Abstract

The aim of the paper was to administer and prepare teachers for management to their students’ learning achievements within the curriculum framework of water resource and disaster management. This course was compared to manage learning into different school sizes with the sample size in the lower secondary education schools with two groups of 28 controlled teachers, who managed teaching of 68 students in 3 classes, and other group was 28 experimental teachers who managed teaching of 79 students in 3 other classes at grade level 9 too. The procedure of methodology included curriculum framework; unstructured selection interviews and conservational guidebooks were used. Most of teachers were trained with a new curriculum of learning units and training local curriculum. Associations between teachers’ satisfaction of pre- and post- test questionnaires were differenced, developing the curriculum was indicated that it has revealed problems and students’ needs indicted as high responses on introduction, and purpose of recapitulating development. Teachers were passed the assessment test as high quality ability impacts and satisfactions for making learning units to students’ responsibilities. Statistically significance of students’ achievements were differences between the controlling and experimental groups at .01 confidence level, correlatively, and comparisons between using this local curriculum frame work in school sizes as non significant differently.

Key words:  Development, local curriculum framework, water resource, natural disaster course, enhancement, students’ learning achievements and outcomes, the Basic Educational System, and Thailand.