2015). Using Circular Questions as a Tool in Qualitative Research. Nurse Researcher, 23(3),
28-31.
Fusch, P.I. & Ness, L.R. (2015). Are We There Yet? Data Saturation in Qualitative Research. The Qualitative Report,
20(9), 1408-1416.
Gagne', R.M., Wager, W.W., Golas, K.C. & Keller, J.M. (2005). Principles of Instructional Design (5th ed.). Connecticut:
Thomson Wadsworth.
Illeris, K. (2018). An overview of the history of learning theory. Retrieved January 11, 2019, from https://
onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.12265
Lafave, L., Tyminski, S., Riege, T., Hoy, D. & Dexter, B. (2015). Content Validity for a Child Care Self-assessment Tool:
Creating Healthy Eating Environments Scale (CHEERS). Canadian Journal of Dietetic Practice and Research,
77(2), 89-92.
Liu, L. (2016). Using Generic Inductive Approach in Qualitative Educational Research: A Case Study Analysis. Journal of
Education and Learning, 5(2), 129-135.
Palinkas, L.A., Horwitz, S.M., Green, C.A., Wisdom, J.P., Duan, N. & Hoagwood, K. (2015). Purposeful Sampling for
Qualitative Data Collection and Analysis in Mixed Method Implementation Research. Administration and Policy in
Mental, 42(5), 533–544.
Pangaribuan, T. & Manik, S. (2018). The Effect of Buzz Group Technique and Clustering Technique in Teaching Writing
at the First Class of SMA HKBP I Tarutung. English Language Teaching, 11(1), 164-178.
Resch, J., Driscoll, A., McCaffrey, N., Brown, C., Ferrara, M.S. & Macciocchi, S. (2013). Impact Test-Retest Reliability:
Reliably Unreliable?. Journal of Athletic Training, 48(4), 506-511.
Romero, R.E., & Vincenzi, G. (2018). Some characterisations of groups in which normality is a transitive relation by
means of subgroup embedding properties. International Journal of Group Theory, 7(2), 9-16.
Roth, M.P. & Sever, M. (2007). The Kurdish Workers Party (PKK) as Criminal Syndicate: Funding Terrorism through
Organized Crime, A Case Study. Journal Studies in Conflict & Terrorism, 30(10), 901-920.
Shunk, R., Dulay, M., Chou, C., Janson, S. & O’Brien, B.C. (2014). Huddle-Coaching: A Dynamic Intervention for
Trainees and Staff to Support Team-Based Care. Academic Medicine, 89(2), 244-250.
Additional Files
Published
2019-05-04
How to Cite
พันธุ์วัฒนา ผ. พ. ด. (2019). The Method of Desirable Teaching of Principle of Police Administration According to The Opinion of Police Cadet. SIKKHA Journal of Education, 6(1), 42–51. retrieved from https://so05.tci-thaijo.org/index.php/sikkha/article/view/153258
Issue
Section
Research Article
