Paradigm for Learning Development of Alternative Schools: A Case Study of Panyaden School, Chiang Mai Province, Thailand

Abstract

            The purpose of this qualitative research are to study parents’ expectations and the teaching paradigms towards the learning development of an alternative school: case study of Panyaden School, Chiang Mai province. The research methods and instruments used for this research were in-depth interviews with 30 stakeholders of the Panyaden school including 12 school parents, 6 school teachers, and 2 school directors. They were interviewed because they are the priority group that created the curriculum and developed the plans and policies. The researchers decided to use the semi-structured interviews. This research used data from interviews and manually analyzed the data. The researcher wrote the research report after the data was analyzed. The study is a descriptive one that was carried out with qualitative techniques and the described interpretations. The results show that Emotional Intelligence is the key expectation of parents for sending their children to study in the selected alternative school and the Buddhist approach is the main factor for all the parents. Moreover, the study found that these four approaches allow the teachers to use ten teaching methods, which assist, develop student learning. Eight of ten teaching approaches empower the students to obtain critical thinking skills and problem-solving skills. Furthermore, the students develop in social and cross-cultural understanding while studying in this school.