Relevant bibliographies by topics / Philippine elementary education

Academic literature on the topic 'Philippine elementary education'

Author: Grafiati
Published: 10 December 2022
Last updated: 19 February 2023

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Journal articles on the topic "Philippine elementary education"

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Abdul Sali, Abdul Haiy. "POSNER’S CURRICULUM ANALYSIS FRAMEWORK TOWARDS THE DEVELOPMENT OF PHILIPPINE MADRASAH EDUCATION." Journal of Southeast Asian Studies 26, no. 1 (June 30, 2021): 163–85. http://dx.doi.org/10.22452/jati.vol26no1.8.

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The madrasah education curriculum is imperative in the implementation of madrasah education in the Philippines. The importance of the curriculum processes and products as collection of work encompasses the significant involvement of key stakeholders in curriculum development. The purpose of this paper was to provide a detailed curriculum analysis of the Refined Elementary Madrasah Curriculum using Posner’s curriculum analysis and its implication towards the development of Philippine madrasah education. The study employed a qualitative research design mainly through document analyses and key informant interviews of program implementers. Based on the analysis, the perspective of the curriculum is to provide appropriate and relevant educational opportunities within the context of accepted cultures, customs, traditions and interests of Muslim Filipino learners. In addition, there is an attempt to contextualise the learning goals of the Philippine classroom. However, some of the participants described the curriculum as relevant but not age-appropriate. In addition, as basic tenets in designing a curriculum, there were no specific learning activities elaborately explaining the instructional strategies and course resources. Also, there was no assessment task or evaluation explicitly incorporated in the curriculum. Conversely, the institutionalisation of the Madrasah Education Program (MEP) in public school provides an opportunity to develop and ensure access to quality and relevant education among Muslim learners. The results provide baseline data in understanding the curriculum and serve as an impetus for future curriculum development of madrasah education in the Philippines.
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Cahapay, Michael B. "Thorns amongst Roses? Lived Experience of Philippine Male College Students Aspiring to Become Professional Elementary Teachers." International Journal of Educational Studies 4, no. 4 (December 21, 2021): 144–53. http://dx.doi.org/10.53935/2641-533x.v4i4.166.

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There is a noticeable under-representation of the male gender particularly in the field of elementary teacher education. The main aim of this paper is to understand the lived experience of male college students aspiring to become professional elementary teachers. As phenomenological research, it involved six purposively selected male students enrolled in a predominantly female elementary teacher education program in a Philippine university. The data were gathered through online interviews and analyzed based on a phenomenological analysis framework. The following themes emerged: 1.) We hear discouraging stereotypes about teaching; 2.) We are passionate about educating the young ones; 3.) We feel that awkward moment in a room of females; and 4.) We have an inclusive learning environment. These themes are based on the individual textural and structural descriptions and form the basis for the composite textural and structural descriptions of the phenomenon of interest. This paper confirms the experiences encountered by males in the formal teaching career stage as relative to experiences received by males in the early stage of the teacher preparation. It also identifies factors that encourage males to enter elementary teacher education as a field of study, providing practical insights for designing a more inclusive program.
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Turmudi, Dedi, and Bonjovi Hassan Hajan. "EDUCATION SYSTEM AND ENGLISH LANGUAGE TEACHING IN THE PHILIPPINES: IMPLICATIONS FOR INDONESIAN EFL LEARNING." Premise: Journal of English Education 9, no. 1 (May 5, 2020): 78. http://dx.doi.org/10.24127/pj.v9i1.2791.

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The Philippines is held as one of the largest English-speaking countries worldwide with most of its people possessing at least some degree of fluency in the target language. The prestige of the English language in this country has attracted the attention of many foreign students including Indonesian. In this paper, we aimed to discuss the education system and the English language teaching (ELT) in the Philippines so that practical insights can be gained to reflect on Indonesian EFL learning. To this end, we first described how the Philippine education system looks like and how the English language is taught in schools from elementary to tertiary level. We then explored some prevailing challenges surrounding the ELT, and established links relating the benefits of learning English in this country to Indonesian EFL context. Drawing on qualitative approach, we realized our research objectives by carefully selecting sources and data through critical review of articles from journals, books, websites, and other reliable sources retrieved online. Ultimately, we conducted this inquiry to find out answers so that some lessons learned can be adopted to make ELT in Indonesia better and more resilient since Indonesia remains left behind in the spectrum of English literacy.
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Fuente, Cleofe L. dela. "Filipino Basic Education Teachers’ Awareness of and Attitude Towards the Child Protection Policy." International Journal of Multidisciplinary: Applied Business and Education Research 2, no. 1 (February 6, 2021): 39–48. http://dx.doi.org/10.11594/ijmaber.02.01.06.

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Schools shall be conducive to children’s education, and that the children’s’ best interest shall be the primary consideration in all policies and actions of educational institutions. This descriptive cross-sectional survey gauged the Filipino public school teachers’ awareness of and attitudes towards the child protection policy (CPP). The study involved 99 basic education teachers in select public elementary and secondary schools in Zambales, Philippines. The basic education teachers are aware of the policy, and they have a favorable attitude toward its implementation. No significant difference has been found in their awareness and attitude towards CPP when grouped according to demographics. The study concludes that as the teachers become aware of the policy, they tend to have a more favorable attitude. The study recommends that the teachers be capacitated through continuing professional development programs to provide special protection to children who are seriously susceptible or threatened by situations that distress their normal growth. Further study may also be conducted to probe other CPP dimensions in basic education to come up with relevant and research-based recommendations towards the policy’s improved implementation in the public schools in the Philippine context.
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Bongco, Roxanne T., and Rodrigo D. Abenes. "Clash of Spheres - The Paradox of Being a Female Teacher in the Philippines." Beijing International Review of Education 1, no. 2-3 (June 29, 2019): 443–59. http://dx.doi.org/10.1163/25902539-00102012.

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Feminisation in the teaching profession is a global issue. It has been said this problem implies gender inequality in relation to their male counterpart for it results in the lack of male models in the basic education and, thus promote social exclusion. This social reality is also the case in the Philippines. Data in 2008–2009 from the Philippine Commission on Women reveals that about 89.58% of the teachers in public elementary and 77.06% in the public secondary schools are female (pcw, 2014). In this regard, this paper argues that feminisation of education in the Philippines, all the more result to uncompromising situations of female teachers for as women, they need to work in shifts as part of their changing roles both in school and at home. Further, this paper presents an analysis of the narratives of ten female teachers in basic education which reveals that in spite of the feminisation of teaching from a purely statistical perspective, they still remain disadvantaged in the career that had always been believed to be their domain, especially in the area of career promotion. Limiting factors to the promotion of women still point to their social conditions as women, where the multiplicity of social expectations and duties in their diverse spheres clash to the detriment of their careers.
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Dimaculangan, Nimfa G. "Speakers' Ambivalent Attitude toward Philippine English: An Issue for Integrating the Variety into ESL Instruction." Journal of World Englishes and Educational Practices 4, no. 2 (July 3, 2022): 97–104. http://dx.doi.org/10.32996/jweep.2022.4.2.8.

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Philippine English (PhilE) evolution and its roles have brought challenges and issues to the Philippines' English Language Teaching (ELT) classrooms. Filipino ESL teachers are confronted by issues regarding the appropriate variety to teach and whether or not the local variety should be taught or integrated into the teaching of American English (AmE) or British English (BrE) varieties. World Englishes (WE) and PhilE scholars have asserted the variety's legitimacy and intelligibility, and some have been recommending the integration of the variety into the teaching of ESL and assimilating it in English language programs of all curricular levels from elementary to college. However, studies suggest that the PhilE paradigm is not reflected in the country's English curriculum blueprint and college English textbooks. This conceptual paper presents a revisit to PhilE literature that suggests the issue of its speakers' attitude towards it. It claims that ESL teachers and students have an ambivalent attitude toward PhilE and are not yet open to celebrating its existence. It argues that these PhilE users' ambivalence and unwelcoming attitude toward their English variety possibly hinder the Commission on Higher Education (CHED) and the Department of Education (DepEd) from integrating the variety into the English language curricula.
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Ramos, Romell A., Edward E. Babasa, Imelda B. Vergara, Bernadeth I. Manalo, Lorna L. Gappi, and Tina G. Morfi. "THE TPACK CONFIDENCE OF PRE-SERVICE TEACHERS IN SELECTED PHILIPPINE TEACHER EDUCATION INSTITUTIONS." International Journal of Education, Psychology and Counseling 5, no. 37 (December 3, 2020): 196–205. http://dx.doi.org/10.35631/ijepc.5370016.

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The changing educational landscape of Philippine education in the past decade poses challenges to the implementers of the curriculum innovations – the teachers. Consequently, this has put more pressure on the teacher education institutions (TEIs) to produce a quantity of quality teachers. From this context, this paper examines the technological, pedagogical, and content knowledge (TPACK) confidence level of pre-service teachers in selected Philippine teacher education institutions. The TPACK Model has been a very useful framework for academic stakeholders to understand and measure the level of technology integration in teaching and learning. Using a 64-item self-diagnostic questionnaire designed to measure the dimensions of TPACK in terms of learning experience and practice, and assessing the responses of 187 graduating pre-service teachers from selected Philippine TEIs, the data suggest that the pre-service teachers are fairly confident with the learning experience they get from the TEIs and that by using these experiences they frequently demonstrate the acceptable teacher competency and standards. Furthermore, the levels of TPACK confidence of the secondary and elementary pre-service teachers significantly differ from each other such that the former are more confident with their learning experience and practice. Data also show that there is a significant relationship between the quality of learning experience and the ability of the pre-service teachers to demonstrate the core competencies of TPACK. Hence, teacher education institutions must consider innovating their curriculum through training, subject-focused pedagogical modeling, and subject-specific technologies.
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Benitez, Isidro, Julieta de la Cruz, Azucena Suplido, Virgilio Oblepias, Kathy Kennedy, and Cynthia Visness. "Extending lactational amenorrhoea in Manila: a successful breast-feeding education programme." Journal of Biosocial Science 24, no. 2 (April 1992): 211–31. http://dx.doi.org/10.1017/s002193200001974x.

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SummaryAn experimental breast-feeding education programme conducted at the Philippine General Hospital in Manila demonstrated that women could be motivated to improve their breast-feeding practices and lengthen their period of lactational amenorrhoea in comparison to a control group. Mothers who participated in the programme breast-fed their babies more frequently, delayed the introduction of regular supplements, used fewer bottles and pacifiers and maintained night feeding longer than mothers who were not exposed to the positive breast-feeding messages. The programme was successful in lengthening the period of amenorrhoea among women with elementary, high school, or technical school education, but not among college-educated women. Different educational approaches may be necessary for women of different education levels.
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Dorado, Julieta B., Glenda P. Azaña, Rowena V. Viajar, Ma Anna Rita M. Ramirez, Eldridge B. Ferrer, Nesrianne G. Buyco, Divorah V. Aguila, and Mario V. Capanzana. "Assessing school-lunch feeding and nutrition education strategy for healthier kids in selected Philippine public schools." Nutrition and Health 26, no. 3 (June 8, 2020): 231–42. http://dx.doi.org/10.1177/0260106020930466.

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Background: Nutrition interventions during the early years of a child’s life are anchored on the need to provide good nutrition and proper health care to optimize their growth potential as adults. In the Philippines, undernutrition is a persistent problem among 0–10 year old Filipino children. In this age group, children consume a diet poor in quantity and quality. Aim: This study aimed to assess the effects of a school-lunch and nutrition education intervention among schoolchildren in terms of attaining good nutrition. Method: Using a quasi-experimental design, children aged 7–9 years from public elementary schools in the province of Laguna, Philippines were categorized into three intervention groups and one non-intervention group. Anthropometric measurements; nutrition knowledge, attitude and behavior; and food intake among children and households were collected at baseline and endline periods. SPSS for Windows version 16 and Stata version 15 were utilized for data analysis. Results: Mean scores on knowledge, attitude and behavior of schoolchildren in intervention groups increased significantly at endline ( p<0.05). Protein requirement was met by more children and households than the energy requirement. Most children with normal nutritional status after the interventions (25.3%) belonged to the group with the complete intervention of school-lunch and nutrition education. Conclusions: The provision of both school-lunch feeding and nutrition education is effective in improving the knowledge, attitude and behavior scores and nutritional status of schoolchildren. The adoption and institutionalization of complete intervention with school-lunch and nutrition education in elementary public schools should be pursued.
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Gocotano, Thessalou E., Mae Anthoneth L. Jerodiaz, Jenny Claire P. Banggay, Harold B. Rey Nasibog, and Marivel B. Go. "Higher Education Students’ Challenges on Flexible Online Learning Implementation in the Rural Areas: A Philippine Case." International Journal of Learning, Teaching and Educational Research 20, no. 7 (July 30, 2021): 262–90. http://dx.doi.org/10.26803/ijlter.20.7.15.

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The COVID-19 Pandemic has led Higher Education Institutions (HEIs) in the Philippines to replace on-campus learning with flexible learning. This paper explores the students' challenges on flexible online learning implementation of the university in the rural area based on their background and experience. This employed quantitative and qualitative methods through a survey and an interview respectively sought to gather data from 639 university students. Data were analyzed with descriptive statistics and narrative analysis. Results revealed that most mothers are high school graduates, while fathers enjoy an elementary-level and belong to under low-income families. Most students possess just mobile phones and use mobile data as their primary internet access source, ranging from moderate to poor connection. Also, the majority are not fully equipped with enough skills in digital media. For challenges, students experienced the unavailability of a network, economic instability, digital divide, the shortage of digital devices, distractive learning environment, expensive internet data, health-related problems, lack of resources, lack of digital literacy skills, and loss of motivation .Hence, even if flexible online learning is the best solution for the university to replace face-to-face classes, it is not best applicable and suitable to all students living in rural areas or other places with an unstable network and students who belong to financially unstable families. Administrators and educators have to consider alternative learning modes that suit students' backgrounds during the pandemic, like using non-digital technologies.
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Dissertations / Theses on the topic "Philippine elementary education"

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Lòpez, Muriel del Castillo. "Academic achievement in Filipino children." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/890.

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Facun-Granadozo, Ruth, Abidah Abutaeb, Bolatito Alaofin, and Lydia Kwaitoo. "Perspective- Taking: the Joys, Challenges, and Hopes of Early Childhood Education in Four Countries (Ghana, Nigeria, the Philippines, and Kingdom of Saudi Arabia)." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4324.

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(12970651), Noel P. Miranda. "Elementary home-based education centres for geographically isolated children of the Philippines." Thesis, 1999. https://figshare.com/articles/thesis/Elementary_home-based_education_centres_for_geographically_isolated_children_of_the_Philippines/20174258.

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Meeting the educational needs of children in geographically isolated areas of the Philippines is of critical importance. This study identifies and elaborates the establishment principles and operational strategies needed to ensure that the proposed introduction of elementary home -based education centres in the 26 poor provinces in the Philippines is appropriate and relevant to their educational purposes.

Theoretically, the study applies the concepts of border crossing and border pedagogy developed by Giroux (1992) and the notions of the management of change (Fullan, 1993; Wilenski, 1986) to a non -Western setting to inform the introduction of the proposed centres in the Philippines.

Methodologically, the study follows the constructivist paradigm, uses the case study method, employs semi -structured interview and textual analysis techniques and considers appropriate issues in the ethics and politics of research. Data were collected from fourteen respondents (some in the form of audiotaped interviews, the others providing written responses to the interview schedule), from the Capricornia School of Distance Education in Queensland and the Department of Education, Culture and Sports of the Philippines, and texts provided by the Brisbane and Capricornia Schools of Distance Education and the Department of Education, Culture and Sports.

The analysis of the data revealed several establishment principles and operational strategies that are applicable to the proposed centres and some assumptions and practices

that are needed to indigenise the elementary home -based education centres in the Philippines. These findings suggest the need to indigenise the distance education mode in the Philippines that will enable the creation of a truly Filipino distance education system at the Philippine elementary education level.

This research also clearly identifies other areas for future research which are critical. These are: professional development programs for teachers and home tutors; parental and community support; technological alternatives; cost effectiveness; and government financial support.

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LO, WEI-NA, and 羅維娜. "A Study on Current Implementation on Taiwan’s Elementary School’s Life Education: Compared to Philippines’ Values Education." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/bf9gnt.

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碩士
國立雲林科技大學
應用外語系
106
This study explores the status quo of life education in Taiwan’s curriculum and provides insights into Philippines’ values education among elementary schools. This thesis is a comparison in perspective and is qualitative in nature and semi-structured interview was conducted. A total of seven teachers, four from the Philippines and three from Taiwan, were selected purposively. The findings are summarized as follows. First Values/life educations are integral part of education wherein they help the student to become a better person. However, life education teachers are unclear as to the content of what to include in teaching life education. Second values education teachers find three values (discipline, politeness and cleanliness) that need pay more attention by the students. Third Activities of values education being an abstract subject should be presented in a way students will convey the messages. Fourth for values/life education to achieve its goal, teachers must have visions in fulfilling the mission and family involvement is a must. The pedagogical implications were given as follows: (1) values education should continue its implementation and put more emphasis on the discipline, politeness and, cleanliness (2) in teaching life and values educations, methods such as role-playing, video showing and life-experiences activities are the methods that can be used, (3) government can provide seminars or workshop that will allow teachers to gain more knowledge and expertise on this field. It is also suggested to let teachers attend seminars that will enhance their mind and energy, for example mindfulness. Furthermore, some suggestions are also given for school administration, curricular development of life education, and future research.
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Aspillera, Dahlia C. "An educational program on indigenous foods for better health and better economy for the Philippines." 1986. http://catalog.hathitrust.org/api/volumes/oclc/23634654.html.

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Books on the topic "Philippine elementary education"

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The limits of educational change: National identity formation in a Philippine public elementary school. Quezon City, Philippines: University of the Philippines Press, 1989.

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Technology, SEAMEO Regional Center for Educational Innovation and. Profile of the information and communication technology capabilities of elementary and secondary schools in the Philippines. Quezon City, Philippines?: SEAMEO INNOTECH?, 2003.

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Regional Writing Workshop (1983 University of the Philippines). Health and nutrition education: Report of a Regional Writing Workshop, Philippines, 12-27 May, 1983. Bangkok: Unesco Regional Office for Education in Asia and the Pacific, 1985.

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Zhan hou Feilübin Hua wen jiao yu yan jiu (1945-1976): A research on post-World War II overseas Chinese education in the Philippines (1945-1976). Guangzhou: Ji nan da xue chu ban she, 2013.

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Z, Galvez-Tan Jaime, and Philippines. Social and Human Sciences Committee., eds. The health curriculum in Philippine basic education. Manila: UNACOM, Social and Human Committee, 2005.

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Z, Galvez-Tan Jaime, and Philippines. Social and Human Sciences Committee., eds. The health curriculum in Philippine basic education. Manila: UNACOM, Social and Human Committee, 2005.

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Pineda-Ofreneo, Rosalinda, and Og Thomas. The Philippine Debt & Poverty. Hyperion Books, 1991.

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The social and human sciences in Philippine basic education: A review of elementary and high school textbooks. [Diliman, Quezon City, Philippines]: Philippine Social Science Council, 2000.

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The social and human sciences in Philippine basic education: A review of elementary and high school textbooks. UNESCO National Commission of the Philippines, Social and Human Sciences Committee, 2000.

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Philippines. Dept. of Education, Culture, and Sports., ed. [Elementary education in the Philippines]. Diliman, Quezon City, Metro Manila: Instructional Materials Corporation, Kagawaran ng Edukasyon, Kultura at Isports, Republika ng Pilipinas, 1988.

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Book chapters on the topic "Philippine elementary education"

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Brown, Candy Gunther. "Superbrain Yoga." In Debating Yoga and Mindfulness in Public Schools, 211–28. University of North Carolina Press, 2019. http://dx.doi.org/10.5149/northcarolina/9781469648484.003.0011.

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Chapter 10 analyzes decisions by the Pennsylvania Department of Education Charter School Appeal Board (CAB) first to grant and then to rescind an elementary school charter in Education for New Generations Charter School v. North Penn School District (2016). CAB determined that school ties to Pranic Healing and Arhatic Yoga (PHAY) and plans to teach Superbrain yoga (SBY) constitute sectarian religious instruction. Master Choa Kok Sui (1952-2007) avowedly developed PHAY in the Philippines to manipulate subtle energies; SBY makes the brain “super” by increasing intuitive intelligence through activating heart and crown chakras to open the gateway to God. One of the proposed school’s co-founders argued in an unrelated case that PHAY is a religion for free exercise purposes. CAB almost granted the charter, illustrating that less familiar religions can be difficult to recognize when framed as scientific techniques with educational benefits. Comparing Sedlock with Education for New Generations, this chapter argues that resource disparities between those issuing and defending against religious charges exert a surprising degree of influence on legal determinations; the California school district had financial motives for teaching yoga, whereas the Pennsylvania district had financial reasons to block a charter school that happened to be based on yoga.
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Conference papers on the topic "Philippine elementary education"

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Avila, Rodante P., Said Hamid Hasan, Rochiati Wiriatmadia, and Asmawi Zainul. "Pedagogical Repertoire for Developing Civic Competence in the Elementary Social Studies Curriculum - A Perspective from Philippines." In 2nd Asian Education Symposium. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007302902880293.

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D. Rabara, Narciso, Janet I. Adalem, Ed.D, and Ernesto Ray G. Adalem. "Delivery of Educational Services to Children with Special Needs in Public Elementary Schools in the Philippines." In 2nd International Conference on Teaching, Learning and Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.ictle.2019.11.688.

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