Keyword :

REFERENCES

1. Barquero, B., Jessen, B. E., Ruiz-Hidalgo, J. F., & Golding, J. (2023). What theories and methodologies are appropriate for studying phenomena related to mathematics curriculum reforms?. In Shimizu, Y., & Vithal, R. (Eds.), Mathematics Curriculum Reforms around the World: The 24th ICMI Study (pp. 193-217). Switzerland: Springer International Publishing. https://doi.org/10.1007/978-3-031-13548-4_13 [Crossref]
2. Bate, E. (2020). Justifying music in the national curriculum: The habit concept and the question of social justice and academic rigour. British Journal of Music Education, 37(1), 3-15. https://doi.org/10.1017/S0265051718000098 https://doi.org/10.1017/S0265051718000098 [Crossref]
3. Beauchamp, G. A. (1981). Curriculum Theory. Chicago, IL: F.E. Peacock.
4. Bennett, D. (2007). Utopia for music performance graduates: Is it achievable, and how should it be defined?. British Journal of Music Education, 24(1), 179-189. https://doi.org/10.1017/S0265051707007383 [Crossref]
5. Bennett, D. (2016). Developing employability in higher education music. Arts and Humanities in Higher Education, 15(1), 386-395. https://doi.org/10.1177/1474022216647388 https://doi.org/10.1177/1474022216647388 [Crossref]
6. Brackett, D. (2023). Interpreting Popular Music: With a new preface by the author. CA: University of California Press.
7. Bresler, L. (2021). Qualitative paradigms in music education research. Visions of Research in Music Education, 16(3), 64-79. https://opencommons.uconn.edu/vrme/vol16/iss3/10
8. Brook, J., & Fostaty Young, S. (2019). Exploring post-degree employment of recent music alumni. International Journal of Music Education, 37(1), 142-155. https://doi.org/10.1177/0255761418821165 https://doi.org/10.1177/0255761418821165 [Crossref]
9. Campbell-Phillips, S. (2020). Education and curriculum reform: The impact they have on learning. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 3(2), 1074-1082. https://doi.org/10.33258/birle.v3i2.1036 https://doi.org/10.33258/birle.v3i2.1036 [Crossref]
10. Chandransu, N. (2010). The Development of Music Education in Thailand's Higher Education. Nakhon Pathom, Thailand: Mahidol University Press.
11. Chen, L. H. (2007). East-Asian students' choice of Canadian graduate schools. International Journal of Educational Advancement, 7(1), 271-306. https://doi.org/10.1057/palgrave.ijea.2150071 https://doi.org/10.1057/palgrave.ijea.2150071 [Crossref]
12. Chevallard, Y. (2018). The curricular conundrum in the light of the ATD. In Shimizu, Y., & Vithal, R. (Eds), School Mathematics Curriculum Reforms: Challenges, Changes and Opportunities. Proceedings of the Twenty-Fourth ICM1 Study Conference (pp. 213-220). Berlin: International Commission on Mathematical Instruction.
13. Chuppunnarat, Y., Laovanich, V., Laovanich, M., & Saibunmi, S. (2020). Music education management in Thailand: An analysis of stakeholder requirements. International Journal of Educational Organization & Leadership, 27(2), 71. https://doi.org/10.18848/2329-1656/CGP/v27i02/71-87 https://doi.org/10.18848/2329-1656/CGP/v27i02/71-87 [Crossref]
14. Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). London: Sage.
15. Dorfman, J. (2022). Theory and practice of technology-based music instruction. Oxford: Oxford University Press. https://doi.org/10.1093/oso/9780197558980.001.0001 [Crossref]
16. Fang, P. (2021). Optimization of music teaching in colleges and universities based on multimedia technology. Advances in Educational Technology and Psychology, 5(5), 47-57. https://doi.org/10.23977/aetp.2021.55009
17. Gibson, R., & Ewing, R. (2020). Transforming the curriculum through the arts. New York: Springer International Publishing. https://doi.org/10.1007/978-3-030-52797-6 [Crossref]
18. Gouëdard, P., Pont, B., Hyttinen, S., & Huang, P. (2020). Curriculum reform: A literature review to support effective implementation. OECD Education Working Papers. https://doi.org/10.1787/efe8a48c-en https://doi.org/10.1787/efe8a48c-en [Crossref]
19. Haning, M. (2021). Identity formation in music teacher education: The role of the curriculum. International Journal of Music Education, 39(1), 39-49. https://doi.org/10.1177/0255761420952215 https://doi.org/10.1177/0255761420952215 [Crossref]
20. Hoyos, V., Navarro, M., Raggi, V., & Rojas, S. (2018). 1993 and 2009/2011 School mathematics curriculum reforms in Mexico: Cosmetic changes and challenging results. In Shimizu, Y., & Vithal, R. (Eds), School Mathematics Curriculum Reforms: Challenges, Changes and Opportunities. Proceedings of the Twenty-Fourth ICM1 Study Conference (pp.253-260). Berlin, Germany: International Commission on Mathematical Instruction.
21. Hügel, H. O. (2017). Handbuch Populäre Kultur: Begriffe, Theorien und Diskussionen [Handbook of Popular Culture: Terms, Theories and Discussions]. Switzerland: Springer-Verlag.
22. Jaikum, K., Chanteyoon, O., & Subphasri, P. (2022). Conception of music education in Thailand. Central Asia & the Caucasus, 23(2), 63-69. https://doi.org/10.37178/ca-c.23.2.007
23. Kilag, O. K., Marquita, J., & Laurente, J. (2023). Teacher-led curriculum development: Fostering innovation in education. Excellencia: International Multi-disciplinary Journal of Education, 1(4), 223-237. https://multijournals.org/index.php/excellencia-imje/article/view/53
24. Kopanski, R. (2020). Act two. What makes popular Christian music ""popular""? A comparison between current US-American contemporary Christian music and German popular Christian music using the examples of Lauren Daigle and Koenige & Priester. Journal for Religion, Film and Media (JRFM), 6(2), 41-57. https://doi.org/10.25364/05.6:2020.2.4
25. Kvale, S. (2007). Doing Interviews. London: Sage. https://doi.org/10.4135/9781849208963 [Crossref]
26. Laovanich, V., Chuppunnarat, Y., Laovanich, M., & Saibunmi, S. (2021). An investigation into the status of Thailand's music education systems and organisation. British Journal of Music Education, 38(2), 131-144. https://doi.org/10.1017/S0265051720000327. https://doi.org/10.1017/S0265051720000327 [Crossref]
27. Lunenburg, F. C. (2011). Curriculum development: Inductive models. Schooling, 2(1), 1-8.
28. Mård, N., & Charlotta, H. (2022). Towards a didactic model for multidisciplinary teaching-a didactic analysis of multidisciplinary cases in Finnish primary schools. Journal of Curriculum Studies, 54(2), 243-258. https://doi.org/10.1080/00220272.2020.1827044. https://doi.org/10.1080/00220272.2020.1827044 [Crossref]
29. Martinson, S. D. (1998) Authority and the author: Schiller and the public sphere. The European Legacy, 3(6), 87-96. https://doi.org/10.1080/10848779808579932 https://doi.org/10.1080/10848779808579932 [Crossref]
30. Modeste, S. (2018). Relations between mathematics and computer science in the French secondary school: A developing curriculum. In Shimizu, Y., & Vithal, R. (Eds), School Mathematics Curriculum Reforms: Challenges, Changes and Opportunities. Proceedings of the Twenty-Fourth ICM1 Study Conference (pp. 277-284). Berlin: International Commission on Mathematical Instruction.
31. Mullis, I. (2019). Introduction. In Mullis, I., & Martin, M. (Eds.), TIMSS 2019 Assessment Framework (pp. 1-12). Boston: TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College.
32. Muzari, T., Shava, G. N., & Shonhiwa, S. (2022). Qualitative research paradigm, a key research design for educational researchers, processes and procedures: A theoretical overview. Indiana Journal of Humanities and Social Sciences, 3(1), 14-20. https://indianapublications.com/articles/IJHSS_3(1)_14-20_61f38990115064.95135470.pdf
33. Oliva, P. F. (20 0 9). Developing the Curriculum (7th ed.). Boston: Allyn & Bacon.
34. Olsher, S., & Yerushalmy, M. (2018). Making informed decisions: teachers' interacting with Curriculum resources. In Shimizu, Y., & Vithal, R. (Eds), School Mathematics Curriculum Reforms: Challenges, Changes and Opportunities. Proceedings of the Twenty-Fourth ICM1 Study Conference (pp. 293-300). Berlin: International Commission on Mathematical Instruction.
35. Phumphongkhochasorn, P., Damnoen, P. S., Suwannaprateep, T., & Phoomparmarn, U. (2021). National educational standards and the improvement of Thai education system with world class. Asia Pacific Journal of Religions and Cultures, 5(1), 75-86. https://so06.tcithaijo.org/index.php/ajrc/article/view/245928.
36. Powell, B., Krikun, A., & Pignato, J. M. (2015). Something's happening here! Popular music education in the United States. IASPM Journal, 5(1), 4-22. https://doi.org/10.5429/ij.v5i1.718 https://doi.org/10.5429/ij.v5i1.718 [Crossref]
37. Sasaki, K. I. (2017). On the front: Aesthetics vs. popular arts and mass culture - I. Contemporary Aesthetics, 15(1), 10. https://digitalcommons.risd.edu/liberalarts_contempaesthetics/v ol15/iss1/10/
38. Scheib, J. W. (2020). Paradigms and theories. In Conway, C. (ed.), Approaches to Qualitative Research: An Oxford Handbook of Qualitative Research in American Music Education 1 (pp. 56-73). Oxford: Oxford University Press.
39. Shepherd, G. D., & Ragan, W. B. (1992). Modern Elementary Curriculum. Fort Worth, TX: Holt, Rinehart and Winston.
40. Stewart, D. W., Shamdasani, P. N., & Rook, D. W. (2007). Focus Groups: Theory and Practice (2nd ed.). California: Sage. https://doi.org/10.4135/9781412991841 [Crossref]
41. Sutthirat, C. (2015). Curriculum Development: Theory into Practice (4th ed.). Bangkok, Thailand: Chulalongkorn University Press.
42. Suwansomboon, V. (2004). Trends of higher education in music in Thailand. Nakhon Pathom, Thailand: Mahidol University.
43. Taba, H. (1962). Curriculum Development: Theory and Practice. New York: Harcourt.
44. Tanner, D., & Tanner, L. N. (1975). Curriculum Development: Theory into Practice. New York: Collier-Macmillan.
45. Tetzlaff, L., Schmiedek, F., & Brod, G. (2021). Developing personalized education: A dynamic framework. Educational Psychology Review, 33(1), 863-882. https://doi.org/10.1007/s10648-020-09570-w https://doi.org/10.1007/s10648-020-09570-w [Crossref]
46. Toscher, B. (2020). The skills and knowledge gap in higher music education: An exploratory empirical study. International Journal of Education & the Arts, 21(10). http://doi.org/10.26209/ijea21n10
47. Travers, K. (1992). Overview of the longitudinal version of the second international study. In Burstein, L. (Ed.), The IEA Study of Mathematics III: Student Growth and Classroom Processes (pp. 1-4). Oxford: Pergamon Press. https://doi.org/10.1016/B978-0-08-041371-6.50009-2 [Crossref]
48. Thuntawech, S. (2017). Ideal Thailand Music Institute in Higher Education in the 21st. Century. Nakhon Pathom, Thailand: Mahidol University.
49. Turner, G. (2022). John Fiske and the building of cultural studies. International Journal of Cultural Studies, 25(1), 3-13. https://doi.org/10.1177/13678779211052607 https://doi.org/10.1177/13678779211052607 [Crossref]
50. Vandeweyer, M., Espinoza, R., Reznikova, L., Lee, M., & Herabat, T. (2020). Thailand's education system and skills imbalances: Assessment and policy recommendations. OECD Economics Department Working Papers. https://doi.org/10.1787/b79addb6-en https://doi.org/10.1787/b79addb6-en [Crossref]
51. Xiaoli, Y., Yan, J., & Jia, L. (2022). Nationalism in popular music in Thailand. Multicultural Education, 8(6), 107-118. https://doi.org/10.5281/zenodo.6619100
52. Werber, N., Stein, D., Döring, J., Albrecht-Birkner, V., Gerlitz, C., Hecken, T., Paßmann, J., Schäfer, J., Schubert, C., & Venus, J. (2023). Getting noticed by many: On the transformations of the popular. Arts, 12(1), 39. https://doi.org/10.3390/arts12010039 https://doi.org/10.3390/arts12010039 [Crossref]
53. Wijayanti, D., & Bosch, M. (2018). The evolution of the knowledge to be taught through educational reforms: The case of proportionality. In Shimizu, Y., & Vithal, R. (Eds), School Mathematics Curriculum Reforms: Challenges, Changes and Opportunities. Proceedings of the Twenty-Fourth ICM1 Study Conference (pp. 173-180). Berlin: International Commission on Mathematical Instruction.