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allowedThai students including their parents, and the students who are not Thai including their parents
to have more interactions. These activities encouraged the students and the parents to show their own
cultures leading to the increase inmulticultural understanding and harmony in the schools. Specifically,
the results showed that Mon parents and Burmese parents had more cooperation with the schools,
comparing toThai parents.
2. The results from the inferential statistic showed that after implementing the Multicultural
Educationmodel in the intervention schools, the students at theKindergarten level and those at the first
to third grade levels had significantly higher mean scores on cultural awareness, than those at the
Kindergarten and first to third grade levels in the control schools. However, there were no significant
differences in cultural diversity respect, multicultural environment recognition, and cultural pride
between the intervention and control schools.
For the teachers, the results showed that after implementing the Multicultural Education
model, the teachers in the intervention school had significantly higher mean scores on the knowledge
and practices of multicultural education literacy than those in the control school. However, there were
no significant differences in the appreciation of multicultural education literacy, cutural diversity
respect andmulticultural environment recognition between the teachers in the intervention and those in
the control schools.
3. For the possibilityof the implementation of themulticutural educationmodel to the schools
where the students are diverese in ethnics, the surveying results revealed that the all participants
participated in this study agreed that themulticultural educationmodel should be implemented in the
multicultural schools.Most of them said that the implementation of multicultural educationmodel in
the schools where the students are diverse in ethnics and cultures corresponds with the purpose of
establishingASEAN Community. Moreover, most of them said that several schools located in
Kanchanaburi province bordering Burma having Burmese students mixed with Thai students in the
classroom shoulddevelope the curriculum and teaching approaches which are appropriate to their own
students and support the future direction. Furthermore, they suggested that the teachers should have an
understanding of this multicultural education model and meanwhile they should still preserve the
unique and security of Thailand. Finally, the longitudinal reserach onmulticultural eduationmodel
