MOD1-ASSIGNMENT1-Formulation of Research Title on

Psychological and Socio-Cultural Foundation of Education

 Do some readings on related literature and studies on the topic or title which
interests you most.

EXPLAINING THE SOCIOLOGICAL FACTORS ASSOCIATED WITH THE

CHILDREN’S SCHOOL PARTICIPATION IN ELEMENTARY LEVEL

It identifies the factors such as demographic, economic, and sociological factors that
influence the children’s school participation in elementary level. Highlight of this study is explaining
the context of mother’s absence in a household as it influences the children’s school participation.
This paper utilized both quantitative and qualitative techniques in the data collection and analysis.
The data set from Annual Poverty Indicators Survey 2011 was analyzed using descriptive statistics,
correlation, and regression analysis. Selected families with 6-11 years old children whose mothers
are working abroad were also interviewed to provide an understanding of the relevance of social
resource within families in the children’s school participation.

The relevance of basic education and difficulties of achieving its universality have instigated
many studies to determine and understand the factors that influence children’s school participation
and school retention. Surveying scholarly works provided various and some were overarching factors
that encourage or hinder universal participation and retention to basic school. These factors can be
categorized into spatial, demographic, health and nutrition, political, natural causes, and socio-
cultural.

Reference:
https://www.dlsu.edu.ph/wp-content/uploads/2019/03/mptolentino_education_and_socpolicy_paper-
edited.pdf
 THE ROLE OF THE SOCIAL FOUNDATIONS OF EDUCATION IN
PROGRAMS OF TEACHER PREPARATION

The social foundations of education, and particularly the disciplines of history, philosophy
and sociology of education, must continue to play an integral role in programs of teacher education.
We report on the decline of the study of history of education within Faculties of Education as an
example of the marginalization of the role of the social foundations in teacher education programs
generally. In this context we furnish what we take to be some of the strongest reasons for the
requirement for future teachers to engage with the social foundations—some of these arguments
apply to all of the foundational areas, and some apply to specific foundational disciplines. Some of
these arguments will be familiar, some new. We conclude that if a teacher education program is to be
of a very high quality then it must include a strong social foundations component.

The explicitly that the social foundations of education must form a strong component of high
quality teacher education programs. 1 Despite the declining role of the foundations in teacher
education programs, 2 there are good reasons for ensuring that students gain some exposure to the
social foundations of education generally, and there are very good reasons why students need to gain
some familiarity with knowledge and understanding gained from each of the disciplines of history,
philosophy, and sociology.

Reference:
https://journals.sfu.ca/cje/index.php/cje-rce/article/download/674/1106/

Submitted by:
RV EUNICE M. GARCIA
MAEd – SPEd
EDUC 202A
Philosophical, Psychological, and Socio-Historical Foundation of Education