The purposes of this study were 1) Compare analytical thinking ability by testing the same sets of students 5 times 2) Develop and verify whether analytical thinking ability of students corresponds to second-order growth curve factors model. Samples were 1,093 eighth-grade students. The results revealed that 1) Analytical thinking ability scores of 5 tests are significantly different at .01 level and the means score rises consecutively 2) Second-order growth curve factors model of analytical thinking ability for the analysis of elements and analysis of organizational principles corresponds to piecewise growth model while the analysis of relationship corresponds to linear growth model, and that secondorder growth curve factors model of analytical thinking ability is in accord with empirical evidence.

The researcher applied latent profile analysis to study the difference of the students' mathematical process skill. These skills are problem solving skills, reasoning skills, communication and presentation skills, connection knowledge skills, and creativity skills. Samples were 2,485 seventh-grade students obtained from Multi-stage Random Sampling. Each student was measured by the mathematical process skills test which consists of 44 items in total. The research results indicated that the students can be categorized into three groups: the high mathematical process skills students (2.74%), the moderate mathematical process skills students (40.48%), and the low mathematical process skills students (56.78%). Moreover, from the research results, it also shows that the creativity skills seem to be the problem in every group of students. The detail of the research findings has been discussed in this paper.

This study aimed to evaluate the impact of a project aiming to enhance the empowerment of disadvantaged children and youth in Thailand, with a view to promoting educational equality in the country. The Kirkpatrick evaluation framework, comprising four dimensions - response, learning, behavior, and results - was applied. Data was collected from 93 teachers out of a total of 121 (76.85%) who participated in the project, as well as 28 teachers who were interviewed. The research tools included a 5-point Likert scale questionnaire comprising 26 items, and a 6-item interview guide. Statistical analysis using mean, standard deviation, and t-test was conducted to analyze the data. The results indicated that the project had a significant impact on teacher response and learning, as well as a positive impact on behavior and results. Implications for future research and practical applications are discussed.The research findings indicate that the overall assessment of the project is highly satisfactory (= 4.17). Upon consideration of the individual domains, it was found that all domains were highly satisfactory, with teachers involved in the project expressing the highest level of satisfaction with the outcomes of the project's implementation (= 4.27). In particular, the domain of behavior in the application of knowledge in practice was highly effective (= 4.22). The level of response that individuals have to the environmental sustainability project and the feelings they have towards the project (= 4.13) and the learning aspect, including understanding the principles and theories, and the skills necessary to achieve the goals of the project (= 4.06).  A significant recommendation is the development of an information technology system to collect and disseminate the innovative work of teachers in order to expand its impact. It is also important to link the dissemination system of the project with capable agencies in the field.

The objectives of this research were to synthesize the results of assessment and analyze strengths, weaknesses that should be developed from the results of the third round of quality assessment in the higher education level of Rajabhat University cluster. The target group of the research consisted of 40 reports of the third round of external quality assessment B.E. 2554-2558 (2011-2015) in higher education of the Rajabhat University cluster. Secondary data were obtained from the external quality assessment reports. The data were analyzed using frequency, percentage and the mean. The results were as follows: 1) The synthesis of the results of the third round of external quality assessment of Rajabhat Universities showed that all of the 40 universities had been accredited, with the overall quality in the good level (Mean = 4.22). Three universities (7.50%) were in the very good level and 37 universities (92.50%) were in the good level. 2) The strengths of Rajabhat universities were on the Aspects of Academic Services to Society and Preservation of Art and Culture. The weaknesses that should be developed were on the Aspect of Research and Creative Work.