Journal of Practical Studies in Education

Development of an Experiential Learning Approach-Based Curriculum to Enhance Reading and Writing Literacy Competencies in Lower Primary School Students at Private Schools, Kalasin Province: Adaptation of Curriculum Design Principles

2025-11-19T10:52:26+00:00

This study aimed to develop and implement an experiential learning-based curriculum to enhance reading and writing literacy competencies among lower primary school students in private schools in Kalasin Province, Thailand. The research employed the Educational Design Research (EDR) methodology across three iterative phases: (1) analysis and exploration, (2) design and prototyping, and (3) evaluation and reflection. In Phase 1, focus group discussions were conducted with seven stakeholder groups, including students, parents, teachers, school administrators, educational area officers, and curriculum designers (N=79). Content analysis revealed key challenges regarding teaching difficulties, lack of contextually relevant materials, and unclear family and community engagement. In Phase 2, a prototype curriculum was designed utilizing Kolb's experiential learning framework as the pedagogical foundation alongside Wongwanich's five-dimensional design framework (rationale, content focus, process focus, readiness factors, and implementation procedures) as the structural guide. The curriculum underwent rigorous expert validation and pilot testing. Implementation in Phase 3 with 84 students across Grades 1–3 yielded statistically significant improvements in both reading and writing competencies (p < .001). Paired-samples t-tests demonstrated substantial gains across all grade levels, with large to very large effect sizes for reading and exceptionally large effect sizes for writing, providing compelling evidence of educational effectiveness. Qualitative data from classroom observations and post-providing compelling evidence of educational effectiveness. Qualitative data from classroom observations and post-implementation interviews revealed increased student engagement, enhanced metacognitive awareness, and improved learning motivation. This research presents a learner-centered curriculum design model incorporating stakeholder participation, supported by technology and positive psychology principles, which is suitable for small schools with limited resources and aligned with competency-based education reform.

Bai Pai Pingju in Tianjin: Guidelines for Protection, Development, and Inheritance

2025-11-26T10:22:20+00:00

Bai Pai Pingju in Tianjin, a distinctive school within the broader Pingju tradition, embodies a rich cultural heritage defined by expressive vocal techniques, emotive performances, and a specialized repertoire. This qualitative study investigates the preservation, development, and transmission of Bai Pai Pingju. Data were collected through in-depth interviews with experienced performers, instructors, and cultural practitioners, complemented by participant observation of performances, rehearsals, and training sessions. Using NVivo for thematic analysis, the study identified the pivotal roles of intergenerational transmission, mentorship, and community engagement in sustaining the art form. Institutional support—through educational initiatives, training programs, and public outreach—was also found to be essential for nurturing emerging talent and enhancing audience awareness. At the same time, challenges such as modernization, evolving audience preferences, and the declining number of traditional performers underscore the urgency of adaptive strategies. The findings reveal that the continuity of Bai Pai Pingju relies on a dynamic balance between preservation, innovation, and social support, where traditional techniques are not only documented and taught but also creatively integrated into contemporary contexts. By drawing on lived experiences and cultural practices, this research demonstrates how Bai Pai Pingju can sustain its relevance and vitality, ensuring that this treasured form of Tianjin’s artistic heritage is effectively transmitted to future generations.

Educational Practice Studies on Rhythmic Training in Taiyuan Luogu Drum Art

2025-12-08T11:01:56+00:00

This study aims to examine the educational practices and rhythmic training methodologies used in the teaching and transmission of Taiyuan Luogu drum art. This study responds to the lack of documentation on teaching contemporary rhythmic pedagogy and how teachers scaffold modern learners. In qualitative research, data are field notes and audio-visual recordings and interviews with 24 informants, including one key cultural bearer, three senior practitioners, and 20 general informants, which were obtained at rehearsal halls, community cultural centers, and Taiyuan, Shanxi Province, ensemble training areas. In the study, data analyses were rhythmic exercise sequencing, instructional framework, and learner agency. This study determined a complete system of demonstration teaching pedagogy where students are trained in layered rhythms, call and response, pragmatic rhythm training on various instruments with rhythmic coordination, and community or ensemble learning. This complex cultural practice pedagogy study concludes that Taiyuan Luogu rhythmic pedagogy integrates conventional oral traditions with contemporary teaching frameworks, and thus cultural and learner growth are compatible. Possible future research directions would include cross-regional studies on rhythmic pedagogy, learner cognition, and the use of digital rhythm analysis to enhance the traditional percussion education pedagogy.