Malinao Sharmaine Maed em Focus Questions

Philippine Christian University
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SHARMAINE A. MALINAO
MASTER OF ARTS IN EDUCATION- EDUCATIONAL MANAGEMENT
SOCIOLOGY OF EDUCATION
1. What is Sociology of Education?
The sociology of education refers to how individuals’ experiences shape the way
they interact with schooling. More specifically, the sociology of education examines the
ways in which individuals’ experiences affect their educational achievement and
outcomes. Scholars and professionals who are interested in the interaction of education
and society typically participate in this field. This field also includes education policy
issues that arise from the social context of schools. The citations included in this
bibliography guide users to works that primarily pertain to the structure of schooling.
Certain citations have been included because of their significance to the discipline, in
particular, and their influence on the overall field of education, in general, the sociology of
education is the study of how public institutions and individual experiences affect
education and its outcomes. It is mostly concerned with the public schooling systems of
modern industrial societies, including the expansion of higher, further, adult, and
continuing education.
2. What is systematic sociology based on the ideas of Emile Durkheim?
Along with Marx and Weber, French sociologist Emile Durkheim is considered one
of the founders of sociology. One of Durkheim’s primary goals was to analyze how how
modern societies could maintain social integration after the traditional bonds of family
and church were replaced by modern economic relations.
MALINAO, SHARMAINE A. (MAED-EM)

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Durkheim believed that society exerted a powerful force on individuals. People’s
norms, beliefs, and values make up a collective consciousness, or a shared way of
understanding and behaving in the world. The collective consciousness binds individuals
together and creates social integration. For Durkheim, the collective consciousness was
crucial in explaining the existence of society: it produces society and holds it together. At
the same time, the collective consciousness is produced by individuals through their
actions and interactions. Society is a social product created by the actions of individuals
that then exerts a coercive social force back on those individuals. Through their collective
consciousness, Durkheim argued, human beings become aware of one another as social
beings, not just animals.
3. What are the functions of sociology?
It assists in the analysis and clarification of different types of relationships
within the society which produce such social institutions and associations through
which the behaviour of individuals are organized and controlled. It is the concern of
sociology to identify why certain undesirable behaviours manifested in human beings
and how such behaviour could be checked and reformed. For instance, within the
society there are social deviants who probably get initiated or apprehended into such
unacceptable behaviours due to ignorance and other varied reasons beyond the
victims’ explanation. It is within the interest of sociology to probe into the fundamental
causes of unacceptable behaviours through critical analysis of the matter to control
and correct such misdemeanor. For instance, there is a case of unwarranted hostility
and other related matter in an individual which he manifests while relating with
others, the need arises to analyze such behaviour for reconstruction and reformation.
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1. Sociology exposes members of the society to how authority and power are derived
within the society and why certain values, customs, beliefs and practices are up-held.
All human beings are fundamentally the same when it comes to taste of power or
occupation of priviledged positions. Every individual has propensity to cling into
power and authority due to the benefits accruable from it. A dictum goes thus “nobody
tastes honey and spit it away” Authority and powers are as sweet as honey. That
explains why human beings pursue them daringly to enjoy the values attached to
them.
2. Sociology also attempts to establish the links between the different sub-systems in
the society. It studies the relationship, between the political system and the economic
system or the relationship between the educational system and the political system or
the relationship between the legal system and religious system and so forth. A dictum
goes thus, when one finger touches oil it affects the others, there is inter-relatedness
among all the systems in the society and that is why there should be healthy
functionality and relationship to foster growth and development. Any dysfunction in
any system will invariably affect other systems.
3. Sociology intimates individuals with the changes within the society and the effects
of such changes on human existence. Through sociology, it is revealed that the society
is dynamic and transitory in nature. In sociology, individuals become aware that the
society is not static which calls for dynamism in thoughts and actions amongst the
people in order to be fully integrated from time to time. For instance, there is
computer revolution globally at present. Every individual within the global society is

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expected to be computer literate in order to function effectively and to be fully
integrated into the sub system within the society.
4. Sociology examines human background and various forms of orientation within the
society. Within the societal setting there are diversification of cultural background and
upbringing. The environment within which an individual is born and bred has
significant influence in the values, beliefs, traits and ideas which the person
internalizes, conceptualizes, demonstrates, manifests and exhibits. With the
understanding of sociology an individual is blessed with rebuff view about other
people’s background.This will assist in tolerating and accommodating others with
differences in cultural background and orientation.
4. Discuss the relationship between Education and Sociology?
Sociology and Education as two branches of knowledge, concerned essentially
with man and his life. The relationship between sociology and education has always
been a subject of debate. Education and sociology are mutually interrelated and
interdependent disciplines. Education and Sociology are intimately related. Education
is one of the major institutions of society. It is the creation of society itself. Educational
activities constitute a part of the social activities of man. In this way, ‘education’
appears as a branch of Sociology. Sociology of Education is a branch of the discipline of
sociology that is confronted with the problems of the relationship between society and
education.

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They are so closely intertwined and interconnected that their subject matter
and method of study are often overlapped to a great extent. All societies have their
own ways and means of meeting this need. Education as a process has come to stay as
an effective means of meeting this need. Education does not only transmit the past
cultural heritage; it is meant to help in the reconstruction of our modes of living. It may
help in developing new social patterns in the areas of health, leisure, vacation, and
family life. Reconstruction and adaptation are necessary but of scientific
developments, industrialization, and technological advancements, which are
disturbing the urban as well as the rural pattern of living. The relationship between
education and sociology can be cleared through the following points:
A. Sociology is the science of society and education in an implicit aspect of any social
system.
B. sociology studies the structure and functions of the social system, while education
is one of the important functions of any social system.
C. The prime concern of sociology is socialized individuals. Education is the means for
achieving the goals of sociology.
D. Education is the laboratory and workshop of sociology.
E. sociology attempts to ascertain the functions performed by the educational system
while education adopts the principles of sociology to improve its functioning.
F. In modern society, sociology generates the database which is consumed by the
educational system to realize the goal of social life.
G. sociology develops the law and principles which are adopted by the educational
system for its improvement.
H. Education preserves the social and cultural heritage which is owned by sociology.
I. Society is the prime factor in determining the educational patterns so that its
sociocultural needs may be satisfied and continue to grow.

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MANAGEMENT OF SOCIAL AND ECOONOMIC CHANGE
1. Define and elaborate the concept of change in the context of management.
 The Concept of Change
Change implies the creation of imbalances in the existing pattern of situation. It
requires people to learn to cope up with change by making necessary
adjustments. Organizations are also subject to change and so they are also
required to manage change to remain profitable and effective.
Organizational change denotes any alteration which occurs in the overall work
environment of an organization. It has the following characteristics:
a. Change results from the pressure of forces which are both outside and
inside the organization.
b. The whole organization tends to be affected by change in any part of it.
c. Change takes place in all parts of the organization, but at varying rates of
speed and degrees of significance.

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2. What are the external factors in that environment that cause for change?
Discuss each.
 Every organization possesses a different culture, but most of them face
challenges to implement and maintain a culture of quality. This is generally due
to various internal and external factors including improper process
management and environmental factors respectively.
The external factors like politics, competitors, economy, customers, and
weather are beyond your control but can make a huge impact on your
organization’s performance and success. On the other hand, internal factors like
processes, staff, culture, and financial situation can be controlled.
External factors are equally important for the stability and profitability of your
company. Though you cannot control such factors or changes in them, you can
establish a flexible environment to manage the unforeseen market challenges.
Such a proactive approach could mean a world of difference for your
organization’s productivity.
Political Factors: These include the government actions or approaches that
can influence the economy, which eventually will impact the way organizations
operate regardless of the industry they belong to. This includes political
stability, government policies, public investments, tax policies, local
infrastructure, and national as well as international trade agreements.

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Economic Factors: The economic conditions like changes in the ratio of
demand and supply may directly impact organizational effectiveness and
efficiency. The economic factors include inflation, changes in the exchange rate,
economic growth/decline, and changes in interest rates.
Market Factors: The ever-changing market environment that reflects customer
preferences. This may include competition, emerging trends, supply chain
relationships, population analytics, customer needs, and demographics.
Technological Factors: It includes the impact of technological advancements
and innovations evolving in the market. The most common examples here are
automation, new equipment, technology awareness, etc.
Environmental Factors: It majorly covers the environmental aspects that
impact the organization’s processes and customer demands. The examples here
could be the change in weather, CSR initiatives, and much more.
Compliance and Regulatory Factors: It includes the changes due to the
compliance standards and their latest revisions. Every external factor is
responsible to bring some change for the entire organization and all the
changes need to be managed effectively and efficiently to transform the
unfavorable conditions into improvement opportunities.

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3. What are the changes that you are experiencing right now? How do you manage
these changes?
 The COVID-19 pandemic has caused both unprecedented disruptions and
massive changes to education. However, as schools return, these changes may
disappear. Moreover, not all of the changes are necessarily the changes we want
in education. The impact of the COVID-19 pandemic on education is both
unprecedented and widespread in education history, impacting nearly every
student in the world. The unexpected arrival of the pandemic and subsequent
school closures saw massive effort to adapt and innovate by educators and
education systems around the world. These changes were made very quickly as
the prevailing circumstances demanded. Through television and radio, the
Internet, or traditional postal offices, schools shifted to teach students in very
different ways. Regardless of the outcomes, remote learning became the de
facto method of education provision for varying periods. Educators proactively
responded and showed great support for the shifts in lesson delivery.
However, the changes or innovations that occurred in the immediate days and
weeks Governments, education systems, and schools offered remote learning
and teaching without much preparation, planning, and in some cases, digital
experience. Traditional accountability examinations and many other high
stakes tests were cancelled. Education was given the room to rapidly adapt to
the prevailing circumstances.

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4. Based on the levels of change, contextualize your discussion the changes that are
taking place in your school whether in terms of teaching, classroom
management, teacher relations or behavior and stakeholders support.
 Teaching
As the world becomes increasingly interconnected, so do the risks we face. The
COVID-19 pandemic has not stopped at national borders. It has affected people
regardless of nationality, level of education, income or gender. But the same has
not been true for its consequences, which have hit the most vulnerable hardest.
Education is no exception. Students from privileged backgrounds, supported by
their parents and eager and able to learn, could find their way past closed
school doors to alternative learning opportunities. Those from disadvantaged
backgrounds often remained shut out when their schools shut down.
This crisis has exposed the many inadequacies and inequities in our education
systems – from access to the broadband and computers needed for online
education, and the supportive environments needed to focus on learning, up to
the misalignment between resources and needs. However, the challenges do not
end with the immediate crisis. In particular, spending on education may be
compromised in the coming years. As public funds are directed to health and
social welfare, long-term public spending on education is at risk despite short-
term stimulus packages in some countries. Private funding will also become
scarce as the economy weakens and unemployment rises.

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 Classroom management
A key lesson learned during the pandemic is the important role teachers play in
ensuring that learning continues. As schools reopen, a lot will depend on
teachers to ensure that children will be able to continue their education in a
safe and healthy environment; and make up for knowledge and skills that may
have been lost.
As a teacher, knowing the facts will not only protect yourself but also your
students. Be aware of fake information and dangerous myths about COVID-19
circulating that are feeding fear and stigma. Some of your students might be
returning to school from households where they heard false information about
COVID-19. You will need to educate them on the facts. Understanding COVID-
19, how it spreads and how we can protect ourselves and others is an
important first step in establishing classroom procedures and protocols.
Students need to understand what it is in order for them to follow the
rules. Listen to their concerns and ideas and answer their questions in an age-
appropriate manner. Discuss the different reactions they may experience and
explain that these are normal reactions to an abnormal situation.

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 Teacher relations and behavior
Despite the overwhelming consequences of the pandemic, this global crisis has
also been an extraordinary time for learning. We are learning how adaptable
and resilient educational systems, policy makers, teachers, students and
families can be.
Two crucial factors have shifted due to the pandemic. First, pedagogical
adaptations have proven to be pivotal as the traditional lecturing in-person
models do not translate to a remote learning environment. No matter the type
of channel used (radio, TV, mobile, online platforms, etc.) teachers need to
adapt their practices and be creative to keep students engaged as every
household has become a classroom - more often than not - without an
environment that supports learning. Some countries are supporting teachers
with this.
Second, the pandemic has recalibrated how teachers divide their time between
teaching, engaging with students, and administrative tasks. The pandemic has
highlighted the need for flexibility and more time for student-teacher
interactions. ‘

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STRATEGIC PLANNING AND MANAGEMENT
1. Define the following terms:
 Planning
 The act or process of developing or carrying out plans, goals, policies, and
procedures is known as planning. Planning in education refers to the
development, identification, and implementation of methods aimed at
meeting the educational requirements and goals of students in society
efficiently and effectively. In addition, this process aids the teachers to
analyze, deliberate, and examine the instructional objectives, activities
materials and evaluation to be integrated for a particular lesson.
 Management
 Management is the process of planning, organizing, directing, leading, and
implementing educational activities. This includes the teachers' overall
responsibilities and roles. The goal of educational administration is to
create and maintain an atmosphere inside educational institutions that
encourages, supports, and sustains successful teaching and learning. This
can be achieved though effective management.
 Strategic Planning
 Strategic planning is the process of establishing goals, missions, or visions
in order to attain broad goals. This also includes how objectives can be
met by maximizing the utilization of available resources. Strategic
planning is critical in education since it is frequently utilized to examine

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educational needs, implement development, solve problems, and evaluate
the school's future potential. Strategic planning also necessitates a high
level of management as well as a high level of risk. and it has three stages:
sector analysis, policy design and action planning.
 Strategic Management
 Strategic management is a multi-stage process that comprises long-term
strategies, goals, and objectives for educational advancement. Analysis,
assessment, planning, operationalization, implementation, monitoring and
review, evaluation, and feedback are the stages of strategic management.
This process usually startes at the analysis stage and continues in a cycle.
 SWOT Analysis
 The SWOT analysis is a study conducted by an entity to identify or analyze
an organization's strengths, weaknesses, opportunities, and threats. Its
primary goal is to raise awareness of the factors present and use the
information gathered to develop strategies and make decisions. SWOT
analyses are commonly performed by organizations, business entities, and
companies.
 Tactical Planning
 Tactical planning refers to the specific actions and processes undertaken
to achieve a strategic plan. It includes the broad strokes of actions to
achieve short-term objectives, as well as the specific actions and plans to
be carried out by the entity.

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 Action Planning
 The creation of the steps and actions that must be taken to achieve a
specific goal is known as action planning. This is the third stage of
strategic planning, as well as the process of preparing for strategic plan
implementation. The plans developed during this process are recorded in
an action plan document. The action plan communicates all of the details
required to carry out an action. The resources/materials, objectives, and
timeline are some examples of elements included in an action.
5. Identify the training needs of your teachers based on the following:
 Instruction/Strategy
 Trainings focusing on the enhanced and up to date strategies to make each
student a globally competitive learner.
 Assessment
 The Professional Development Program on Assessment and Emerging
Literacies would be of great help to enhance the assessment strategies of
the teacher.
 Classroom Management
 Trainings focusing on the 21st century strategies on how to manage a
classroom efficiently and effectively.
 Personality
 Mental health awareness trainings would be of great help to help the
teachers cope up with the challenging situations and problems in school.
Team buildings will also be helpful.

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 Communication Skills
 Trainings focusing on the English and Tagalog skills in order to deliver
lessons fluently and comprehensively in those subject areas.
6. What are the weaknesses of your school in terms of:
 Classrooms
 First problem in our school is the lack of school buildings. aside from it,
each classroom also lack some necessary equipment and materials for
instruction and learning. There is a scarcity of books, smart TVs, trash
cans, and other amenities.
 Library
 There is still no established library in the school. This greatly need
immediate concern and action. The library helps the students to obtain
authentic information published in books and is essential for their studies.
 Laboratory
 The school has no laboratories in any of the applied subjects such as
Science, TLE, & MAPEH. This greatly affect the teaching of each teacher
and the learnings of the students.
 Playground/Garden
 The plaza in our school is large however it lacks facilities such as school
sport area (where students can play). It has a “Gulayan sa Paaralan” and
Herbal Garden however there is no proper care given to it thus most of the
times it is neglected.

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 Security/Safety
 There is no bodyguard in our school however we have utilities that help in
the security and safety of the school and a watchman is also present every
night.
 Human Relations
 The school has a good relationship with its stakeholders, its teachers
harmoniously interact, and the students can still be controlled in terms of
attitudes.
 School-Community Relations
 The school also has a good relationship with its community. They offer
help whenever the school need to. The community is active in all the
activities prepared by the school.
7. Do a SWOT Analysis with your school in mind.

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QUANTITATIVE TECHNIQUES IN DECISION MAKING
1. Choose a quantitative technique in making decision. Explain comprehensively by
giving situations.
 Decision-making needs to be accurate and rational to be effective. It becomes a
challenging exercise especially when decisions are complex and have
implications on major stakeholders. Success of an organization depends on
corrective decision-making. Right decisions may bring success, whereas a
wrong decision may ruin an organization. For the purpose of carrying out
decision-making procedure, a wide variety of decision-making techniques are
adopted. This can be divided into two broad categories- the quantitative and
the qualitative techniques. Qualitative techniques include intuitive approach to
decision making which is qualitative in nature. While, Quantitative techniques
include MIS, DSS, decision-tree and the Delphi method.
 Intuition is an individual’s innate belief about something without conscious
consideration. It is making a choice without the use of conscious thought or
logical inference. For example, when managers make decisions solely on
hunches and intuition, they are practicing management as though it were
wholly an art based only on feelings. The intuitive approach refers to the
approach used when managers make decisions based largely on hunches and
intuitions. It is important for a manager to develop his intuitive skills because
they are as important as rational analysis in many decisions.

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2. When making a decision, why is it important to have an alternate solution?
 Decision making is the process of making choices by identifying a decision,
gathering information, and assessing alternative resolutions. Using a step-by-
step decision-making process can help you make more deliberate, thoughtful
decisions by organizing relevant information and defining alternatives. In
addition, decision-making in psychology is regarded as the cognitive process
resulting in the selection of a belief or a course of action among several possible
alternative options. It could be either rational or irrational. Decision making lies
in the way it helps you in choosing between various options. Before making a
decision, there is a need to gather all available information and to weigh its pros
and cons. It is crucial to focus on steps that can help in taking the right
decisions. A range of creative policy or management alternatives designed to
address the objectives is developed. Alternatives should reflect substantially
different approaches to the problem or different priorities across objectives and
should present decision makers with real options and choices. It is important
that we generate as many alternatives as possible. This will allow us to choose
the most effective solution to the problem. To generate alternative solutions,
you must look at the problem in different ways.

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SOCIAL MARKETING
1. What is social marketing?
Social marketing is marketing designed to create social change, not to directly benefit a
brand. Using traditional marketing techniques, it raises awareness of a given problem or
cause, and aims to convince an audience to change their behaviors.
So, instead of selling a product, social marketing “sells” a behavior or lifestyle that benefits
society, in order to create the desired change. This benefit to the public good is always the
primary focus. And instead of showing how a product is better than competing products,
social marketing “competes” against undesirable thoughts, behaviors, or actions
Social marketing is commonly used for causes like: health and safety (anti-smoking, anti-
drug, promoting exercise and healthy eating); environmental causes (anti-deforestation, anti-
littering, endangered species awareness); and social activism (anti-bullying, finding gender
stereotypes, illuminating struggles that people of color, people with disabilities, etc. face, then
inspiring people to fight against mechanisms that create inequality).
Social marketing is a technique of building a business using various social media
networks. For instance, videos and blogs that gives exposure to your company.

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2. What are the aspects of social marketing?
 PARTICIPATION
Social marketing encourages contributions and feedback from everyone. It
includes delivery of ideas at the time of online conversation. It tries to
bridge the gap between companies and audience. With all the new
channel of social media, people are enjoying this process of
participation.
 OPENNESS
Social marketing success requires honesty, transparency and authenticity.
You should maintain a trust-worthy relationships with your customer.
One fake or negative comment can destroy your online reputation.
 BUILD RELATIONSHIPS
Social marketing is a two-way communication channel. It requires
participation from both companies and customers. As a business owner,
it is important to make good connections with your target audience.
Online conversations through various social media tools happen in real
time with real people. You get a chance to interact with your target
audience and you can answer to their queries.

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 RELIABILITY
To make profile reliable, you need to consistently show your online
presence. Effective social media marketer visits their targeted sites
regularly. They also get involved with new users and promote their
products. They talk to their target audience on a regular basis.
 BUILD COMMUNITIES
Social marketing sites allow you to build communities quickly, this helps
you communicate more effectively. Communities share common
interests, such as a love of photography, a political issue or a favorite TV
show. These communities help you to know about your target audience.
You can also support other communities which you think are good for
your business.
 CUSTOMER SERVICE
It is very essential to take care of your customers. Social media networks are
all about helping each other. It is about providing value to your
customers, not just promotions.
 AVOID SPAMMING
Don’t give importance only to promoting your links. Also share insightful
content about your company. Do not send the same message to your
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community again and again, it works as a spam and it may irritate your
customers.
3. What is social media marketing in Education?
Social media marketing in education is a component of every type of
communication like email, social networks, microblogging, text messaging, webinars,
document sharing, video and music sharing and many others.
Social media is not going away: teaching and learning are becoming more
personalized and more technology-driven; the pace of information and innovation are
accelerating.
Creating and managing an effective strategy for building community and
engaging with customers takes some time, research, and planning – but it is well worth
the effort. You can often repurpose existing content like case studies, white papers, e-
newsletter articles, lesson plans and webinars to deploy via your social channels.
Educators are going online to participate in communities that help them find
information and resources, provide professional development, and give them a place
to support each other in coping with the changes and challenges in education.
4. What are the objectives of social media marketing?
The goal of social marketing is always to change or maintain how people
behave – not what they think or how aware they are about an issue. If your goal is only
to increase awareness or knowledge, or change attitudes, you are not doing social
marketing.

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Create and curate content. To stay afloat as a social media marketer, you need
to invest time in content creation and curation. Know your audience well. Be ready to
do content marketing day in and day out. This means knowing when to show off your
own content and when to highlight someone else’s—perhaps praising your own
product, service, or content, too.
Drive traffic. Since social media users interact with major social media sites so
often, using these platforms to direct traffic to your own site can really help boost your
overall engagement and sales of new products.
Encourage lead generation. Potential customers are also potential social media
followers. Tailor your social strategy and marketing efforts toward creating social
media content people love to share with their friends and family. If their loved ones
give you a follow, you’ve just earned the ability to market to them directly, too—
without any buffer—for the foreseeable future.
Increase brand awareness. Your social media presence is where you have a
real-time opportunity to define your brand hour by hour, minute by minute, even
second by second. Each social media post you put up does more to help acquaint
people with your brand’s unique personality.

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5. What are the advantages and disadvantages of social media in education?
Pros of using social media in education
1. Educational Tool
Today’s learners are confident in social networking technologies. Teachers can
take benefit of this understanding to improve students’ learning. Using social
media websites, educators can create meaningful dialogue, foster collaboration,
exchange ideas and boost student interaction.
2. Increase student collaboration
Social media provide a platform for learners to simply interact one another
about school assignment and projects. Social media is an operative method to
upsurge students’ engagement in the learning process and improve their
communication skills. Children who hesitate to raise their hand in class may
feel more comfortable expressing themselves online platforms like Facebook,
YouTube or Twitter.
3. Encourage student partnership
Students who cannot attend class regularly may able to express their opinions
using social media. Even if this cannot entirely swap class participation but it
can support to increase students’ assurance and inspire them to find their voice.

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4. Homework Help
When learners have doubts about an assignment or project they can simply
post a message requesting if anyone can help. They are also able to write exact
queries to the teacher that other students also can see. This enables the entire
class to have access to the response from the instructor.
5. Preparing students for future
When students will enter the workplace, it will very important to use a social
network and find employment. Through LinkedIn, students can start a
professional web presence, research a company and link with other job seekers
and employers. Students should keep an eye on professional organizations on
Twitter and Facebook to stay updated on new prospects and significant changes
in their field.
Cons of using social media in education
1. It can be an interruption
It is the biggest disadvantage of using social media in the classroom that it can
distract students from the study. Social media platforms like Facebook can turn
away students’ attention from what is happening in the class and it affects the
learning process.

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2. Cyberbullying
At one side, social media offer a great way for students and teachers to connect,
on the other side; they can be a weapon of malevolent behavior. Social media
makes it easier for students to abuse or bully their peers or even their teachers.
3. Posting Unsuitable Content on Social Media
This is one of the major reasons social media is not permitted in schools
because it is very challenging to keep eye on students how they use social
media. A student can post inapt content which would be distracting and
harmful to students.
4. Lack of head-on Communication
Some educators are worried that although real-time online stream creates a
safe platform for learners to express themselves yet, students are missing
valuable lessons in real-life skills. For personal relationships and social life,
students need to be required to be efficiently expressing them and join with
others.
These are some advantages and disadvantages of using social media in the
education sector, so the question is should social media allow in education?
There are some negative impacts of using social media but still, social media
can be used for educational purposes. So, it is suggested that do your research
and make a plan before allowing social media to your students in the classroom.
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FOUNDATIONS OF EDUCATION
1. Discuss the ideas of the following philosophies in the context of education
of the society:
A. Immanuel Kant – the central figure in modern philosophy. He synthesized
early modern rationalism and empiricism, set the terms for much of nineteenth
and twentieth century philosophy, and continues to exercise a significant
influence today in metaphysics, epistemology, ethics, political philosophy,
aesthetics, and other fields. The fundamental idea of Kant’s “critical philosophy”
– especially in his three Critiques: the Critique of Pure Reason (1781, 1787), the
Critique of Practical Reason (1788), and the Critique of the Power of Judgment
(1790) – is human autonomy. He argues that the human understanding is the
source of the general laws of nature that structure all our experience; and that
human reason gives itself the moral law, which is our basis for belief in God,
freedom, and immortality. Therefore, scientific knowledge, morality, and
religious belief are mutually consistent and secure because they all rest on the
same foundation of human autonomy, which is also the final end of nature
according to the teleological worldview of reflecting judgment that Kant
introduces to unify the theoretical and practical parts of his philosophical
system.

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B. Ludwig Wittgenstein - Considered by some to be the greatest philosopher of
the 20th century, Ludwig Wittgenstein played a central, if controversial, role in
20th-century analytic philosophy. He continues to influence current
philosophical thought in topics as diverse as logic and language, perception and
intention, ethics and religion, aesthetics and culture. Originally, there were two
commonly recognized stages of Wittgenstein’s thought—the early and the later
—both of which were taken to be pivotal in their respective periods. In more
recent scholarship, this division has been questioned: some interpreters have
claimed a unity between all stages of his thought, while others talk of a more
nuanced division, adding stages such as the middle Wittgenstein and the third
Wittgenstein. Still, it is commonly acknowledged that the early Wittgenstein is
epitomized in his Tractatus Logico-Philosophicus. By showing the application of
modern logic to metaphysics, via language, he provided new insights into the
relations between world, thought and language and thereby into the nature of
philosophy. It is the later Wittgenstein, mostly recognized in the Philosophical
Investigations, who took the more revolutionary step in critiquing all of
traditional philosophy including its climax in his own early work. The nature of
his new philosophy is heralded as anti-systematic through and through, yet still
conducive to genuine philosophical understanding of traditional problems.

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C. Friedrich - Johann Friedrich Herbart, (born May 4, 1776, Oldenburg—died
Aug. 14, 1841, Gö ttingen, Hanover), German philosopher and educator, who led
the renewed 19th- century interest in Realism and is considered among the
founders of modern scientific pedagogy. His theory of education—known as
Herbartianism—was set out principally in two works, Pestalozzis Idee eines A B
C der Anschauung (1802; “Pestalozzi’s Idea of an A B C of Sense Perception”)
and Allgemeine Pä dagogik (1806; “Universal Pedagogy”), which advocated five
formal steps in teaching: (1) preparation, a process of relating new material to
be learned to relevant past ideas or memories in order to give the pupil a vital
interest in the topic under consideration; (2) presentation, presenting new
material by means of concrete objects or actual experience; (3) association,
thorough assimilation of the new idea through comparison with former ideas
and consideration of their similarities and procedure especially important to
the instruction of adolescents and designed to develop the mind beyond the
level of perception and the concrete; and (5) application, using acquired
knowledge not in a purely utilitarian way, but so that every learned idea
becomes a part of the functional mind and an aid to a clear, vital interpretation
of life. This step is presumed possible only if the student immediately applies
the new idea, making it his own.

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D. Nietzsche - For Nietzsche, in his example of Schopenhauer, achieving a true
education is an enterprise fraught with “three dangers”—those of isolation, of
crippling doubt, and of the pain of confronting one’s limitations. These dangers
“threaten us all,” but most people, Nietzsche thinks, lack the fortitude and vigor
to truly brave and conquer them. Those who acquire Bildung, or culture, those
who realize their “true selves,” he concludes “must prove by their own deed
that the love of truth has itself awe and power,” though “the dignity of
philosophy is trodden in the mire,” and one will likely receive little respite,
recompense, or recognition for their labors.
E. Karl Marx - Karl Marx made it clear that “life is not determined by
consciousness, but consciousness by life” and what he meant by life was actual
living everyday material activity. Human thought or consciousness was rooted
in human activity not the other way round as a number of philosophers felt at
the time. What this meant was the way we went about our business, the way we
were organized in our daily life was reflected in the way we thought about
things and the sort of world we created. The institutions we built, the
philosophies we adhered to, the prevailing ideas of the time, the culture of
society, were all determined to some extent or another by the economic
structure of society. This did not Differences in order to implant the new idea
in the mind; (4) generalization, a mean that they were totally determined but
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were quite clearly a spin-off from the economic base of society. The political
system, the legal system, the family, the press, the education system were all
rooted, in the final analysis, to the class nature of society, which in turn was a
reflection of the economic base. Marx maintained that the economic base or
infrastructure generated or had built upon it a superstructure that kept it
functioning. The education system, as part of the superstructure, therefore, was
a reflection of the economic base and served to reproduce it. This did not mean
that education and teaching was a sinister plot by the ruling class to ensure that
it kept its privileges and its domination over the rest of the population. There
were no conspirators hatching devious schemes. It simply meant that the
institutions of society, like education, were reflections of the world created by
human activity and that ideas arose from and reflected the material conditions
and circumstances in which they were generated.
F. Bertrand Russell - Bertrand Russell (1872-1970), famous for his philosophy
of mathematics and knowledge, is also renowned for his moral and political
philosophy, of which his philosophy of education is a central piece. On
education, especially in early childhood (1926), which deals with the education
of the young child and champions, with schooling, a renovated school
instruction, and Education and the social order (1932), which is a broader
political reflection on what “education in a modern society” (which is both
industrial and democratic) should be. He examined the moral and political
philosophy at the root of philosophy of education, his conception of the
relations between freedom and authority in education, and more broadly, of

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the relations between education and society.
2. Given the current issues in education particularly on quality and relevance,
discuss the sociological impact of education in terms of student discipline,
communication, skills and other essential skills needed in the real world.
One very current issue in education that impacts its quality and relevance is the
“No child left behind” which is not being used according to what it really meant to.
Instead of doing its main cause, it becomes something that has a negative impact.
No Child Left Behind Act of 2001 The No Child Left Behind Act authorizes
several federal education programs that are administered by the states. The law is a
reauthorization of the Elementary and Secondary Education Act. Under the 2002
law, states are required to test students in reading and math in grades 3–8 and once
in high school. All students are expected to meet or exceed state standards in reading
and math by 2014. The major focus of No Child Left Behind is to close student
achievement gaps by providing all children with a fair, equal, and significant
opportunity to obtain a high-quality education.
3. Why might the study of psychology be particularly important to
educators? Provide specific examples.
The study of psychology is important to educators because it enables us to
understand the reasons behind why a student behave. With it, we can predict as to
their level of learning capacity.

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The importance of Educational Psychology for Teachers is that Teacher is like
a philosopher who guides his student. He is responsible to be aware about the
growth and development of the students. It is educational psychology which enables
the teacher to use various techniques. The importance of educational psychology
and teachers has the following points: Educational Psychology helps teacher to
know that how learning takes place. It enables a teacher that how learning process
should be initiated, how to motivate, how to memorize or learn. It helps teachers to
guide the students in right direction in order to canalized student’s abilities in right
direction. It informs a teacher, about the nature of the learners and his potentialities.
It helps a teacher to develop a student personality because the whole educational
process is for student’s personality development. It helps a teacher to adjust his
methodologies of learning to the nature / demand of the learner. It enables a teacher
to know the problems of individual differences and treat every student on his / her
merit. It helps a teacher how to solve the learning problems of a student and how to
evaluate a students whether the purpose of teaching & learning has been achieved.

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3. Do you learn better deductively or inductively? Why do you think?
For me, I learn more inductively in the sense that it enables me to find for my
own learning instead of just accepting learning from someone. With inductive
learning, I can explore the world of knowledge, make some trial and error, make
experiments. With it, learning, learning become more meaningful and exciting.
In addition, inductive Learning is a powerful strategy for helping students
deepen their understanding of content and develop their inference and evidence-
gathering skills. In an Inductive Learning lesson, students examine, group, and label
specific "bits" of information to find patterns. For example, if given 20 specific
weather-related terms (e.g., rain, sleet, snow, hygrometer, rain gauge, thermometer,
humid, dry, windy, cold), students might group the terms into an initial set of
categories labeled precipitation, weather instruments, and how weather feels.
Inductive Learning does not stop at categorization, however; it also asks students to
use their labeled groups to develop a set of working hypotheses about the content to
come. Then, during the learning, students collect evidence to verify or refine each of
their hypotheses.

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Three Reasons for Using Inductive Learning to Address the Common Core
1. Inference. Marzano (2010) identifies inference as a foundational process that
underlies higher-order thinking and 21st century skills. Perhaps this is the reason
why the Common Core's very first Reading Anchor Standard (R.CCR.1) requires
students to "make logical inferences." The Inductive Learning strategy shines a
direct light on inference making by emphasizing the sub-processes that go into it:
examining information closely, looking for hidden relationships, generating tentative
hypotheses, and drawing conclusions that are not explicitly stated.
2. Evidence. Few themes get more attention in the Common Core than evidence.
The English Language Arts standards' description of college and career readiness as
well as Standard for Mathematical Practice 3, Reading Anchor Standard 1, Writing
Anchor Standards 1 and 9, and numerous additional grade-specific standards all
require students to support their thinking with high-quality evidence. In an Inductive
Learning lesson, the search for evidence fuels the learning process, as students must
actively seek out information to support their hypotheses. They must also collect and
consider evidence that runs counter to their hypotheses, a practice that leads to
stronger, more refined hypotheses.
3. Academic vocabulary. Because most Inductive Learning lessons are built around
words and terms, the strategy is a great way to introduce "academic and domain-
specific words and phrases" (L.CCR.6) to students. But Inductive Learning does more
than simply introduce new vocabulary terms: it forces students to search for key
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attributes and relationships among the words, a skill emphasized in Language
Anchor Standard 5. Students use the relationships they discover to help them
organize all of the terms into a schema that suggests the larger structure of the
content.
4. Inductive learning takes the traditional sequence of a lesson and reverses things.
Instead of saying, “Here is the knowledge; now go practice it,” inductive learning
says, “Here are some objects, some data, some artifacts, some experiences…what
knowledge can we gain from them?” A number of instructional approaches, including
discovery learning, inquiry-based learning, and problem-based learning, could be
considered inductive, and all of them are well- supported by research.
5. Which general or world view philosophy best fits with your own views of
reality? Why
For me, the general or world view philosophy that best fit with my own views of
reality is realism itself. It is in the sense that as I am in the field of teaching, I don’t
just have to consider what I envision education but I must consider the reality, the
real set-up that I personally can experience for me to cope up and give the best to my
students.
Realism is the doctrine that is associated with the study of the world we live
in. It is a philosophy away from the world of ideas or spiritual things. In Realism the
word ‘real’ denotes actual or the existing. It indicates those things or events which
exist in the world in its own right. It opposes the thing or event which is imaginary or
fictitious. It holds the view that knowledge acquired through senses is true and what
we observe and perceive through our own senses is real and the true entity of the
world. It says that physical world is objective and factual whereas personal feelings
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and desires are subjective and secondary. That is why this philosophy is also known
as objectivism. Aristotle is generally regarded as the father of Realism. John Locke,
Erasmas, Rabelias, Comenius, Bertrand Russell, Francis Bacon, Milton are the chief
protagonists of Realism.
Realism explains the aims of education in different perspectives. It should be
a preparation for a Happy and Successful Life, Preparation for Practical Life, Training
of Senses, Developing Physical and Mental Powers, Developing Vocational Efficiency.
Realism recommends the designing of curriculum for realistic education which
enables learners to solve different problems of life and to lead a happy and successful
life.
6. Compare and contrast behaviorism from constructivism. Discuss
these two theories in the context of instruction, assessment, curriculum and
classroom management.
Behaviourism is a philosophy based on the proposition that all things
which organisms do — including acting, thinking and feeling—can and should be
regarded as behaviors. In education, behaviourist approaches emphasise changing
behaviour throughrewarding correct performance. While the constructivist
psychologies theorize about and investigate how human beings create systems for
meaningfully understanding their worlds and experiences. In education,
constructivist approaches emphasise active engagement of learners with
thconceptual content through staregies such as talking (not just listening), writing
(not just reading), interaction, problem-solving and other 'active' approaches.

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THEORIES AND PRACTICE OF CHRISTIAN EDUCATION
1. Discuss comprehensively the purpose of Christian Education.
School is an important part of our society. For many, the purpose of
education is to simply prepare a person for a career. The focus is on self and
individual success. Often success is defined by worldly standards and not
according to Scripture. Christian parents should ask a very important
question, “What is the purpose of education according to God?” The purpose
of education is to know that we were created for Jesus Christ (Col. 1:16) and
in knowing this, that we would come to love the Lord our God with all our
heart, soul and mind and love our neighbor as ourself (Deut 6:4-7, Matthew
22:37-38). Any school that denies God, teaches things contrary to the truth
of Scripture, or diminishes His importance misses the very purpose of
education and presents a faulty and destructive worldview. Paul, addressing
the church at Colossae, wrote that his desire for them would be that they
“would be filled with the knowledge of His will in all wisdom and spiritual
understanding; that you may walk worthy of the Lord, fully pleasing Him,
being fruitful in every good work and increasing in the knowledge of God”
(Col. 1:9-14 full context). The end of education is not mere knowledge or a
good-paying job. It is that we would be filled with wisdom in making right
choices, thus walking worthy of the Lord and being fruitful in every good
work in serving others.
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2. What are the major trends of the Philosophy of Christian Education.
The shifts in Christian education, which began in the fifth century,
lasted until the beginning of the sixteenth century. Factors that contributed
to the languishing of Christian education in the sixteenth century era: the
clergy began to dominate more and more, while the responsibility and
influence of individual laity diminished. The union of states and church
tended to eliminate high moral stands, since it erased any important
differences between believers and unbelievers. The “institutional” church
continued to exist and even to “christianize” the barbaric tribes, but
Christian education suffered enormously. It was during this period in
Europe that men like Charles the great Frank Law, and later, Alfred of
England attempted educational reforms. Due to a religious diversion from
Biblical theology, a sort of popular theology developed that combined
Christian doctrines and superstition. In the 11th Century, scholasticism,
developed. The basic scholastic thought in the use of reason to determine
the truth of the scriptures, and ultimately to give a rational content of faith,
it formal beginnings are identified with St. Anselm, who tried to prove the
existence of God by purely rational means. Abelard stressed the rational
approach in considering the topical question of the 12th century, the
question of universals. The early church fathers notably; Augustine,
incorporated Plato’s doctrines and Neo-platonic thought into Christian
theology. The 13th century was marked out with the works of Aristotle.
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Thomas Aquinas is regarded as the greatest achievement of the scholastic
age and the ultimate triumph of the effort to “christianize Aristotle.” Too
much emphasis in reason brought a shipwreck in Christian education.
The Renaissance, beginning in the latter part of 13th century
developed the concept of natural science which brought on the decline of
scholastic metaphysics; although it approach continued to be followed in
politics and laws yet in 1879 when Pope Leo XIII proclaimed the system of
Aquinas to be the official catholic philosophy. Renaissance laid the
foundation for humanistic tradition in education. It exalted the individual,
and recovered the ancient languages and the classical literature of Greece
and Rome. It was a secular movement in the main stressing the delights of
living, the ideal of liberty and among those who found Christian morality too
binding a freedom from moral restains.4 In early 19th century faith in
scripture as an authoritative sense, revelation of God was discredited
according to Louise Berkhof, human insight became the standard of
religious “thought”. Men ceased to recognize the knowledge of God as
something that was given in scriptures.
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3. Discuss comprehensively these lines:
3.1 “Philosophy is the governor of our thoughts and actions.”
Philosophy gets to the heart of who we are, what we believe and why
we believe it. It is closely allied with “world view.” Our philosophy of life is
affected by our world view and at the same time affects it. There are many
philosophies in the world today. Most are insidious in the way they captivate
the mind and produce outcomes that would otherwise be shunned.
Scripture clearly warns believers to beware of “vain philosophies” that are
patterned after the rudiments of the world rather than of Christ. A Christian
philosophy of life is also termed a biblical world view.
3.2 “A philosophy of education is a Philosophy of government.”
It determines the character and the skill of the rising generation.
Whether a Christian civilization will endure depends largely on the
philosophy of education that prepares those who will lead. The importance
of building a Christian philosophy of education cannot be overstated for
parents, teachers, and students alike. From the earliest years, parents and
teachers begin to train the philosophy of life that a child will take into
adulthood. Often, a person’s actions expose an underlying philosophy more
readily than his discourse.
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4. How is the curriculum for Christian education be developed and
implemented?
The curriculum is the course of study embarked upon by a student. A
curriculum has an underlying philosophy, which is exposed by the subjects
studied, and the facts or concepts to be mastered. The goal of any
curriculum should be to discover truth. A Christian curriculum searches all
things for the knowledge and wisdom of God. “Great are the works of the
Lord; they are studied by all who delight in them.” • A curriculum should be
lively and appropriate to the needs of the learner, as well as to the needs of
the community as a whole.
• Care should be taken to develop a Christian curriculum based upon the
research and reasoning of the teacher who has mastered the subject from a
biblical perspective
. • A curriculum must be academically sound and based upon truth, not on
prejudiced or biased points of view.
• The scope of the curriculum is the breadth and depth of the content to be
studied. The scope should always be age/ability-appropriate, while
providing the challenge needed to stretch the able mind.
• The sequence of the curriculum should build from rudimentary
knowledge and understanding to more advanced concepts and applications
in a logical progression. Prerequisite skills and concepts must be in place
before introducing new material.
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5. What are the distinctions of Christian Education based on:
5.1 Methodology
A Christian philosophy of education that is not evidenced in both a
Christian curriculum and a Christian method of teaching will fall short of its
objective to build a biblical world view into the learner. Ones’ view of God,
humanity, the heart and mind, and the child has everything to do with how
one practices the art and science of teaching. Teachers can negate the effect
of a Christian philosophy and curriculum by following secular humanistic
practices in the classroom that are steeped in behaviorism and the theory of
evolution. • Teaching is a relationship first and foremost. The teacher-pupil
relationship is based in Christian love and is crowned with mutual respect.
“But the goal of our instruction is love from a pure heart and a good
conscience and a sincere faith.” I Timothy 1:5 • The teacher is seen as a
living curriculum before her students. “A pupil is not above his teacher; but
everyone, after he has been fully trained, will be like his teacher.” Like 5:40 •
Discipline and order play major roles in the efficiency and effectiveness of
the teaching-learning cycle. • Teachers must stay current with teaching-
learning theories while maintaining a biblical filter through which to qualify
them. “All truth is God’s truth.” • The Christian Idea of the Child recognizes
the inherent value of each individual as well as his uniqueness. Teachers
recognize these personality and learning style differences and adapt their
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teaching methods so that every student has the opportunity to grow to his
full potential.
5.2 Principles
Nearly four centuries ago, a group of Pilgrims landed on the shores of
North America “for the glory of God and advancement of the Christian faith.”
It was through their highly developed sense of Christian character and their
commitment to excellence in every area of life that the foundation of a civil
government based upon biblical principles was laid. During the two hundred
years that followed, a republic was formed that grew into the greatest nation
the world has ever known. Primary among reasons for this success was the
prevailing method of education at the time:
The Principle Approach. The success of this Christian classical
method can be seen in the fact that by the time of the Declaration of
Independence, the literacy rate ranged from 70% to virtually 100% across a
large segment of the population - something the world had never seen
before. If this nation, or any other nation, desires to continue to grow and
prosper, much will depend on the character of its people and the values they
hold dear and on how well both are passed on to succeeding generations.
The Principle Approach is a modern appellation for the American colonial
model of education. It is a systematic, Christian approach to education that
builds upon a classical curriculum and is thoroughly biblical in its
philosophy and application.
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EDUCATIONAL LEGISLATION
1. Discuss the main features of the following Laws. Cite instances when
these laws or a provision thereof have helped teachers and school
heads in their classroom management and school management.
1.1. Republic Act No. 10533 “Enhanced Basic Education Act of
2013”
This law provides for at least one year of preschool and 12 years
basic education (six years of elementary; four years of junior-high
school; and two years of senior-high school). The K to 12 Basic
Education program aims to provide “sufficient time for mastery of
concepts and skills, develop lifelong learners,” and prepare graduates
for tertiary education, middle-level skills development, employment
and entrepreneurship.
1.2. Batas Pambansa 232 An Act Providing for the Establishment
and Maintenance of an Integrated System of Education
Batas Pambansa Blg. 232, or better known as the Education
Act of 1982 provides the latest and more specific provision on rights,
duties and parents relation to education. ... This was an act providing
for the establishment and maintenance of an integrated system of
education.
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1.3. Republic Act No. 7722 Higher Education Act of 1994
Republic Act 7722- an act creating the commission on higher
education, appropriating funds therefore and for other purposes.
This law separates colleges and universities from the department
of education providing its own independence, having the right to
practice academic freedom and exercise such policies granted for its
benefits.
1.4. Republic Act No. 7796 otherwise known as the "Technical
Education and Skills Development Act of 1994
Republic Act No. 7796 otherwise known as the "Technical
Education and Skills Development Act of 1994", which was signed
into law by President Fidel V. Hence, a major thrust of TESDA is the
formulation of a comprehensive development plan for middle-level
manpower based on the National Technical Education and Skills
Development Plan.
1.5. Republic Act 7836 Philippines Professionalization Act of
1994 Code of Ethics for Professional Teachers in the Philippines
RepublicAct (R.A.) 7836 (The Philippine Teachers Professionalization
Act of 1994) mandates the conduct of the Licensure Examination
for Teachers (LET). It was enacted in recognition of the ''role
of teachers in nation-building and development through a responsible
and literate citizenry.
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2. Propose specific policies and guidelines regarding the following
common misbehaviors of students in school.
2.1 Tardiness and absenteeism
We understand how hectic it can be getting out the door in the
morning; however, it is important for all students to be in school and on
time every day. Instruction in the classroom begins at 8:05 a.m. All
students should line up in their student lines on the playground by 7:55
a.m. The second bell rings at 8:00 am and each class proceeds to the room.
If you bring your child to school after 8:10 a.m., he or she is tardy and must
enter through the front office to be admitted into class. Tardiness is not a
trait we want our students to develop, and entering a classroom habitually
late is impolite, interrupts the morning routine, and deprives all students of
valuable class time. Students should have no more than 7 absences a
year. Our attendance and tardiness policy will be enforced.
2.2 Bullying
Teachers should discuss this policy with their students in age-
appropriate ways and should assure them that they need not endure any
form of bullying. Students who bully are in violation of this policy and are
subject to disciplinary action up to and including expulsion.
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Each school will adopt a Student Code of Conduct to be followed by
every student while on school grounds, or when traveling to and from school
or a school-sponsored activity, and during lunch period, whether on or off
campus. The Student Code of Conduct includes, but is not limited to:
 Any student who engages in bullying may be subject to disciplinary
action up to and including expulsion.
 Students are expected to immediately report incidents of bullying to
the principal or designee.
 Students can rely on staff to promptly investigate each complaint of
bullying in a thorough and confidential manner.
 If the complainant student or the parent of the student feels that
appropriate resolution of the investigation or complaint has not been
reached, the student or the parent of the student should contact the
principal or the Office of Student Services. The school system
prohibits retaliatory behavior against any complainant or any
participant in the complaint process.
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2.3 Vandalism
1st Offence of School Vandalism or Destruction of School Property
Repair of damage by student* and two-day suspension
2nd Offence of School Vandalism or Destruction of School Property
Repair of damage by student* and four-day suspension
3rd Offence of School Vandalism or Destruction of School Property

Repair of damage by student*, four-day suspension, and required parent meeting to
return to school
4th Offence of School Vandalism of School Property
Repair of damage by student* and expulsion of student. Should
parents organize and have the student complete three counseling sessions,
and documentation is provided from the counselor, the student may return
to school on a probationary period and with a detailed behavior contract.
Breach of the second behavior contract will result in expulsion without
option to return to school.
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2.4 Using and peddling drugs
Any student who has consumed or used ANY AMOUNT of a controlled
substance, drugs, or intoxicants, including alcohol, will be considered to be
under the influence. Any student who has possession or control of any
alcoholic beverages, marijuana, any controlled substance, any other
intoxicating substance, any “look-alike” intoxicating substance, or any drug
paraphernalia shall be subject to disciplinary action. Controlled substances,
as prescribed by a physician, must be stored and administered by the
school nurse. A student may not be in possession of more than one dose of
an over the counter medication. Any student who delivers, receives delivery
of, or attempts/intends to deliver or receive any alcoholic beverage, tobacco,
any controlled substance, or any drug paraphernalia shall be subject to
disciplinary action. Delivery means a transfer of possession or control to
another person whether or not the substance or item is in that person’s
immediate presence. Delivery includes, but is not limited to, any gift,
exchange, sale or transfer with or without payment or consideration.
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2.5 carrying deadly weapons
Possession or use of explosives, firearms, knives (including pocket
knives), other dangerous weapons or instruments as well as look-alike
weapons or instruments shall be prohibited on school buses, in school
buildings, on school grounds, or while attending all other school sponsored
activities in the school is a participant. .
The board may expel a student for a definite period of time not to
exceed 2 calendar years, as determined on a case-by-case basis. A student
who is determined to have brought a weapon to school, any school
sponsored activity or event, or any activity or event which bears a
reasonable relationship to school shall be expelled for a period of not less
than one year, except that the expulsion period may be modified by the
board on a case by case basis.
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3. Do an online research about laws, common policies and practices
regarding and ethical behaviors of teachers and school heads in both
private and public schools. Discuss the compositions, functions, power
and limitations of committees organized to ensure high moral values
and professionalism of teachers.
For this question I have personally selected the Code of Ethics for
Professional Teachers, for it serves as guide for teachers specifically to new
teachers for them to exhibit proper behavior to the learning community at
all times. It is imperative that you observe and practice this set of ethical
and moral principles, standards, and values. In everyday life, you are
confronted with the challenges to do the right thing. When you are faced
with professional decisions that seem to have ethical implications, there are
conditions and provisions of the Code of Ethics that will guide you to
determine the best actions.
Teachers have great influence in the lives of their learners. They are
expected to be professionally competent in the practice of their profession.
Moreover, they need also to possess good reputation not only in the school
but in the entire community. Having this big responsibility in the learning
environment, teachers must be guided by this document which
comprehensively discuss the different expectations from a teacher.
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As mandated in the Code of Ethics for professional teachers, you have
the responsibility to interact positively with parents, community members,
and other stakeholders of the school. Contact with parents must be
conducted regularly and be kept professional and free from arguments. If
you have an issue with parents, community members, or stakeholders it
must be presented during meetings and conferences. Being a teacher you
must recognize that education is a public service and strive to keep the
public informed of the programs, projects and activities.
In the school you are expected to collaborate with your school
administrators, co-teachers, and other personnel in order to provide safe,
friendly learning experiences for the learners.
As part of the DepEd organization, you are further expected to follow
the directions and instructions of your school administrator and higher
DepEd officials.
Being a teacher, you should consider your co-teachers and other
personnel in achieving the goals of education. They must be treated with
courtesy, consideration, and mutual respect. You should also be punctual in
the submission of office reports and other tasks to facilitate the completion
of the work by the support personnel.
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MODERN EDUCATIONAL TRENDS
1. Discuss the following schematic diagram and give examples / actual
situations.
Theory Practice Learner
Teacher Instruction Assessment
Effective teaching, learning and assessment center on the quality of
interactions between and among instructors and learners. High quality
interactions involve a complex mix of skills in assessment, subject matter
and pedagogical expertise, and softer skills such as humor, patience,
flexibility and empathy. How can systems better support instructors in
developing this sophisticated set of skills? Instructors will need
opportunities for effective training and professional development, as well as
the ongoing support of programme leaders and peer networks. As
instructors develop their skills, they develop the capacity to think and act
reflectively – diagnosing needs and developing appropriate responses. A
strong focus on building learners’ higher level skills is also vital if teaching
and learning are to move beyond mechanistic approaches, where instructors
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focus on the technical aspects of assessment. Instructors need to challenge
learners, and to ensure that they are genuinely involved in the process of
learning and assessment. Instructors also need to identify their own values
and goals for teaching and learning, to take “ownership” of new approaches,
and to pay attention to the impact they are having on learning. With these
challenges in mind, countries will need to continue in current direction of
strengthening practice through more rigorous qualification and professional
development requirements. In many countries, there are efforts to “catch-
up” with the compulsory sector. Most training targeted to adult LLN
instructors currently occurs through professional development, rather than
in initial training. This is important and should be continued. Networks
(both virtual and physical) provide opportunities for programme leaders and
instructors to share experiences and insights and to raise questions with a
large number of peers. But these networks should augment, rather than
replace programme based exchange and support.
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2. Discuss the features of the following trends in Education:
2. 1 English Language Program for International Students
English as a Second Language (ESL), sometimes called English as a
Foreign Language (EFL), is an English language study program for
individuals who do not speak English as their first language and want to
improve their English language skills. The goal of ESL programs is to help
students improve their level of English. Different classes teach different
language skills depending on the needs and skills of the students, but all
courses teach conversational English, grammar, reading, listening
comprehension, writing, and vocabulary.
Many students in ESL programs are preparing to study in the US, and
often choose an ESL program that teaches academic English. Others study
ESL for travel or social purposes, and will find that general English classes
help improve their conversational English and allow them to learn skills that
are necessary for navigating different social situations. For students who are
interested in entering the business world, business English classes are also
an option and will focus on the vocabulary and communication skills that
are necessary within the business world.
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2.1 Skill-Based Curriculum
Skills based curriculum seems to be the current silver bullet for
curing educational ills of the country. What kinds of skills are really usable
in real life? How can they be taught? And more importantly: what does the
term “skill” really mean? Some examples of the use of term skill (in current
discussions) will be in order here: Life skills; basic language and numeracy
skills; cognitive skills; self-employment skills; problem solving, critical
thinking and reasoning skills; functional skills.
Traditionally, the term skill was used for dexterities that could be
taught directly through practice, involved but not much of knowledge and
understanding, and which were of limited generalizability. For example,
swimming. It could be taught directly by practice; does not necessarily need
understanding of fluid dynamics. Its applicability remains very close to the
situations in which it is learnt. Today, this is considered a ‘narrow’ use of
the term skill; and a wider use encompasses all the things that are listed
above. And therein lie a host of curricular and pedagogical problems. Just to
hint at one of these problems let’s take three examples of skills: driving (it
could be one of the self-employment skills), critical thinking and empathy.
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2.2 Distance Learning Program / Open University
Open universities are institutions offering degrees with low or no entry
requirements. They are the ideal study options for students who have
graduated their previous studies with low grades but want to continue their
higher education. Another aspect that makes them stand out is the fact that
they are distance learning studies, meaning you don't have to travel to a
physical location to study. So, courses are taught fully online or with
materials sent to your home. The goal of open universities is to offer
everyone equal opportunities to develop their abilities, to improve their level
of education and to retrain for a new career. They are also the ideal way to
become eligible for pursuing a typical university degree afterwards.
2.3 Home-based Learning for Kids
Homeschooling (also referred to as home based learning), is an
educational process where parents or tutors teach children at home, instead
of having them formally educated in a public or provided school setting.
Homeschooling was very common years ago before the implementation of
mandatory school attendance legislation. Today, homeschooling is not as
common as it was in the past – but it is growing in popularity.
Homeschooling is permitted in most states and jurisdictions if parents are
uncomfortable enrolling their children in public schools.
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3. What are the core competencies in language and numeracy subjects
under the K-12 curriculum? What appropriate pedagogy should be
employed to insure mastery of these competencies?
Literacy and numeracy are foundational to all students learning. The
goal is that all students reach their potential by developing competencies of
engaged thinkers and ethical citizens with an entrepreneurial spirit).
Literacy and Numeracy are foundational to successful learning and living.
They are lifelong and active processes that begin at birth and develop
throughout one’s lifetime. Literacy and Numeracy are the means through
which students develop knowledge and understanding in each
subject/discipline area. We use literacy and numeracy every day when we
interpret a utility bill, choose a cellphone plan, answer an email, post a
message on social media, figure out how much paint to buy, compare prices
at the grocery store or interpret a political cartoon (Alberta Education,
2016). Numeracy and Literacy enable individuals to reach their full
potential, achieve a better quality of life, and contribute to their
communities. To discover and make meaning of an increasingly complex
and evolving world, students need the confidence and habits of mind to
acquire, create, connect and communicate information in a variety of
contexts, going beyond the basic skills of reading, writing and solving simple
arithmetic problems.
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4. What are the 21st century skills? How should ICT be integrated
to insure mastery of the 21st century skills?
21st Century skills are 12 abilities that today’s students need to
succeed in their careers during the Information Age. The twelve 21st
Century skills are:
1. Critical thinking
2. Creativity
3. Collaboration
4. Communication
5. Information literacy
6. Media literacy
7. Technology literacy
8. Flexibility
9. Leadership
10. Initiative
11. Productivity
12. Social skills
These skills are intended to help students keep up with the lightning-
pace of today’s modern markets. Each skill is unique in how it helps
students, but they all have one quality in common.
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5. Read the article titled “Enhancing Learning by Integrating Theory
and Practice by Jan Wrenn and Bruce Wrenn. Make a summary of the
article focusing on the integration of theory and practice in learning.
Educators in professional degree programs are charged with multiple
responsibilities in the classroom and in practice settings. We apply our
professional knowledge in a variety of settings to serve our communities; we
reflect on how to improve practice from our experiences in these settings; we
observe our students engaging in learning experiences in the classroom; and
we share with our students the knowledge we've gained from our
experiences and our scholarship within our profession. To accomplish these
actions we must serve as both teacher and learner in both classroom and
field. Moreover, we want our students to also benefit from the active learning
processes of applying, reflecting, sharing, and observing both in and out of
the classroom while also functioning as both learners and teachers.
Although we can accomplish all these goals over an entire curriculum, this
article seeks to provide an example of one teacher's attempt to achieve these
goals within a single Social Work course in Death and Grief. A model is
provided that demonstrates how the interactive process works for both the
teacher and students in this course and could be adapted for use in other
courses incorporating practice settings as part of the curricula.
Educators in professional or service-related fields desire their
students not only to learn theory and understand why theories are
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important but also to learn how to apply the theoretical frameworks in
practice. Too often we hear anecdotal accounts of students in internships
who are unable to make this transition from theory to practice with
confidence and effectiveness. Perhaps the difficulty in making the transition
from theory to practice arises, at least in part, from a failure of the teacher
to integrate both theory and practice into the same course in the curriculum
in ways that are relevant and meaningful to the student. Such integration
helps students to more closely associate the practical value of learning
theoretical concepts. It is imperative that students in professional programs
be able to put into practice what they have learned in the classroom. As
Hutchings (1990) wrote, "What's at stake is the capacity to perform, to put
what one knows into practice (p. 1)." To help students become capable and
competent practitioners requires that they have training in self-awareness,
knowledge acquisition, and skill building (Kramer, 1998).
According to Shebib (2003), practitioners need to have skills in four
areas: relationship building, exploring or probing, empowering, and
challenging. An essential additional skill is the ability to gain and utilize
knowledge from practice (Dorfman, 1996). Mendenhall (2007) says that in
order for students to develop these skills, education at the master's level, as
well as practical experience, is necessary and expected. What can we do in
our classrooms to increase student success, not only in their internships
but most importantly in work settings following graduation? How can we use
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classroom teaching to enhance the ability of students to put what they've
learned into practice, and how can we use that improved practice to
enhance classroom learning? As Fiszer (2004) states in his book How
Teachers Learn Best, "The resulting data point to the need for an ongoing
professional development model that directly connects training and
practice" (p. 1). It is the goal of this article to describe how this
classroom/practice/classroom process can be incorporated into a
curriculum via an enhanced learning model, even in courses not centered on
clinical, internship, or service-learning requirements. The course used to
illustrate this process is a course in Death and Grief in Contemporary
Society taught at an accredited BSW/MSW Social Work program at a private
university in the Midwest section of the United States. Before describing the
process, we will discuss the value of integrating practical experience into a
curriculum and discuss the learning methods upon which the model is
based.
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METHODS OF RESEARCH
1. What is your own definition of Research?
Research for me is used by any individual to gain knowledge about
something, to prove a hypothesis, to discover new ideas, to invent
something new, etc. With it, we become more advanced in the different
fields a specific research is intended to. According to Hampshire College,
research is a process of systematic inquiry that entails collection of data;
documentation of critical information; and analysis and interpretation of
that data/information, in accordance with suitable methodologies set by
specific professional fields and academic disciplines. Furthermore, it is
conducted to evaluate the validity of a interpretive framework; to
assemble a body of substantive manners; and to generate questions for
further inquiries. Moxley, n.d. then defined research as a powerful way
of learning and thinking about the world, of solving problems, and of
advancing your agency, your personal power by empowering someone
to make informed decisions and develop commercially viable
applications and businesses. In addition, he stated that research is an
elastic term: different researchers and methodological communities
have a unique and distinct methods ideas about what it means to
conduct a research. Training in academic and professional disciplines is
preoccupied with learning about disciplinary-specific methods and tools
for gathering and assessing information. Thus, the heart surgeon has
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quite distinct
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methods from the lawyer, engineer, geologist – and so on. He also added
the kind of mindset a researcher should have, according to him, a
researcher should be curious about the world. They must embrace
openness, a growth mindset, and collaboration. They must undertake
research projects in order to review existing knowledge and generate
original knowledge claims about the topic, thesis, research question they
are investigating. With these definitions, I can say that being a
researcher entails a positive attitude and that doing a research paper is
indeed a challenging task to do.
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2. What are research designs? Discuss each type?
The research design refers to the overall strategy that a researcher
choose to integrate the different components of the study in a coherent and
logical way, thereby, ensuring you will effectively address the research
problem; it constitutes the blueprint for the collection, measurement, and
analysis of data. It should also be noted that the research problem
determines the type of design a researcher should use, not the other way
around (USC Libraries).
The following are the types of research designs (Sacred Heart University
Library):
 Experimental Design – A blueprint of the procedure that enables the
researcher to maintain control over all factors that may affect the
result of an experiment. In doing this, the researcher attempts to
determine or predict what may occur.
 Longitudinal Design – Follows the same sample over time and makes
repeated observations. The same group of people are interviewed at
regular intervals, enabling researchers to track changes over time and
to relate them to variables that might explain why the changes occur.
 General Structure and Writing Style – ensure that the evidence
obtained enables a researcher to effectively address the research
problem as unambiguously as possible.
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 Action Research Design – Follow a characteristic cycle whereby
initially an exploratory stance is adopted, where an understanding of
a problem is developed and plans are made for some form of
interventionary strategy.
 Case Study Design – An in-depth study of a particular research
problem rather than a sweeping statistical survey. It is often used to
narrow down a very broad field of research into one or a few easily
researchable examples.
 Causal Design – Understanding a phenomenon in terms of conditional
statements in the form, “if X, then Y”. This type of research is used to
measure what impact a specific change will have on existing norms
and assumptions.
 Cohort Design – Often used in the medical sciences, but also found in
the applied social sciences, it generally refers to a study conducted
over a period of time involving members of a population which the
subject or representative member comes from, and who are united by
some commonality or similarity.
 Cross-Sectional Design – have 3 distinctive features: no time
dimension, a reliance on existing differences rather than change
following intervention; and’ groups are selected based on existing
differences rather than random allocation.
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 Descriptive Design – help provide answers to the questions of who,
what, when, where, and how associated with a particular research
problem; it cannot conclusively ascertain answers to why.
 Exploratory Design – Conducted about a research problem when there
are few or no earlier studies to refer to. The focus is on gaining
insights and familiarity for later investigation or undertaken when
problems are in preliminary stage of investigation.
 Historical Design – its purpose id to collect, verify and synthesize
evidence from the past to establish facts that defend or refute your
hypothesis.
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3. List down 5 topics for research that interest you.
Since I am in the field of teaching and we are in the time of Pandemic,
the following are the research topics that interests me.
 Learning in times of Pandemic: Students, Families and Educators
Perspectives
 Effectiveness of Modular Instruction to Students Performance
 Effectiveness of Science Documentaries to Students Academic
Performance
 Impact of COVID-19 on Student Achievement
 Educators Perspective on the use of Modular and Online Instruction
in times of Pandemic
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4. Among the 5 topics, choose one and discuss why this topic is
relevant, timely, and applicable in your organization or profession.
Among the five research topics that interests me, I choose the
title “Learning in times of Pandemic: Students, Families and
Educators Perspectives”. This topic is indeed relevant, timely and
applicable in my profession as a teacher especially that this topic
focuses on the profound and sudden impact on many areas of life
brought to us by this Covid-19 Pandemic. This includes work, leisure
time and family. These changes have greatly affected the educational
process in both formal and informal learning environments. Public
institutions such as childcare settings, schools, universities, and
further education providers ceased onsite teaching and moved to
distance learning. The sudden lock-down required the quick
adjustments on behalf of all stakeholders and teaching and learning
settings changed substantially.
With these research topic, I will gain knowledge on how the
students and their parents are coping up with the sudden change in
education which I as an educator can also use to improve my teaching
and still give the quality education I wish to deliver to my students.
The research topic also will give me the ideas on how to properly deal
with my students and their parents (who in this distance learning
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serve as their teacher in their homes). Given these challenges for
educators, students, and parents, it is worthwhile to investigate how
the pandemic has affected teaching and learning from multiple
perspectives across different institutions and age groups. This
research topic will examine how the pandemic has affected learning in
formal and informal settings, considering educational and
psychological perspectives.
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5. Differentiate qualitative and quantitative research approaches
based on methods, data and sampling.
QUALITATIVE QUANTITATIVE
RESEARCH RESEARCH
Focuses on exploring
Focuses on testing
theories and ideas and formulating a Method
hypothesis. theory or hypothesis.
Analyzed by
Analyzed through
summarizing, Data
math and statistical
analysis. categorizing and
interpreting.
Mainly expressed in
Mainly expressed in
numbers, graphs and Data
words
tables.
Requires many Sampling

respondents. Requires few
respondents.
Closed (multiple
Data
choice)
Open-ended questions
questions.
Key terms: testing, Key terms:
measurement understanding,
objectivity, replicability context, complexity,
subjectivity
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6. What is research ethics? Do a research about its principles and why
researchers should strictly adhere to them?
Research ethics govern the standards of conduct for scientific
research. It is important to adhere to ethical principles in order to
protect the dignity, rights and welfare of research participants.
There are several reasons why it is important to adhere to
ethical norms in research. First, norms promote the aims of research,
such as knowledge, truth and avoidance of error. For example,
prohibitions against fabricating, falsifying, or misrepresenting research
data to promote the truth and maximize error. Second, since research
often involves a great deal of cooperation and coordination among many
different people in different disciplines and institutions, ethical
standards promote the values that are essential to collaborative work,
such as trust, accountability, mutual respect, and fairness. For
example, many ethical norms in research, such as guidelines for
authorship, copyright and patenting policies, data sharing policies, and
confidentiality rules in peer review, are designed to protect intellectual
property interests while encouraging collaboration. Third, many of the
ethical norms help to ensure that researchers can be held accountable
to the public. For instance, federal policies on research misconduct,
conflicts of interest, the human subjects protections, and animal care
and use are necessary in order to make sure that researchers who are
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funded by public money can be held accountable to the public. Fourth,
ethical norms in research also help to build public support for
researcher. People are more likely to fund a research project if they can
trust the quality and integrity of research. Finally, many of the norms of
research promote a variety of other important moral and social values,
such as social responsibility, human rights, animal welfare, compliance
with the law, and public health and safety. Ethical lapses in research
can significantly harm human and animal subjects, students and the
public.
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7. What do you think is a research breakthrough that has a huge
impact on the quality of life of the people in this century? Discuss.
I think, the research breakthrough that has a huge impact on the
quality of life of us in this century is the researches and discovery on the
advancement of technology. These advancements did a great impact in all
aspects of our lives, may it be in homes, education, transportation, work,
communication, etc.
Technology indeed affect the way individuals communicate, learn and
think. It helps society and determines how people interact with each other
on a daily basis. Technology plays an important role in society today. It has
both positive and negative effects on the world and it impacts daily lives. We
are living in an era where technological advances are common. However,
with technological advances, there’s a downside to it all.
One aspect of technology that has had a great impact on society is
how it affects learning. It made learning more interactive and collaborative,
this helps people better engage with the material that they are learning and
have trouble with. Also, it gets you better access to resources. With the
creation of the internet, it gives us access to information at a twenty-four-
hour rate and you have access to almost anything online. In addition, it
allows students to get work done easier. Students can take quizzes and
exams more easily, and teachers being able to hold online classes can be
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very effective. It also expands the boundaries of the classroom, encouraging
self-paced learning. People can access learning through YouTube and social
media. This helps students learn better than sitting down for lectures and
reading from textbooks. These technological advancements made learning
more fun and convenient. However, studies also show that these affects
negative way when it comes to being sociable and making face-to-face
contact. Mobile technology can decrease communications and relations
between people. Also, it can be distracting from schoolwork. There is a loss
of privacy because anyone can find you anywhere, any time of the day.
Without technological advancements, our way of life would not be as
complex. Technological influences shape the way humans act today.
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8. Discuss the following schematic diagrams comprehensively with
specific examples:
8.1 Innovatio
n
Research
Data Decision-Making
This aPolicy
research problem
Formulation
schematic diagram shows the formulation of
from different data that is present to the research proper or the researching
for related data, conducting of a research, computing and analyzing the data
gathered and lastly making innovations, decision making and policy
formation from the different results that was obtained al throughout the
research process.
8.2
Academe Process Industry
The schematic shows how the gap in the academe and industry
should be bridged. According to Laryea, 2020, an effective collaboration
between academia and industry has the potential of boosting our economy
and transforming the fortunes of our country whilst ensuring growth. When
educational institutions of higher learning and industry come together in a
working symbiotic relationship, both will find a common ground to meet
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each other’s needs and create a substantial and sustainable win-win
situation for all.
An example to these is the proper use of biomedical researches in the
industry. With it, advancement in the world of medicine which can benefit
the people and the society is achieved.
8.3
Collection Processing Conclusion and
Data Recommendations Output
Analysis
Interpretation
Answer: The schematic diagram shows the step by step process in making
a research study. First, from the formulation of a research problem from
different data that is present to the research proper or the collection,
processing, analysis and interpretation of data. After which is the
formulation of the conclusions and recommendations based on the different
results gathered. And finally the finished output which is the whole research
study.
An example to this is the research I have proposed. From the data (in
terms of the performance of my students), I have formulated a problem and
then made a research about it. After obtaining all the needed information’s,
results and based on the research findings, I have formulated an output or
innovation.
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EDUCATIONAL MANAGEMENT / PLANNING
1. With your school organization in mind, provide the following
information and background:
1.1 Philosophy
The K to 12 philosophical points are divided into points. The first
aspect of the need to strengthen the Early Childhood Education which is
based on the philosophy of the German Educator – Fredrick Froebel’s
Cognitive approach that emphasizes on songs, stories and crafts and
focuses on a child’s skills through mental stimulation. The second aspect is
on Contextualization and enhancement which barrows heavily on the
philosophies of John Dewey. Dewey’s Pragmatist approach aims to make a
learner-relevant curriculum. He also believed that education is a process by
which the young were introduced to their cultural heritage. The third aspect
that focuses on the use of Mother Tongue borrows its rationalization from
the Multilingual Education (MLE) of the United Nations Educational,
Scientific and Cultural Organization (UNESCO) for 2003 and 2005. The
fourth and last aspect of the program is Learning Spiral Progression. This
adheres to the educational theories of Essentialism that is particularly
concerned with the Fundamentals of Education. Curricular points of
Essentialism encourage the cultivation of basic skills that contribute to
mastery and literacy. The K to 12 program brings together the best concepts
in educational philosophy (Morales, 2016).
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1.2 Vision
The following is the Vision of DepEd: We dream of Filipinos who
passionately love their country and whose competencies and values enable
them to realize their full potential and contribute meaningfully to building
the nation.
As a learner-centered public institution, the Department of Education
continuously improves itself to better serve its stakeholders.
1.3 Mission
The following is the Mission of DepEd: To protect and promote the
right of every Filipino to quality, equitable, culture-based, and complete
basic education where:
Students learn in a child-friendly, gender-sensitive, safe and
motivating environment;
Teachers facilitate learning and constantly nurture every learner;
Administrators & Staff, as stewards of the institution, ensure an
enabling and supportive environment for effective learning to happen;
Family, community & other stakeholders are actively engaged and share
responsibility for developing lifelong learners.
1.4 Goals & 1.5 Objectives
* Foster nationalism, patriotism and promote national unity.
* Promote social equality and responsibility.
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* Promote respect for and development of the Philippines rich and
varied cultures. * Promote international consciousness and foster positive
attitude towards other nations.
* Promote social, economic, technological and industrial needs for national
development.* Promote individual development and self-fulfillment. *
Promote sound moral and religious values. * Promotes positive attitudes
towards good health and environmental protection.
1.6 Core Values
Maka-Diyos, Makatao, Makakalikasan, Makabansa
1.7 Brief History
The Macalpi-ay National High School is a 7 year old national high
school is located at Brgy. Macalpi-ay, Pastrana, Leyte and was established
in the year 2014 under the help of the Municipal Mayor in that time - Mr.
Ernesto Martillo. The school started with a makeshift classroom with a total
of 4 teachers and was considered as an extension school of Juan Villablanca
National High School, 1 of which was the school head in the name of Mr.
Nicolas V. Cabidog. It started with a one grade level only and through the
years until this year 2021, it was able to establish a Senior High program
(GAS). At present it has 19 regular teachers, 4 volunteers and 1 school head
– Mrs. Nida A. Bertos (the third School Head the school had, before her was
Mr. Ronie E. Cabidog). At present it has more than 300 students and it will
be conducting its first graduation exercises.
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2. Assess your own school organization using the SWOT Analysis.
Present your assessment/ inputs in a quadrant.
STUDENTS
Strengths Weakness
es
1. Polite 1. Poor study habit
2. Easy to deal with 2. Working students
3. Courteous
3. Low performance in school
due to family problem.
Opportuniti Threats
es
1. Curricular & extra- 1. Miscommunications
curricular activities. 2. Accidents (distance to school)
3. Bullying
2. Talented teachers
3. Free education
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3. Based on the above SWOT Analysis results, answer the following
questions:
3.1 How did you maximize your strengths and opportunities to advance
the school organization and achieve your vision, mission and goals?
Answer: With the help of the stated strengths and opportunities, I was able
to give the quality education I wish to give to my learners such as engaging
them in both curricular and extra-curricular activities, the free education
and having multi-talented and highly efficient and effective teachers. These
students having a positive outlook in terms of behavior help them in being
active in every activities they will be engaging in school. With these all, I can
say that the vision, mission and goals of education will be achieved.
3.2 How did you respond to the weaknesses and threats in order
to turn them in to strengths and opportunities?
It is a teacher’s role to bring out the best in every student despite each
student’s weaknesses. Each student is unique and our role as a teacher is
to understand their behaviors and capacity. Instead of judging them, we
have to be more considerate for us to see the best in them. As the saying
goes- “Every child is special”.
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4. What are the programs and activities of your school that are locally-
initiated and implemented? What are the challenges encountered and
how were these responded to by the school head, teachers and
stakeholders?
Our school – Macalpi-ay National High School considered as a
medium high school is one of the Barangay high schools located at Brgy.
Macalpi-ay, Pastrana, Leyte. Our school implements the monthly activities
that was in accordance with the memorandum from the Department of
Education. This includes the different activities related to the curriculum
such as English month, Science & Mathematics month, AP & ESP month,
Filipino month. We also celebrate the extra-curricular activities that
develops the students physically and their camaraderie such as the Sports
Fest and Scouting. Aside from it, we also perform activities related to health
such as Nutrition month and Handwashing activities. To make our students
be prepared with any disasters that might occur, we invite the BFP for a
simulation on Fire Drill and Earthquake. We also have a yearly celebration
of the Christmas Party and the Founding anniversary of the school by which
students have the chance to enjoy different activities within the school
premises (such as having booths, dance presentations, acquaintance,
pageants, etc). These activities are important in developing students not just
academically but also physically and psychologically.
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The very common challenge I think that we teachers encounter in
making these activities possible is the financial part. However, with the help
of the parents and other stakeholders who whole heartedly volunteer to
share their blessings financially and with the school’s initiative and
resourcefulness, all said activity were successfully being conducted every
year. Indeed, a school’s success does not just lie on the people inside its
premises but of course with the help and cooperation of all its stakeholders.
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5. What is a School Development Plan? What are the
components/elements of SIP?
A School Development Plan is a strategic planning device that is
concerned with long-term goals (the mission) to be translated into planned and
prioritized short term objectives and improvement actions (development
planning), after careful analysis of the strength and weaknesses of the school
(UNESCO, n.d.). The components of a School Improvement Plan includes;
comprehensive needs assessment, school reform strategies, instruction by
highly qualified professional staff, high-quality and ongoing professional
development, strategies to attract highly qualified staff, strategies to increase
parental involvement, preschool transition strategies, teacher participation in
making assessment decisions, timely and additional assistance to students
having difficulty mastering the standards and coordination and integration of
federal state and local programs and resources (Enterprises High School, n.d.).
The SIP made by our school - Macalpi-ay NHS is a 3year plan that includes all
the planned activities (academic, school repair, etc.) the school want to
accomplish. It is responsive in the sense that it considers the needs of the
students, teachers, parents, other stakeholders, and the school itself. The
school head together with its teachers who serves as coordinators in the
different school related activities sit down and make a thorough review of its
parts to improve the previous programs and innovate new programs that will
benefit the school. With the help of SIP, the school also is guided on all the
programs it will be implementing.
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7. What are the outstanding features / elements of your own school
strategic plan or School Improvement Plan? What are its strengths and
viability and what are its weaknesses? What are your recommendations
for improvement?
Answer: The outstanding features of the Macalpi-ay NHS SIP includes all
the programs that were successfully implemented and the accomplishments
al throughout the school year. This includes us being an SBM level 3 in the
division level. The evident strength of our SIP is the undying support of our
stakeholders and the full dedication and effort each one of our teachers give
in implementing the activities and programs we have planned. However, one
of its weaknesses falls on the lack of fund, but, with the resourcefulness and
cooperation of all the school entity, we still manage to fulfill our planned
goals.
Benchmarking other schools implemented programs I think would be
of great help in making improvements on our existing SIP.
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COMPUTER COURSE FOR EDUCATION
1. DISCUSS THE CURRENT USES OF COMPUTERS IN DALY LIFE,
EDUCATION AND WORKPLACE.
The use of computers on a regular basis in our life is very important.
Technically in daily life computer is used to convert raw facts and data into
meaningful information and knowledge. Computer science is explored and
challenged by humans daily. The computer is like an electronic magical
device for our life.
If the uses of the computer are for good purposes, then it is a boon for
humans. From the government to the private sector everyone is using the
computer. Users of the computer are constantly growing. You can
understand and analyze the importance of computers by seeing a revolution
in offline and online business, online education, online business, online
communication, and internet banking. To store, access, manipulate,
calculate, analyze data and information we use hardware devices and
software applications. All our daily life activities are based on such online
services and products. The computer changed our life 2 decades ago and
now it is a necessity to use a computer in daily life to live.
Computers and its uses grew rapidly and widely throughout the
world. They are used to deal with many tasks due to their various potential.
It helps to resolve problems human life encounters in daily life. Therefore,
they have more influence on our life. The impact of computer usage on our
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life obviously identified as Savings of Money, Time and Effort. To understand
the depth of computer intervention in human life, have a look at
developments happened in the areas of Communication, Education, Utility
facilities and Health care.
Within the last 3 decades, computer has been recognized as the most
life changing and successful invention solving problems in human life.
Today, where business caters, there you find applying computer usage. Look
at educational sector, health, transportation, or communication sector, we
can see the influence and application of computer. It's difficult to survive a
business without adopting computer usage either directly or indirectly in
this modern world.
Gaining basic knowledge as well as skills to operate computers to
perform better jobs. Computer education is all about extending to its various
branches of study in different fields & sectors. Computer, along with
internet facility is the most powerful device that children can use to learn
new skills & abilities in education Computer plays a significant role in each
n every field of life. They help us in several ways. For example, they find
applications in medicine, industrial process, aviation industry, making bills
in various big shops & malls, creating presentation slides in application
software for making notes & delivering lectures in colleges, universities and
a lot more. In short, not only in just one, but the Computer plays an all-
rounded role in the field of education of students.
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If you work in an office environment today, you may not remember
the introduction of office work done by computer. Over the past three
decades, computers have gradually replaced typewriters, adding machines
and paper-based processes, giving businesses the tools they need to be
more efficient and productive. From creating letters and mailing lists to
updating social media to processing payroll, computers are essential to
businesses across all industries.
To conclude, computers have changed our life beyond imagination
and continue to play important role on human life and behaviors. It provides
advanced facilities for our life and also create effective learning, production,
control and utilization.
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2. WHAT ARE THE ISSUES AND HEALTH HAZARDS OF COMPUTER
USE? DISCUSS WITH EXMPLES.
The computer is a vital tool in many different jobs and activities, for
adults and children. But long periods of using a computer can increase your
chance of developing an injury. Inappropriate computer use can cause
muscle and joint pain, overuse injuries of the shoulder, arm, wrist or hand,
and eyestrain. Children can experience particular physical and
psychological problems if they play computer games too much. You can
reduce or avoid these risks with the correct furniture, better posture and
good habits, such as taking rest breaks and restricting time spent playing
computer games.
Muscles and tendons can become painful with repetitive movements and
awkward postures. This is known as ‘overuse injury’ and typically occurs in
the elbow, wrist or hand of computer users. Symptoms of these overuse
injuries include pain, swelling, stiffness of the joints, weakness and
numbness. Focusing your eyes at the same distance point for long periods of
time causes fatigue. The human eye structurally prefers to look at objects
more than six meters away, so any work performed close up puts extra
demands on your eye muscles.
The growing use of laptop computers has caused more pains, strains and
injuries among computer users. Laptop computers were designed to be used
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for short periods of time when a person couldn’t access a desktop computer.
But these days many people use a laptop all the time. The problem is that
the monitor and keyboard of a laptop are very close together. To position
the monitor at the right height for your back and neck causes you to lift your
arms and shoulders too high. But to position the keyboard at the best
height for your arms and shoulders, you must hunch your shoulders and
neck to see the monitor. Carrying your laptop around can also strain your
muscles and joints.
Researchers believe that electronic games may be among the causes of
childhood obesity (being very overweight). And like adults, children might
also get overuse injuries of the hand, and muscle and joint problems such
as back and neck pain or headaches. Some research has shown that playing
violent computer games and a large amount of game time may cause
aggressive behavior in some children and may negatively affect a child’s
school work. Although computer and video games are fun and offer benefits
such as improved spatial awareness, parents should keep in mind that
moderation is important in avoiding health problems.
Today, computer technologies provide people with many benefits;
educational activities can be designed; online shopping is available; it is
possible to get in touch with people overseas and to chat with them; it is
possible to search for anything; and sometimes, it is even possible to do
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one’s job at home without going to his or her office. If these technologies,
which dominate our lives more each passing day, are not used carefully, it is
inevitable for people to end up with certain illnesses. In order to avoid these
problems, one should learn how to use these technologies without
experiencing any problem rather than avoiding using them. Some of the
users of computer technologies are not even aware of their health-related
problems that they have. Some of those who are aware of their illnesses see
a doctor for various reasons. Users of computer technologies should
immediately take education on the healthy use of these technologies. If the
necessary precautions are not taken about this issue, individuals may have
serious health problems, and the institutions may face a serious decrease in
work force as well as financial losses.
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3. WHAT ARE THE BASIC EQUIPMENT CONNECTIONS NEEDED IN
COMPUTER-AIDED INSTRUCTION?
CAI is the use of specific software programs on computers in the
classroom. Frequently these programs are individualized or self-paced in
order to accommodate differences in student ability or speed. CAI lends
itself to evaluation using RCTs because access to software can be offered at
the student or classroom level. CAI frequently targets a specific subject
area that is tested before and after the software is introduced. Kulik and
Kulik (1991) and Liao (1992) summarize the early education literature,
which generally suggests positive effects. The evidence from economic
studies is mixed and suggests that the characteristics of the intervention
are important. Studies in this area differ significantly in the extent to which
CAI is a substitute or a supplement to traditional instruction. Interestingly,
evidence of positive effects appears to be the strongest in developing
countries. This could be due to the fact that the instruction that is being
substituted for is not as of high quality in these countries should be
correlated with reading and language skills. The authors argue that
computers may not be as effective as traditional classroom instruction.
Banerjee et al. (2007) note that the generally insignificant effects of
computer interventions in developed countries may not hold in developing
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countries where computers may replace teachers with less motivation and
training. They test an intervention in India in which trained instructors
guided students through two hours of computer instruction per week, one
hour of which was outside of the regular school day. Thus the intervention
was a combination of guided computer instruction by a supplemental
instructor and additional class time. They find that the intervention has
large and statistically significant effects on math scores, but also find
significant fade-out in subsequent years. However, Linden (2008) finds very
different results when attempting to separate the effects of in-class
“substitution” for standard instruction from out-of-school “complements.”
Carrillo et al. (2010) find positive effects of the Personalized
Complementary and Interconnected Learning software in Ecuador. The
program was randomized at the school level and provided three hours of
individualized math and language instruction to treated students each week.
The initiative produced positive gains on math scores and no effect on
language scores. Mo et al. (2014) conduct a randomized experiment at 72
rural schools in China. The intervention provided 80 minutes of
supplemental math instruction (math-based computer games) per week
during what would otherwise be a computer skills class. The intervention
was estimated to generate an increase in math scores of 0.17 standard
deviations for both 3rd and 5th grade students. It is important to note that
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the instruction was supplemental both in terms of providing additional
mathematics instruction and not offsetting another academic subject.
In an analysis of randomized interventions (both technological and
nontechnological) in developing countries, Kremer et al. (2013) hypothesize
that CAI tailored to each student may be the most effective. McEwan
(2015) concludes that computer-based interventions in primary schools
have higher average effects (0.15 standard deviations) than teacher training,
smaller classes, and performance incentives. However, he makes the
important point that it is “misleading” to compare effect sizes without
considering cost.
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4. DISCUSS THE NETIQUETTE OR ETIQUETTE IN THS USE OF
INTERNET.
As people continue to expand their use of the internet for all aspects of
their lives, from emailing pals and doing social networking to scheduling job
interviews and doctor appointments, many of them have become
complacent, formed bad habits, and tossed proper etiquette aside.
This is unfortunate and may create problems if we don’t learn a few basic
rules. Internet etiquette, also known as “Netiquette,” is essential in a
civilized work environment or personal relationship. Even though you aren't
with others in person, you should remember that they're still there, on the
other end of your communication.
We have Ten rules of internet etiquette namely: Remember the Human,
Be ethical, Know where you are, Respect other people's time and data limits,
Make yourself look good online, Share expert knowledge, Keep disagreement
healthy, Respect other people's privacy, Don't abuse your power, Be
forgiving of other people's mistakes.
Netiquette is a combination of the words network and etiquette and is
defined as a set of rules for acceptable online behavior. Similarly, online
ethics focuses on the acceptable use of online resources in an online social
environment. Both phrases are frequently interchanged and are often
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combined with the concept of a ’netizen’ which itself is a contraction of the
words internet and citizen and refers to both a person who uses the internet
to participate in society, and an individual who has accepted the
responsibility of using the internet in productive and socially responsible
ways.Most internet users automatically apply the same responsible
respectful behavior online as they do in every other environment and by
nature apply netiquette an online ethics, and are good netizens. The
minority that fails to apply societal values in some or any environment-
including the internet- are quickly identified as exceptions to be dealt with
on a social, or criminal level. When you choose to partner with technology
companies, especially for something as important as internet security, it’s
imperative you ensure that the partner shares your understanding of what it
means to act ethically online.
While inappropriate communication and behavior can never be
entirely avoided, the rules of netiquette offer a great guideline for outline
communication. They offer a new Internet user an outline for what is
professional and what is not and they help to ease some of the stresses that
technology can provide. The establishment of such principles and norms is a
wonderful example of how a community is created and self-regulating and
also how popular technology is becoming in everyone’s life. As technology
continues to evolve and change, so does the netiquette and social norms,
but for now they seem to suffice.
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5. WHAT ARE THE BENEFITS OF EMAIL? WHAT ARE THE EMAIL
ETIQUETTES?
Electronic mail or email is a means of sending messages, text, and
computer files between computers via the internet. Here are some of the
advantages of using email: Emails are delivered extremely fast when
compared to traditional post, Emails can be sent 24 hours a day, 365 days a
year, Webmail means emails can be sent and received from any computer,
anywhere in the world, that has an internet connection, Cheap - when
using broadband, each email sent is effectively free. Dial-up users are
charged at local call rates but it only takes a few seconds (for conventional
email, eg text only) to send an email, Emails can be sent to one person or
several people.
Email is still among the most widely used communication tools in the
workplace today. However, while email is still the go-to medium for a lot of
people, companies find that its disadvantages overtakes its advantages if
they don’t take steps for improving email communication.
Some of the benefits if Email includes the following: Email is a free tool.
Once you are online, there is no further expense that you need to spend on
in order to send and receive messages; Email is quick. Once you have
finished composing a message, sending it is as simple as clicking a button.
Email, especially if an email system is integrated into the network, is sent,
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delivered and read almost immediately; Email is simple. It is easy to use.
Once your account is set up, composing, sending and receiving messages is
simple. Also, email allows for the easy and quick access of information and
contacts; Email allows for easy referencing. Messages that have been sent
and received can stored, and searched through safely and easily. It is a lot
easier to go through old email messages rather than old notes written on
paper; Email is accessible from anywhere – as long as you have an internet
connection. Whether or not you are in the office or on the field, or even
overseas, you can access your inbox and go through your messages; Email
is paperless, and therefore, beneficial for the planet. Not only can you
reduce the costs of paper, you are actually reducing the damage paper
usage does to the environment; Email allows for mass sending of messages.
An effective medium to utilize to get your message out there, you can send
one particular message to several recipients all at once; Email allows for
instant access of information and files. You can opt to send yourself files
and keep messages so that you have a paper trail of conversations and
interactions you have online just in case you may need them in the future.
When the use of email became common in the early 90s, the business
world changed. Email now takes up a significant portion of our workday.
According to a study by the International Data Corporation (IDC) workers
spend 28 percent of their workweek reading and answering email.
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While we try to work faster and more efficiently, we must not forget the
social rules that accompany any form of communication. Here are some of
the dos and don’ts of email etiquette. We have: Do have a clear subject line,
Don't forget your signature, Do use a professional salutation, Don't use
humor, Do proofread your message, Don't assume the recipient knows what
you are talking about, Do reply to all emails, Don't shoot from the lip,
Do keep private material confidential.
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6. WHAT IS THE FUTURE FOR COMPUTERS?
Future computers promise to be even faster than today's computers and
smaller than a deck of cards. Perhaps they will become the size of coins and
offer "smart" or artificial intelligence features like expert intelligence, neural
network pattern recognition features, or natural language capabilities. These
capabilities will allow users to more conveniently interact with systems and
efficiently process large amounts of information from a variety of sources:
fax, e-mail, Internet, and telephone. Already evident are some evolving
cutting-edge applications for computer technology: wearable computers,
DNA computers, virtual reality devices, quantum computers, and optical
computers.
Today's computers operate using semiconductors, metals and
electricity. Future computers might use atoms, DNA or light. Moore's Law
predicts doubling, but when computers go from quartz to quantum, the
factor will be off the scale. What would the world be like, if computers the
size of molecules become a reality? These are the types of computers that
could be everywhere, but never seen. Nano sized bio-computers that could
target specific areas inside your body. Giant networks of computers, in your
clothing, your house, your car. Entrenched in almost every aspect of our
lives and yet you may never give them a single thought.
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Computer capabilities in the future-for a computer type. Computer is
a part of our nowadays world. More and more we become dependent on
computers. So far computers haven't overcome peoples' brains, but in the
near future computers will be more intelligent than we could ever dreamed
about it. Soon every step that we make will be followed by computers. The
main thing is, how it will affect people’s lives, worldviews, and thinking. Are
we going to be dependent on our brains or will we have to depend only on
computers?
Future computers that see will change how we use consumer
electronics and computing devices at home and work. For instance, your TV
could pause the show you are watching without the need for a remote
control. Just by seeing you get up to go get a beer, your TV would know
you're leaving the room and no longer paying attention. Other applications
might include a set of programs that help handicapped people control their
PCs and all other connected devices in the home with head or eye
movements. There could also be intuitive documents that sense when
students are confused by "looking" at their facial expressions. Then, a
computer might retrieve some supplemental information that could help the
stumped student better understand the context of what he's reading.
Computers created within the next two decades could revolve around
a technology in which laser beams converge inside crystals the size of sugar
cubes, forming holographic images for processing huge amounts of
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information. Perhaps by the year 2020, computers will revolve around new
types of optical processors. These "holographic computers" might use
crystals that receive and manipulate data-laden images, processing
information much faster than conventional computers.
Future computers will be more human oriented, knowing how to track
the users' behaviors and habits, thus better serving their individual needs
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7. WHAT ARE THE PRINCIPLES IN CHOOSING AND UTILIZING
HARDWARES AND SOFTWARES INTENDED FOR TEACHING-
LEARNING?
Colleges and universities are investing significant funds, time and energy
in technology for learning, especially during and post-COVID-19. There is a
critical need to articulate the fundamental guiding principles to drive
decisions and policy-making with respect to technology in learning. As
faculty, administrators, and policy-makers, one of the key issues is the
definition of just what is meant by technology, specifically as it relates to
learning. We need to be clear about what we mean. Learning technologies
are those methods and practices used to learn and to facilitate learning. It is
the way we learn and the way we teach. It includes the tools we use and the
instructional designs we apply. Technology in learning refers to the tools
(hardware, software, networks, web applications (apps) and the processes
(methods and strategies used for instruction, assessment, tracking student
learning, our educational organizations, learning management systems), in
short, the way we do things in education. The following ten principles are
intended to provide a (far from definitive!) guide for reflecting on the purpose
and use of technology in learning; Adding value, A pedagogical focus,
Quality, Sustainability, Access, Scalability, Sharing, Choice, Continuous,
lifelong learning, Customization.
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The Departments’ four guiding principles for use of technology with early
learners are as follows: Guiding Principle #1: Technology—when used
appropriately—can be a tool for learning. Guiding Principle #2: Technology
should be used to increase access to learning opportunities for all children.
Guiding Principle #3: Technology may be used to strengthen relationships
among parents, families, early educators, and young children. Guiding
Principle #4: Technology is more effective for learning when adults and peers
interact or co-view with young children.
Digital technology is supporting the education process for some time but
nowadays the emphasis is on new class model termed as New Generation
Classrooms. Such classrooms its arrangement and equipment provide a
stimulating environment for pupils which raises pupil’s motivation to
independent work and supports the constructivist approach in the
educational process. The main emphasis at these termed classrooms is also
pupils access to modern digital technologies which also function as a
motivation but mainly give pupils the newest opportunities to their own
creative activities. Using these technologies, they acquire almost unlimited
source of information, tools for their independent inquiry and
experimentation or various forms of online collaboration and knowledge
sharing. In this article, we introduce the many digital technologies suitable
for effective implementation to the educational process.
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The New Generation Classrooms combine various traditional teaching
methods with the most modern technologies and digital teaching tools which
can make the educational process more engaging and the building of pupil’s
new knowledge more effectively.
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EDU603 BASIC STATISTICS
1. Differentiate descriptive statistics from Inferential Statistics.
DESCRIPTIVE STATISTICS describe a sample. That’s pretty
straightforward. You simply take a group that you’re interested in, record
data about the group members, and then use summary statistics and
graphs to present the group properties. With descriptive statistics, there is
no uncertainty because you are describing only the people or items that you
actually measure. You’re not trying to infer properties about a
larger population. This process allows you to understand that specific set of
observations.
The process involves taking a potentially large number of data points in the
sample and reducing them down to a few meaningful summary values and
graphs. This procedure allows us to gain more insights and visualize the
data than simply pouring through row upon row of raw numbers!
The most common tools of descriptive statistics are the following:
Central Tendency - use the mean or the median to locate the center of the
dataset. This measure tells you where most values fall.
Dispersion - how far out from the center do the data extend? You can use
the range or standard deviation to measure the dispersion. A low dispersion
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indicates that the values cluster more tightly around the center. Higher
dispersion signifies that data points fall further away from the center.
Skewness - the measure tells you whether the distribution of values is
symmetric or skewed.
While INFERENTIAL STATISTICS takes data from a sample and makes
inferences about the larger population from which the sample was drawn.
Because the goal of inferential statistics is to draw conclusions from a
sample and generalize them to a population, we need to have confidence
that our sample accurately reflects the population. This requirement affects
our process. At a broad level, we must do the following:
1. Define the population we are studying.
2. Draw a representative sample from that population.
3. Use analyses that incorporate the sampling error.
We don’t get to pick a convenient group. Instead, random sampling allows
us to have confidence that the sample represents the population. This
process is a primary method for obtaining samples that mirrors the
population on average. Random sampling produces statistics, such as the
mean, that do not tend to be too high or too low. Using a random sample, we
can generalize from the sample to the broader population. Unfortunately,
gathering a truly random sample can be a complicated process.
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2. What are the types of data? Describe each type and give your own
example.
There are four types of data in statistics: Nominal Data, Ordinal Data,
Interval Data and Ratio Data.
Nominal Data is the simplest form of data, and is defined as data that is
used for naming or labelling variables. Nominal data examples are: gender,
nationality, genre/style, favorite color, and favorite animal. When Nominal
data are used in analysis, they are called Nominal Variables. The nominal
data mathematical features are grouping, sorting, difference and magnitude.
With nominal variables you can calculate the following: frequencies,
proportions, percentages, and central point.
Ordinal Data is a type of categorical data in which the values follow a
natural order. As with Nominal data, Ordinal data can have 2 categories,
and we also call these dichotomous data. The only difference between
Nominal dichotomous data and Ordinal dichotomous data is that Ordinal
dichotomous data have an order, whereas Nominal dichotomous data do
not. Ordinal data examples include health, opinion, tumor stage, time of
day. When Ordinal data are used in analysis, they are called Ordinal
Variables. With Ordinal variables you can group the data by assessing
whether they are the same or different. As Ordinal variables are ordered,
they can be sorted by making simple comparisons between the categories,
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such as Greater/Less than, More/Less, Higher/Lower, etc. You can't do
any mathematical operations with Ordinal variables, though, because they
aren't numerical data.
Interval data is measured numerical data that has equal distances between
adjacent values, but no meaningful zero. Interval data are ordered, can
be continuous (have an infinite number of steps) or discrete (organised
into categories), and the degree of difference between items is
meaningful (their intervals are equal), but not their ratio.
Ratio data is measured numerical data that has equal distances between
adjacent values and a meaningful zero. As with Interval data, Ratio data can
be continuous or discrete, and differs from Interval data in that there is
a non-arbitrary zero-point to the data. In other words, Interval data can
take negative values, whereas Ratio data cannot be negative.
These four types of data has the following characteristics: can be measured,
they ordered, equidistant and meaningful zero.
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3. Differentiate probability and non-probability sampling? What are the
methods of sampling? Describe and give your own example.
Probability sampling also known as random sampling is a sampling
technique, in which the subjects of the population get an equal opportunity
to be selected as a representative sample. The basis of its selection is
randomly. The opportunity of selection is fixed and known, conclusive
research and the result is unbiased, the method is objective. Inferences is
statistical and the hypothesis is tested. Probability sampling is a sampling
technique in which researchers choose samples from a larger population
using a method based on the theory of probability. This sampling method
considers every member of the population and forms samples based on a
fixed process. There are four types of probability sampling: the simple
random sampling, cluster sampling, systematic sampling and stratified
random sampling. There are multiple uses of probability sampling: to reduce
sample bias, diverse population and create an accurate sample. For
example, in a population of 1000 members, every member will have a
1/1000 chance of being selected to be a part of a sample. Probability
sampling eliminates bias in the population and gives all members a fair
chance to be included in the sample.
While Nonprobability sampling also known as non-random sampling is a
method of sampling wherein, it is not known that which individual from the
population will be selected as a sample. The non-probability method is a
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sampling method that involves a collection of feedback based on a
researcher or statistician’s sample selection capabilities and not on a fixed
selection process. In most situations, the output of a survey conducted with
a non-probable sample leads to skewed results, which may not represent
the desired target population. But, there are situations such as the
preliminary stages of research or cost constraints for conducting research,
where non-probability sampling will be much more useful than the other
type.The basis of its selection is arbitrarily. The opportunity of selection is
not specified and unknown, exploratory research and the result is biased,
the method is subjective. Inferences is analytical and the hypothesis is
generated. There are four types of non – probability sampling: convenience
sampling, judgmental or purposive sample, snowball sampling, and quota
sampling. Non – probability sampling is used for the following: create a
hypothesis, exploratory research and budget and time constraints.
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4. Give examples of each mode of data presentation:
4.1 textual – the data gathered is presented in paragraph form, data are
written and read, it is a combination of texts and figures.
EXAMPLE:
1. Of the 150 samples interviewed, the following complaints were noted: 27
lack of books in the library; 25 for a dirty playground, 20 for lack of
laboratory equipment, 17 for a not well - maintained university buildings.
4.2 tabular - Method of presenting data using the statistical table. It is a
systematic organization of data in columns and rows. There are parts of
statistical table: table heading, stubs, box head, body, footnotes and source
notes.
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EXAMPLE:
AG
E
GRO CHILDREN TOT CHILDREN TOT GRAN D TOTAL
U (FEMALE) AL (MALE) AL (X + Y)
P (X) (Y)
(in
year
s)
Non- Non-
Residen Reside Residen Reside
ts nt s ts nt s
3–5 8 4 1 4 4 8 20
2
5–8 3 3 6 1 2 3 9
8– 3 3 6 2 2 4 10
10
10 – 0 4 4 1 2 3 7
12
12 - 1 3 4 0 0 0 4
15
Total 1 17 3 8 1 1 50
5 2 0 8
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4.3 graphical - Graphical Representation is a way of analysing numerical
data. It exhibits the relation between data, ideas, information and concepts
in a diagram. It is easy to understand and it is one of the most important
learning strategies. It always depends on the type of information in a
particular domain. There are different types of graphical representation.
Some of them are as follows: line graphs, bar graphs, histograms, line plot,
frequency table, circle graph, stem and leaf plot, box and whisker plot.
EXAMPLES:
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5. Problem Solving: Solve the problem involving measures of variability of
ungrouped data.
5.1 From the following sales of VKC Merchandise, determine the a)
quartile deviation, b) mean absolute deviation, c) standard deviation,
and d) variance.
₱20 ₱10 ₱16 ₱25 ₱18

000 300 300 000 400
₱15 ₱11 ₱9 ₱17 ₱15

000 600 600 000 900
SOLUTIONS:
a.) QUARTILE DEVIATION

𝑄3− 𝑄1
Q= 2
Q1 Q3
1 2 3 4 5 6 7 8 9 10
9600 10,300 11,600 15,000 15,900 16,300 17,000 18,400 20,000 25,000
N 3𝑁
Q1 = 𝑄3 =
where: N = 4
4
10
3(10)
10
= 2.5 = 𝑄3 = = 7.5 = 17,700
Q1 = 4
10,950
4
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𝑄3−
Therefore, the Quartile Deviation, Q =
𝑄1 17,700− 10,950
= = 3,375
2 2
b.) MEAN ABSOLUTE DEVIATION
M.D. = σ∣𝑋 −𝑋∣

where X is the mean
𝑁
x ∣𝑋 −𝑋 ∣
9600 6310
10300 5610
11600 4310
15000 910
15900 10
16300 390
17000 1090
18400 2490
20000 4090
25000 9090
∑= ∑=
159,100 34,300
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Mean = 159,100/10 = 15,910
Mean Deviation = 34,300/10 = 3,430
c.) STANDARD DEVIATION AND VARIANCE
X x - mean (x - mean)^2
9600 -6,310 39816100
10300 -5,610 31472100
11600 -4,310 18576100
15000 -910 828100
15900 -10 100
16300 390 152100
17000 1,090 1188100
18400 2,490 6200100
20000 4,090 16728100
25000 9,090 82628100
∑ 197589000
VARIANCE 19758900
STANDARD
DEV. 4445.098424
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5.2 The following are the scores of 9 Criminology students in three
quizzes in Statistics. Using the ungrouped formula, calculate the
following:
a. Range
b. Interquartile
c. Quartile deviation
d. Standard deviation
e. Variance
Quiz
20 1 1 2 9 1 19 23 18
1 5 2 1 0
Quiz
13 1 2 2 2 2 17 18 20
2 9 0 1 5 1
Quiz
14 9 2 1 2 1 20 19 19
3 1 4 1 5
SOLUTIONS:
Q1 = 11 Q Q3 = 20.5
2
Q1 9 1 1 1 1 1 2 2 23
0 2 4 8 9 0 1
Q1 = 17.5 Q Q3 = 21
2
Q2 1 1 1 1 2 2 2 2 25
3 7 8 9 0 0 1 1
Q1 = 14 Q Q3 = 20.5
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Q3 9 14 1 1 1 1 2 2 21
4 5 9 9 0 1
a.) RANGE
Q1 = upper score – lower score = 23 – 9 = 14
b.) INTERQUARTILE
Q1: IQT = Q3 – Q1 = 20.5 – 11 = 9.5
Q2: IQT = Q3 – Q1 = 21 – 17.5 = 3.5
Q3: IQT = Q3 – Q1 = 20.5 -14 = 6.5
c.) QUARTILE DEVIA TION

𝑄3− 𝑄1
Q= 2
20.5− 11
Q1: = 4.75
2
=
Q2: 21− 17.5
= = 1.75
2
Q3: 20.5− 14
= = 3.25
2
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d.) STANDARD DEVIATION & VARIANCE
QUIZ 1 (X- QUIZ 2 X- (X -

X- MEAN (X) MEA MEAN)^
(X) MEAN)^2
N 2
9 -7.22 52.16 1 - 40.11
3 6.33
10 -6.22 38.72 1 - 5.44
7 2.33
12 -4.22 17.83
1 - 1.78
14 -2.22 4.94 8 1.33
1 - 0.11
18 1.78 3.16 9 0.33
2 0.67 0.44
19 2.78 7.72 0
2 0.67 0.44
20 3.78 14.27 0
2 1.67 2.78
21 4.78 22.83 1
2 1.67 2.78
23 6.78 45.94
1
2 5V .A CE =32.11
∑= 146 ∑= 207.56 6R7I
VARIANCE = 5 AN
16.22222 23.06 SD
∑ = 174 ∑ =
SD = =
86.00
MEAN 4.80 19.3333 9.56
3
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QUIZ 3 X- (X -
(X) MEAN MEAN)^2
9 -7.89 62.23
14 -2.89 8.35
14 -2.89 8.35
15 -1.89 3.57
19 2.11 4.46
19 2.11 4.46
20 3.11 9.68
21 4.11 16.90
21 4.11 16.90
∑=
∑=152 VARIANC = 134.89
E
16.88889 14.99
SD =
MEAN 3.87
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5.3 Given the table below, compute for Range, MAD, S, and S2.
X X
X X X  i
2
i
17 1.2 1.44
15 3.2 10.24
22 3.8 14.44
19 0.8 0.64
18 0.2 0.04
  
91 9.2 26.8
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MEASURES OF VARIABILITY
(GROUPED DATA)
6. Problem Solving: Solve the problem involving measures of variability of
grouped data.
6.1 From the distribution below, find a) QD, b) MAD and c) Standard
Deviation.
Age Commula Cl f/ /x f / x
Interval Freque tive as f(X) /x-x x -x x
ncy / /^2 -
Frequenc s -
Q3 y (cf) M x /
^
ar /
2
k
(X
)
45 - 5 8 40 47 380 14. 14. 114 203 1624.
0 .5 25 25 .06 50
39 - 9 32 41
.5 373.
5 8.
25 8.2
5 74.
25 68.
06 2.56
Q1
44
33 - 3 3 23 35 106. 2. 2.2 6.7 5.0 15.1

8 .5 5 25 5 5 6 9
27 - 3 5 20 29 147. - 3.7 18. 14. 70.3
2 .5 5 3.7 5 75 06 1
5
21 - 2 1 15 23 235 - 9.7 97. 95. 950.
6 0 .5 9.7 5 5 06 63
5
-
15 - 2 5 5 17 87.5 15. 78. 248 1240.
0 .5 75 75 .06 31
15
.7
5
∑
∑= 40 ∑=1 = ∑= ∑=4513
330 390 .50
5
4
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SOLUTIONS:
a.) QUARTILE DEVIATION
 n/4 = 40/4 = 10
𝑛 40
( − 5) (6)
𝑄1 = 𝐿 + ( − 𝑐𝑓𝑏)𝑖 = 20.5 + 4 = 23.5
4
𝑓1 10
 3n/4 = 3(40)/4 = 30
3𝑛 (3)(40) − 23) (6)

( − 𝑐𝑓𝑏)𝑖 (
4 4
𝑄3 = 𝐿 + = 38.5 + = 43.17
9
𝑓3
Therefore, the quartile deviation:
𝑄3− 𝑄1 43.17− 23.5

Q= 2 = 2 = 9.84
b.) Mean Absolute Deviation
𝑓/ 𝑥 − 𝑥 / 390
M.A.D. = = = 9.75
σ𝑓 40
c.) STANDARD DEVIATION

4513.50
𝑓/ 𝑥 − 𝑥 /^2 =√ = 10.76
S.D. = √ 𝑛 −1 39
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6.2 The frequency distribution of grades of 50 Education students in
their Practice Teaching are shown below:
Class
Class f/ x - x /x-x f/x-x
Frequency Mark f(X) /x-x/
Interval / /^2 /^2
(X)
95 - 99 6 97 582 9 9 54 81 486
90 - 94 15 92 1380 4 4 60 16 240
85 - 89 18 87 1566 -1 1 18 1 18
80 - 84 5 82 410 -6 6 30 36 180
75 - 79 6 77 462 -11 11 66 121 726
∑=
∑= 50 435 ∑=4400 ∑=228 ∑=1650
SOLUTIONS:
a.) RANGE
Range = highest grade – lowest grade
= 99.05 – 74.05 = 25
b.) MEAN ABSOLUTE DEVIATION
M.A.D. = 𝑓/ 𝑥 − 𝑥 /
= 228/50 = 4.56
σ𝑓
c.) STANDARD DEVIATIO

𝑓/ 𝑥 − 𝑥 /^2 1650
S.D. = √ =√ = 5.80
𝑛 −1 49
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ADVANCED SUPERVISION AND ADMINISTRATION
1. Choose a management theory which you think the most
appropriate to your school environment. Discuss
comprehensively.
If I had to choose a management theory, I choose Principles of
Administrative management theory.
Henri Fayol, a senior executive and mining engineer, developed this
theory when he examined an organization through the perspective of the
managers and situations they might encounter. He believed that leaders had
six main functions, to forecast, plan, coordinate, command and control, and
he developed principles that outlined how leaders should organize and
interact with their teams. He suggested that the principles should not be
rigid but that it should be left up to the manager to determine how they use
them to manage efficiently and effectively. The principles he outlined are:
 Initiative: This refers to the level of freedom employees should have to
carry out their responsibilities without being forced or ordered.
 Equity: This principle implies everyone in the organization should be
treated equally and that it should be an environment of kindness.
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 Scalar chain: This principle says there should be a chain of
supervisors from the top level of management to the lower level and
that communication generally flows from top to bottom. He
emphasized that there is no hard rule regarding the communication
process through the chain of command.
 Remuneration of personnel: This principle refers to the assertion
that there should be both monetary and non-monetary remuneration
based on performance levels to create a bond between the employee
and the organization.
 Unity of direction: This principle asserts that there should be only
one manager per department who is in charge of coordinating the
group activity to attain a single goal.
 Discipline: According to this principle, employees should be
respectful and obedient, and an organization should outline rules
and regulations that clarify rules, good supervision and a reward-
punishment system.
 Division of work: This principle asserts that the overall action of
management should be divided and that team members should be
given responsibilities based on their skills and interests to make them
more effective and efficient.
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 Authority and responsibility: According to this principle, there
should be a balance between authority—the right to give commands
and make decisions—and responsibility—the obligation of an employee
to perform the tasks they’re designated.
 Unity of command: This refers to the assertion that employees must
get orders from only one immediate supervisor and be accountable to
that person only.
 Subordination of individual interest to general interests: There
must be harmony between the interests of the individual and the
organization, although the organizational interest should be given
priority since it will bring rewards for the individual.
 Centralization: According to this principle, the topmost level of
authority should be centralized to the top level of management, who
has the power to make the most important decisions in an
organization.
 Order: This principle asserts that for an organization to run smoothly,
the right person must be in the right job and that, therefore, every
material and employee should be given a proper place.
 Stability of tenure: According to this principle, employees must have
job security to be efficient.
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2. What is school culture? What are the factors that influence
school culture?
The term school culture generally refers to the beliefs, perception,
relationship, attitudes, and written and unwritten rules that shape and
influence every aspect of how a school functions, but the term also
encompasses more concrete issues such as the physical and emotional
safety of students, the orderliness of classrooms and public spaces, or the
degree to which a school embraces and celebrates racial, ethnic, linguistic,
or cultural diversity.
Like the larger social culture, a school culture results from both
conscious and unconscious perspectives, values, interactions, and practices,
and it is heavily shaped by a school’s particular institutional history.
Students, parents, teachers, administrators, and other staff members all
contribute to their school’s culture, as do other influences such as the
community in which the school is located, the policies that govern how it
operates, or the principles upon which the school was founded.
Generally speaking, school cultures can be divided into two basic
forms: positive cultures and negative cultures. Numerous researchers,
educators, and writers have attempted to define the major features of
positive and negative school cultures, and an abundance of studies, articles,
and books are available on the topic. In addition, many educational
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organizations, such as the National School Climate Center, have produced
detailed descriptions of positive school cultures and developed strategies for
improving them (given the complexity of the topic, however, it is not possible
to describe all the distinctions here).
Broadly defined, positive school cultures are conducive to professional
satisfaction, morale, and effectiveness, as well as to student learning,
fulfillment, and well-being. The following list is a representative selection of
a few characteristics commonly associated with positive school cultures:
 The individual successes of teachers and students are recognized and
celebrated.
 Relationships and interactions are characterized by openness, trust,
respect, and appreciation.
 Staff relationships are collegial, collaborative, and productive, and all
staff members are held to high professional standards.
 Students and staff members feel emotionally and physical safe, and the
school’s policies and facilities promote student safety.
 School leaders, teachers, and staff members model positive, healthy
behaviors for students.
 Mistakes not punished as failures, but they are seen as opportunities to
learn and grow for both students and educators.
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 Students are consistently held to high academic expectations, and a
majority of students meet or exceed those expectations.
 Important leadership decisions are made collaboratively with input from
staff members, students, and parents.
 Criticism, when voiced, is constructive and well-intentioned, not
antagonistic or self-serving.
 Educational resources and learning opportunities are equitably
distributed, and all students, including minorities and students with
disabilities.
 All students have access to the academic support and services they may
need to succeed.
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3. How is ethics related to social responsibility and vice versa?
Social responsibility refers to businesses doing what they can to
benefit their communities. Societies set their own acceptable norms. To be
successful, businesses have to adhere to social norms and expectations.
Some values have eroded over time and that has left no moral compass to
guide leaders through complex social dilemmas over right and wrong. That
means that businesses are on their own to decide the ways that they can
best demonstrate social responsibility and give back to their communities.
To ensure good business ethics and social responsibility, many
companies establish an ethics management program that’s in keeping with
their mission, vision, and values. Each ethics program is unique to the
organization. A corporate ethics program is designed to teach employees the
values and policies which set the behavioral standard for those who work
and in and around the company.
A company’s mission, vision, and values form a credo that describes
the highest set of values that a company operates under. They describe the
types of thoughts and behaviors that employees and other stakeholders
should aspire to. A formal code of ethics is a little different. It’s a policy that
states what employees and others should not do. A code of ethics is specific
to those who work under it. For large companies, they may establish specific
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codes of ethics for individual departments and have one general code of
ethics that everyone must abide by.
Human resource departments and legal departments typically
collaborate on devising an appropriate code of ethics. At the same time,
codes of ethics are more than a legal mechanism. Ethical behavior is part of
the corporate culture and the appropriate language and behavior start at the
top.
Business ethics can be challenging because our decisions are often a
reflection of our own beliefs and cultures in addition to the corporate
culture. Relationships are complicated and there’s not always one clear-cut
appropriate answer. Cultural assessments can be a valuable part of
understanding whether certain behaviors are in keeping with a company’s
code of ethics.
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4. What innovations and change you have introduced to your
school? How relevant and responsive are these changes in
increasing productivity and effectiveness of the teachers?
Use The Design-Thinking Process. The design thinking process
is a set of structured strategies that identify challenges, gather
information generate potential solutions, refine ideas, and test
solutions.There are five phases to the process: discovery,
interpretation, ideation, experimentation, and evolution.For each
phase, students and teachers can follow the following pattern:I have a
challenge. How do I approach it?I learned something. Now, how do I
interpret it?I see an opportunity. What can I create?I have an idea.
How can I build it?I tried something new. How do I make it evolve? All
of these strategies are ways to form innovation and inspire creativity
in the classroom. Teachers can start with one new project to see how
things go with their students while revising, learning and building
repeatedly. Innovation is a necessary change we need in schools
today.
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How important is organizational in dealing with the following:
4.1 Parents-Teachers Association
There’s plenty of evidence that shows positive communication between
parents and teachers helps improve academic performance. As child’s
greatest teacher and role model, it’s vital that you get involved in their
schooling, rather than sitting back and letting the teacher handle it all. Your
child need to see the importance that you, as their parent, put on their
education, though make sure this doesn’t translate as an emphasis on
always having to come first or being top of the class. While teachers are
experts in teaching, you’re the expert on your child. You know what
stimulates, bores and interests them, what they’re good at and what they
struggle with. You know your child’s learning style and you also know if
there are any other issues going on that might be affecting their learning at
school. So ongoing communication with your child’s teacher is essential to
make sure they can tailor their approach to your child while in class. Parent-
teacher interviews are a great opportunity to communicate with your child’s
teacher and hear how your child is tracking academically and socially
relative to their classmates. However, they are also a great way to discuss
any troubles or questions you may have regarding your child. With many
parent-teacher interviews coming up, it is important that you take the time
to think about the things you would like to discuss with your child’s teacher
– to ensure you make the most of your allocated time. In saying this,
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communicating with your child’s teacher isn’t just about attending parent-
teacher interviews and conferences; there are lots of other ways to stay in
touch and to create a positive two-way relationship, including email,
volunteering in the classroom or by adding comments to a homework book.
At drop off or pick up time, teachers are usually very busy so it might be
best to schedule an appointment for when it’s more convenient. If discussing
any issues you’re concerned about, make sure you ask the teacher for ways
you can help at home that reinforce any learning that’s going on in the
classroom. With this parents-teachers association allows you to regularly
check up on their child’s progress and to see the areas where they are
excelling, as well as areas where they might need a little extra support.
There are also ideas for how you can go about supporting your child without
them feeling like you’re breathing down their necks. Above all, remember
that it’s a three-way relationship between you, your child and their teacher
and that only by working together positively can you help your child
achieved their full potential.
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4.2 Stakeholders
Communication can be verbal or written, formal or informal,
depending on what is most appropriate. Some circumstances warrant a
combination of written and verbal to ensure all stakeholders can be reached
and understand information provided. It is important to understand your
audience so you can choose the most appropriate method, E.G. it might not
be appropriate to send a message through social media to a potential new
client, and instead a more formalized face to face meeting could be used.
Social media or group chat are great for reaching the mass market as they
can be delivered to multiple people or stakeholders at once. They could be
used for maintaining current or developing new relationships
Verbal communication has a more personable approach and so is
good for building relationships on a 1-2-1 level. Through good
communication with a client or stakeholder you can gain a greater
understanding of their objectives and overall goals, enabling you to review
and adapt how you support to deliver this. This helps businesses plan
resource and identify opportunities for growth and development as it
highlights areas for improvement and increased focus. We see value in face-
to-face meetings with both employees and clients as we believe it builds
trust and allows us to practice active listening, so we can understand what
really motivates them.
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4.3 Local Government Officials
Local governments publish essential data on a host of issues such as
community development, community health, education, recreation, crime,
and interesting stories about its citizens. Despite the efforts of most local
governments to get news out to their communities, public trust continues to
decline. Strong communication in local government creates trust in its
citizens. The hope is that this trust will inspire citizens to become involved
in their communities. As the relationship builds between governments and
citizens, over time, citizens will come to realize that their concerns matter.
Community engagement keeps citizens informed on the projects that affect
their taxes and their lives. Citizens gain assurance that their local
government is well-prepared to handle emergencies. Engagement also helps
to inform voters about their choices at the polls.Fortunately, technology
gives local governments a multitude of ways to communicate. Print,
television, radio, online media, social media, text, and e-alerts are all
communication channels for local governments to consider using.
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4.4 Teacher
When communication is effective, both the student and
the teacher benefit. Communication makes learning easier, helps students
achieve goals, increases opportunities for expanded learning, strengthens
the connection between student and teacher, and creates an overall positive
experience.
Teaching is all about communication - listening, speaking, reading,
presenting and writing. Teachers who hone their communication skills are
prepared to instruct, advise and mentor students entrusted in their care.
Additionally, teachers must communicate well to effectively collaborate
with colleagues and update administrators on student progress.
Frequently, parents call, visit or email, so teachers must be adept at
answering questions verbally and in writing.In addition, good teachers
communicate concern and caring by their tone of voice and use of body
language. They transmit genuine commitment and affection for their
students. Good teachers care about their students' progress and let their
students know it at all times. They learn their students' names early in the
school year and use their names when addressing them. They get to know
their students' hopes, fears and preferences and communicate this
knowledge to their students. They communicate their appreciation for what
their students do by celebrating their successes and constantly encouraging
them. This helps students feel recognized and validated.
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Teachers must be able to express themselves both verbally and in writing in
order to report student progress to parents. They need to explain the
strengths and weaknesses of their students so that parents will understand
the message and be receptive rather than defensive. This is especially
important when the teacher conveys a difficult message about the student's
misbehavior or learning problems. The message must be delivered clearly
and with tact. Teachers should be comfortable communicating with parents
regularly, with phone calls and informal notes in addition to formal report
cards. Although teaching is often done in the isolation of a classroom
without the presence of other adults, good teaching involves consultation
with colleagues. Schools that see themselves as professional learning
communities encourage teachers to plan lessons together and learn from
one another. They take a team approach when problem-solving, especially
for difficult students. This all requires excellent communication. Teachers
stay abreast of new developments in education by reading journals, listening
to new ideas from their administrators and school board consultants, and
sharing and discussing these ideas with colleagues.
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6. What is Clinical Supervision? What are its features and impact to
teaching effectiveness?
Clinical Supervision is a formal, systematic and continuous process of
professional support and learning, for practicing nurses, in which nurses
are assisted in developing their practice through regular discussion with
experienced colleagues with whom they can share clinical, organisational,
developmental and emotional experiences. Clinical Supervision aims to
promote autonomous decision-making, valuing the individual’s protection
and safe care provision through reflective processes and clinical practice
analysis, with the ultimate goal of improving professional practice. The
supervision process can also establish positive working relationships and
cooperation with other colleagues. The focus of the supervision process is
the progressive autonomy of the supervised. The supervisor should be a
qualified and expert nurse who acts both as a model and a reference in a
secure confidential environment in order to enhance knowledge and
professional skills. A supervisor should encourage the supervisee to become
an active and engaged actor in the learning process toward positive change.
The supervisor should take on the mission of helping and guiding the
supervised, providing continuous and regular feedback on their
performance. The supervisor is expected to listen, motivate, facilitate and
stimulate, while developing a joint process with the supervised.
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7. Relate the principles of School-Based Management to your
current school system and give examples. Explain comprehensively.
School - Based management is a strategy to improve education by
transferring significant decision-making authority from state and district
offices to individual schools
The primary objective of SBM are empowering the school heads to lead
their teachers and students through reforms which lead to higher learning
outcome; Bring resources, including funds down to the control of school to
spur change in line with decentralization; Strengthen partnership with
communities to invest time.
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CURRICULUM DEVELOPMENT
1. Discuss the importance of teachers’ involvement in curriculum
development. Give examples.
The goal of a successful educational program and thus effective
curriculum development should be to meet the needs and current demands
of the culture, the society, and the expectations of the population being
served. Therefor curriculum development and the educational reform
process continually under goes review, revision, and constant change
(Johnson, 2001). Curriculum development can be challenging, therefore the
involvement of all stakeholders, especially individuals who are directly
involved in student instruction, are a vital piece in successful curriculum
development and revision (Johnson, 2001). So, this paper will discuss the
importance of teachers’ involvement in curriculum development, the
challenges that teachers face in curriculum development, preparation for
teacher’s involvement in curriculum development, the teachers role in
curriculum development, and then conclusion.
Without doubt, the most important person in the curriculum
implementation process is the teacher. With their knowledge, experiences
and competencies, teachers are central to any curriculum development
effort. Better teachers support better learning because they are most
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knowledgeable about the practice of teaching and are responsible for
introducing the curriculum in the classroom. If another party has already
developed the curriculum, the teachers have to make an effort to know and
understand it. So, teachers should be involved in curriculum development.
For example, teacher’s opinions and ideas should be incorporated into the
curriculum for development. On the other hand, the curriculum
development team has to consider the teacher as part of the environment
that affects curriculum (Carl, 2009). Hence, teacher involvement is
important for successful and meaningful curriculum development. Teachers
being the implementers are part of the last stage of the curriculum
development process.
The teachers’ involvement in the curriculum development process is
essential in meeting the needs of society. The process of curriculum
development requires teachers to act and reflect on society's needs in each
stage of the development process. Nevertheless, sometimes this process
which teachers are requested to follow is unclear. For example, in South
Africa most teachers are not qualified and lack the necessary skills to
participate in curriculum development. Their approach of participation in
the process is not well defined and very difficult on teachers, so they face
many challenges regarding their involvement in curriculum development
(Ramparsad, 2000). As a result, I think that there should be major advances
in teacher development in order for teachers to actively reflect on society's
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needs in each stage of the curriculum development process. On the other
hand, in any curriculum implementation process not all teachers will have
the chance to be involved in these processes. Professional development of
teachers is as an important factor contributing to the success of curriculum
development and implementation (Handler, 2010). So, we should think
about what extent teacher education programs are needed for prospective
teachers to study curriculum development.
Because teachers have to be involved in curriculum development, the
teacher should be provided with appropriate knowledge and skills that help
them to effectively contribute in curriculum development operation. On the
other hand, there is an important point to make efficient in involvement
teacher in curriculum development that is teachers have to be empowered in
the process of curriculum development (Carl, 2009). This means teachers
should have improvement and increasing in many points of them, such as
experience and autonomy. Thus, teachers play an integral part in the
process of developing the curriculum; then students’ outcomes.
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2. With the K-12 curriculum in mind, discuss the advantages and
disadvantages in its implementation. Cite examples.
The K-12 curriculum have many advantage to every Filipino students.
One of this is enhancing our minds and skills, it may helps us to decide
what will be the course that we want and this may lead us to a successful
life. Preparedness in stepping into tertiary learning is also an advantage, the
students will be more furnished to deal with much higher level of mastering
as they step in college. Another advantage of K-12 curriculum is being ready
to join the workforce, the Senior High School graduates will be trained that
will make them commensible at certain track.
If there are 'Advantages', there is also 'Disadvantages'. Many parents
disagreed with this new system of education because they have to disburse
more money for the education of their children. Also the government does
not have the fund to pay for two more years of free education because they
need to solve first the lack of classrooms, furnitures and equipment and free
textbooks. The drop-out rate will increase because of the two added years. It
is because of lack of money to fund their childrens to send them to school.
The K to 12 Basic Education Program is the flagship program of the
Department of Education in its desire to offer a curriculum which is attuned
to the 21st century. This is in pursuance of the reform thrusts of the Basic
Education Sector Reform Agenda, a package of policy reforms that seeks to
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systematically improve critical regulatory, institutional, structural, financial,
cultural, physical and informational conditions affecting basic education
provision, access and delivery on the ground. The Department seeks to
create a basic education sector that is capable of attaining the country’s
Education for All Objectives and the Millennium Development Goals by the
year 2015. These policy reforms are expected to introduce critical changes
necessary to further accelerate, broaden, deepen and sustain the
Department’s effort in improving the quality of basic education.
1. One advantage is kids enter college more mature. Hopefully the extra two
years give them time to know what they really want to become.
2. Immediate work after high school, without needing an extra TESDA
certificate or passing college requirements such as NSTP and board
examinations. More job openings for work that previously required a two-
year college course.
3. Advantage is it helps Filipino students to be ready at par with their Asian
neighbor students.
4. One advantage is that students will have more knowledge about topics in
every subject area
5. It will enhance every student’s skills.
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Disadvantages:
1. Multi-tracking can cause family and community disintegration. This
occurs when siblings/neighbors are on different tracks. Further
disintegration is seen when extended family and church members are on
different tracks, or in the case of single-tracking, different inter sessions.
2. Major disadvantage is that it’s an additional two years to earn a degree.
People work later, they earn money later. And in this country, where a lot of
children support their family and parents, that’s a major disadvantage.
3. One of the disadvantages is the gap during the transition. Depending on
how the change is made. Some school ask some of their faculty to go on
furlough and have no pay during the transition period.
4. The disadvantages of the K-12 program are the lack of classrooms and
the bloating of the curriculum – you simply stretched the 10 years of the
current curriculum to 12 years of curriculum – there is no improvement in
content – and lack of teachers.
5. The drop-out rate will increase because of the two extra years.
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3. Based on the steps to be taken in curriculum development, give
specific examples and the role played by the teacher in each step.
Each state establishes content standards and educational
benchmarks by grade level. School districts apply these standards to
develop a curricular framework for teachers. Teachers hold the key to the
curriculum process. Using a wide variety of techniques, teachers encourage
learning by delivering content in creative and impactful ways. Whole-group
instruction, individualized attention, experiential education and using a
global lens, are methods that provide teachers with avenues for success in
the curriculum process.
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4. Describe each model of curriculum development and relate each to
your actual practice/s.
Curriculum is content, but when contextualized, it comes alive for
students. The role of teachers in the curriculum process is to help students
develop an engaged relationship with the content. Active learning will
increase the focus and retention of the curriculum, resulting in an exciting
learning environment. Teachers build lessons that include simulations,
experiments, case studies and activities to deliver curriculum. This
interactive approach intertwines curriculum and practical experiences that
immerse students in learning. The curriculum process provides opportunity
for teachers to be creative and put their unique stamp on the classroom
experience.
During the curriculum process, teachers use a prescribed curriculum
to build lessons that have global impact. For example, teachers integrate
examples of diverse people who have made significant contributions in the
content area. The intentionality of building inclusion helps dispel
stereotypes and to encourage students to look favorably upon diverse
groups. If district-issued books or materials do not highlight historically
underrepresented groups, teachers can provide supplemental materials
during the curriculum process. Finally, the curriculum process enables
teachers to consider how they can best deliver lessons that will reach
English Language Learners, or other diverse populations.
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During the curriculum process, teachers consider how they can incorporate
student choice into classroom learning. Teachers can help students connect
content to an individualized plan that reflects a career interest. Project-
based learning is a dynamic option that teachers must plan in advance,
during the curriculum process. This hands-on technique immerses students
in a practical project that brings alive the classroom curriculum. Providing a
wide variety of learning options speaks to the needs of all students and
optimizes learning potential. Teachers use the curriculum process to plan
and coordinate student choice options.
4.1 ORC Model (Overcoming Resistance to Change)
There are many different models for implementing curriculum. One common
model is the Overcoming-Resistance-to-Change Model (ORC model). This
model focuses on gaining advocates and sharing power equally between
administrators and teachers. The ORC model focuses on allowing for the
personal needs of the teachers to be addressed through maintaining high
flexibility in the implementation.
The ORC model focuses on change from the perspective of the teacher. In
this model, there are four stages as listed below.
1. Unrelated concerns
2. Personal concerns
3. Task-related concerns
4. Impact-related concerns
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1. The first stage is a stage of indifference. A teacher is aware change
but do not see how it relates to their own life. As such the teacher is not
worried about whatever innovation is coming. An example might be hearing
about efforts to bring online learning to a school. The teacher knows this
innovation is out there but it has not impacted them yet.
2. The teacher is now concerned with how the new innovation or
curriculum will impact their life personally. For example, an English teacher
wrestling with how using online learning will affect what they are trying to
do in the classroom.
3. In stage 3, the teacher is thinking about how to use the new
curriculum or innovation. Questions begin to go through their head in terms
of application. For the online learning example, the teacher may wonder
about such problems as how much time will it take to learn this? What are
the best ways to use this new innovation? What kind of support will I get?
These are just some of the many questions that are possible.
4. Now the teacher has taken their focus of their performance and is
now worried about how this will affect students. At this stage, teachers are
focusing on their students, peers, and school. For the online learning
example, teachers start to wonder how online learning will benefit the
students. A teacher may start to wonder how other teachers are doing as
they try to use this new innovation. The shift here is from self to others.
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Change involves a reaction. For the ORC model, the reaction involves
four clear steps. Every teacher may not go through these four stages.
However, these stages help to explain what a leader can anticipate when
trying to implement curriculum.
4.2 LOC Model (Leadership-Obstacle Course model)
LOC model (Leadership-Obstacle course model) LOC is the acronym
for 'Leadership-Obstacle Course' model. This model treats staff resistance
to change as problematic and proposes that we should collect data to
determine the extent and nature of the resistance in implementing
the curriculum.
Curriculum implementation process involves helping the learner
acquire knowledge or experience. It is important to note that curriculum
implementation cannot take place without the learner. The learner is
therefore the central figure in the curriculum implementation process.
Although there are various factors that also influence Curriculum
Implementation like the resource materials and facilities, the teacher, the
school environment, culture and ideology, Instructional supervision and
assessment.
Implementation takes place as the learner acquires the intended
experiences, knowledge, skills, ideas and attitudes that are aimed at
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enabling the same learner to function effectively in a society. Therefore
putting the curriculum into operation requires an implementing agent.
Stenhouse identifies the teacher as the agent in the curriculum
implementation she argues that implementation is the manner in which the
teacher selects and mixes the various aspects of knowledge contained in a
curriculum document or syllabus into practice.
Curriculum implementation therefore refers to how the planned or officially
designed course of study is translated by the teacher into syllabuses,
schemes of work and lessons to be delivered to students. The
implementation, as an essential part of curriculum development, brings into
existence the anticipated changes. The changes can occur in several ways.
The two most obvious ways are:
i) Slow change: this occurs for instance, when we incorporate minor
adjustments in the course schedule, when we add some books to the library
or when we update the unit plan, etc. is a slow change.
ii) Rapid change: this happens as a result of new knowledge or social trends
influencing the curriculum, such as computers education being introduced
in the curriculum, etc.
Traced to its roots, the term curriculum is derived from the Latin word
“currer” which means a race course taken by horses. In education,
curriculum may be taken to mean a race course taken by the educational
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process. Before 1918, courses offered in learning institutions were only
known as subjects.
The term curriculum had not been coined until Franklin Bobbit after
working on a number of courses and after studying the social, economic and
political changes which came with World War I coined the term curriculum
to mean those experiences that the learner acquires in a learning
institution. Zumwalt in Akwesi (2012) asserted that curriculum
implementation is the practical application of theory into practice in a way
that the eventual outcome is evidenced through the learners’ performances
in and outside the classroom. When teachers deliver both the curriculum
contents and instructional strategies in the way and manner they were
designed to be delivered, curriculum implementation is said to have
occurred. However, the ability and effectiveness of the teacher to carry out
curriculum implementation depends to large extent on some variables like
knowledge/experience qualification, availability of resources and
motivational issues among others.
In order to achieve the objectives of education, an instrument that
serves as a vehicle of operation is required, that instrument is the
curriculum which can be defined as all the learning experiences and
intended learning outcomes systematically planned and guided by the
school through the reconstruction of knowledge which recognized as
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cognitive, affective and psychomotor development of the learner in (Aneke,
2016, & Akundolu in Eya 2012).
4.3 Linkage Model
The elements of the linkage model are further analyzed by studying a
concrete example. It introduces,the concepts of balance and relevance as
criteria for judging the adequacy of an educational programme and presents
a model for generating and selecting educational objectives. In the
development and dissemination of programs, a five stage process is
followed:
(1) generating relevant researchable ideas, (2) conducting pilot studies
within the Laboratory School, (3) field testing in public schools, (4)
information and staff development for public schools, and (5) providing
maintenance and support activities. Which of the following is considered a
critical factor in doing summative evaluation? 2. Conflict Perceptions among
Teachers on Updated Curriculum, TEACHERS PERCEIVED PROBLEMS OF
CURRICULUM IMPLEMENTATION IN TERTIARY INSTITUTIONS IN CROSS
RIVER STATE OF NIGERIA, Teacher Receptivity to Systemwide Change in
the Implementation Stage. This model that assumes that curriculum
decision making follows a straight line is called linear model 1 Selection of
Aims 2 Selection of Content & Learning Experiences 3 Organizsation of
content & Learning The final model we are going to look at is the CIPP
model, which was developed in the 1970s. To browse Academia.edu and the
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wider internet faster and more securely, please take a few seconds
to upgrade your browser. IMPLEMENTATION MODELS 1. Based on the data
gathered in this study, the actors with these roles and motives are situated
in the linkage model, which shows the different influences of the
connections. Leadership Obstacle Course (LOC) 3. The LOC model considers
educational change as a sequence of three stages: i) initiation; ii) attempted
implementation; and iii) incorporation. The Assumptions, Strategies and
Results of a Linkage Model for Dissemination. Organizational Development
(OD) 5. Academia.edu no longer supports Internet Explorer. The CIPP model
is a curriculum evaluation model that focuses on four steps in its
evaluation. The first paper, by Ronald Havelock, provides a historical review
of innovation research models and discusses how the various models have
progressed culminating in the Linkage Model. Thus, in the linkage model,
the basic process is the transfer of knowledge from the University side and
fulfillment of the labor force from the Industry side (Ornstein, THE NATURE
AND. Corbett, Wellesley T., Jr.; Guttinger, Hellen I. The second issue is
excess contents added to the curriculum 4.3. a. 102. This study sought to
describe the assumptions and strategies of the Laboratory School's Linkage
Model and to evaluate the results of the model by focusing on the
dissemination.
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4.4 RCA (Rand Change Agent model)
RCA (Rand Change Agent model) The Rand Change Agent (RCA) model
suggests that organizational dynamics seem to be the chief barriers to
change. As in ORC and LOC models it puts forward the following three
stages in the change process: i) Initiation: At this stage, the curriculum
developers work to secure the support for the anticipated change. To
support a change, such as a new program people must understand and
agree that it is legitimate. Thus, curriculum implementation activity requires
the personal backing of the individuals involved. For example, at this stage,
we should inform the teachers about the need for change and how it might
take place. ii) Implementation: At this stage, the proposed change, i.e., the
new program and the organizational structure are adjusted to operationalize
the change. iii) Incorporation: During this stage, the changes implemented
become part of the established program. The assumption behind this is that
the success of the implementation is a function of: i) the characteristics of
the proposed change; ii) the abilities of the academic and administrative
staff; iii) the readiness of the local community; and iv) the organizational
structure. During the incorporation stage, the changes implemented become
part of the established program. At this stage the program implemented is
provided with the necessary personnel and financial support DEFINITIONS
AND ISUES OF IMPLEMENTATION The term curriculum implementation
had been defined in different ways by different scholars. Garba (2004)
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viewed curriculum implementation as the process of putting the curriculum
into work for the achievement of the goals for which the curriculum is
designed. Okebukola (2004) described curriculum implementation as the
translation of the objectives of the curriculum from paper to practice. In a
nutshell, Ivowi (2004) sees curriculum implementation as the translation of
“theory into practice”, or “proposal into action”.
8 Mkpa and Izuagba (2009) in Obilo and Saugoleye (2015). Also maintained
that curriculum implementation is the actual engagement of the learner
with planned learning opportunities; this planning includes the
instructional materials that will be used for its implementation at the
appropriate stages. Yobe (2011) in Aneke (2015) also viewed curriculum
implementation as the task of translating the curriculum concept into
operating curriculum by the combined efforts of the teachers and society.
Fullan in Owusi (2009) is of the opinion that curriculum implementation is a
process of putting a document or an instructional programme into practice.
Leithwood (1982), like most other curricularists, considers implementation a
process that attempts to reduce the difference between existing practices
and the practices suggested by innovators or change agents.
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5. What are the common issues encountered by the curriculum
implementers? What are the causes of these issues? How should these
issues be addressed?
When it comes to influence, the educational system of the Philippines
has been affected immensely by the country's colonial history including the
Spanish period, American period, and Japanese rule and occupation.
Although having been significantly influenced by all its colonizers with
regard to the educational system, the most influential and deep-rooted
contributions arose during the American occupation (1898); it was during
this aforementioned period that 1. English was introduced as the primary
language of instruction and 2. A public education system was first
established - a system specifically patterned after the United States school
system and further administered by the newly established Department of
Instruction. Similar to the United States of America, the Philippines has had
an extensive and extremely inclusive system of education including features
such as higher education.
The present Philippine Educational system firstly covers six years of
compulsory education (from grades 1 to 6), divided informally into two levels
- both composed of three years. The first level is known as the Primary Level
and the second level is known as the Intermediate Level.
However, although the Philippine educational system has extensively been a
model for other Southeast Asian countries, in recent years such a matter
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has no longer stood true, and such a system has been deteriorated - such a
fact is especially evident and true in the country's more secluded poverty-
stricken regions.Nationwide the Philippines faces several issues when it
comes to the educational system.
Quality of Education:
The students' performance in both the 2014 NAT and NCAE were
excessively below the target mean score. Having said this, the poor quality of
the Philippine educational system is manifested in the comparison of
completion rates between highly urbanized city of Metro Manila, which is
also happens to be not only the country's capital but the largest
metropolitan area in the Philippines and other places in the country such as
Mindanao and Eastern Visayas.
Budget for Education
The second issue that the Philippine educational system faces is the budget
for education. Although it has been mandated by the Philippine Constitution
for the government to allocate the highest proportion of its government to
education, the Philippines remains to have one of the lowest budget
allocations to education among ASEAN countries.
Affordability of Education
A big disparity in educational achievements is evident across various social
groups. Socioeconomically disadvantaged students otherwise known as
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students who are members of high and low-income poverty-stricken
families, have immensely higher drop-out rates in the elementary level.
Mismatch
There is a large mismatch between educational training and actual
jobs. This stands to be a major issue at the tertiary level and it is
furthermore the cause of the continuation of a substantial amount of
educated yet unemployed or underemployed people. According to Dean
Salvador Belaro Jr., the Cornell-educated Congressman representing 1-Ang
Edukasyon Party-list in the House of Representatives, the number of
educated unemployed reaches around 600,000 per year. He refers to said
condition as the "education gap".
Drop-out Rate (Out-of-school youth)
The Philippines overall has 1.4 million children who are out-of-school,
according to UNESCO's data, and is additionally the only ASEAN country
that is included in the top 5 countries with the highest number of out-of-
school youth. In 2012, the Department of Education showed data of a 6.38%
drop-out rate in primary school and a 7.82% drop-out rate in secondary
school.
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Brain Drain
Brain Drain is a persistent problem evident in the educational system
of the Philippines due to the modern phenomenon of globalization, with the
number of Overseas Filipino Workers (OFWs) who worked abroad at any
time during the period April to September 2014 was estimated at 2.3
million. This ongoing mass emigration subsequently inducts an unparalleled
brain drain alongside grave economic implications.
Social Divide
There exists a problematic and distinct social cleavage with regard to
educational opportunities in the country. Most modern societies have
encountered an equalizing effect on the subject of education. This
aforementioned divide in the social system has made education become part
of the institutional mechanism that creates a division between the poor and
the rich.
Lack of Facilities and Teacher Shortage in Public Schools
There are large-scale shortages of facilities across Philippine public
schools - these include classrooms, teachers, desks and chairs, textbooks,
and audio-video materials. According to 2003 Department of Education
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6. Discuss the influences of curriculum implementation in the context
of the following:
6.1 The Teacher
The Teacher As Whitaker (1979) asserts that the teachers view their role in
curriculum implementation as an autonomous one. They select and decide
what to teach from the prescribed syllabus or curriculum. Since
implementation takes place through the interaction of the learner and the
planned learning opportunities, the role and influence of the teacher in the
process is indisputable. You could be thinking, “I understand that teachers
are pivotal in the curriculum implementation process, but what is their role
in the curriculum planning process?” If the teacher is to be able to translate
curriculum intentions into reality, it is imperative that the teacher
understand the curriculum document or syllabus well in order to implement
it effectively. If the curriculum is what teachers and students create
together, as Wolfson (1997) states in Curriculum Implementations, the
teacher must play a more significant role in designing the curriculum.
Teachers must be involved in curriculum planning and development so that
they can implement and modify the curriculum for the benefit of their
learners.
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Teacher Education provides a platform to student-teachers to acquire
the required knowledge, skill and develop positive attitude, values and
beliefs. This can be done with the help of the provided curriculum. And the
quality of teacher produced in any institution invariably depends on the
curriculum offered to them during their training period. After reviewing
various researches on the curriculum and significant role of teachers’ in
framing the curriculum the process of curriculum development was
decentralized. The process of curriculum framing and preparation of
textbooks be decentralized so as to increase teachers’ involvement in these
tasks. Decentralization should mean greater autonomy within the
state/district. As curriculum is the best mean of overall development of
students. And teacher is mediator between curriculum and students.
She/he knows various needs of students, educational institutions,
industries, parents (stakeholders). The quality of teacher education is
maintained by curriculum of Teacher Education. The curriculum
development is dynamic process. The paper will dealt with the following
objectives such as1. To explain the curriculum development process. 2. To
explain the role of the teacher as curriculum developer. 3. To communicates
the best practices in the context of curriculum development. The present
paper will discuss the role of teachers’ in curriculum development for
teacher education. Keywords: curriculum development, teacher education,
curriculum developer.
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Curriculum plays an important role in the field of teacher education.
Curriculum is the planned interaction of pupils with instructional content,
materials, resources, and processes for evaluating the attainment of
educational objectives.
Curriculum is used in several meanings. There are also a number of
definitions of the term, curriculum.
The word curriculum is derived from the Latin word 'currrere' which means
'run' and it signifies a 'run-away' or a course which one runs to reach a goal.
Carl (1995:40) defines curriculum development as"... an umbrella and
continuous process in which structure and systematic planning methods
figure strongly from design to evaluation. "For the purposes of this study,
this definition is accepted as it includes all aspects from design,
dissemination, and implementation to evaluation.
According to Taylor (1966) curriculum means all the learning which is
planned or guided by the school, whether it is carried in groups or
individually, inside or outside the school.
Kerr (1968) says, "Curriculum means all the learning which is planned or
guided by the school, whether it is carried on in groups or individually,
inside or outside the school”.
Importance of curriculum in teacher education
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A curriculum guides the instructional lessons that teachers use. A
curriculum defines what the learner will learn and can possibly guide when
the learner learns the information from the lesson.
A curriculum offers teachers the ideas and strategies for assessing
student progress. A student must meet certain academic requirements in
order to go to the next level. Without the guidance of a curriculum, teachers
cannot be certain that they have supplied the necessary knowledge or the
opportunity for student success at the next level, whether that the levels
involve a high school, college or career.
Curriculum can help students to achieve some personal control over
their learning, to plan their semester, and to manage their time effectively,
and describes Active Learning.
Students often conceive of learning as the acquisition of correct information,
but they may not
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6.2 The Learners
The Learners are also a critical element in curriculum
implementation. While teachers are the arbiters of the classroom practice,
the learners hold the key to what is actually transmitted and adopted from
the official curriculum. The official curriculum can be quite different from
the curriculum that is actually implemented. The learner factor influences
teachers in their selection of learning experiences, hence the need to
consider the diverse characteristics of learners in curriculum
implementation. For example, home background and learner ability can
determine what is actually achieved in the classroom.
6.3 Resource Materials and Facilities
Resource Materials and Facilities from your experience, you are aware
that no meaningful teaching and learning take place without adequate
resource materials. This applies to curriculum implementation as well. For
the officially designed curriculum to be fully implemented as per plan, the
government or Ministry of Education should supply schools with adequate
resource materials such as textbooks, teaching aids and stationery in order
to enable teachers and learners to play their role satisfactorily in the
curriculum implementation process. In Curriculum Implementation, it is
suggested that the central government must also provide physical facilities
such as classrooms, laboratories, workshops, libraries and sports fields in
order to create an environment in which implementation can take place. The
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availability and quality of resource material and the availability
of appropriate facilities have a great influence on curriculum
implementation.
6.4 Interest Groups
Interest Groups Can you identify interest groups in your country that
could influence the implementation of curricula? A number of these groups
exist in almost all societies. These include parents, parents’ and teachers’
associations, religious organizations, local authorities, companies and
private school proprietors. These Groups can influence implementation in
the following ways:  Provide schools with financial resources to purchase
required materials.  Demand the inclusion of certain subjects in the
curriculum.  Influence learners to reject courses they consider detrimental
to the interests of the group. It is therefore important to involve these groups
at the curriculum planning stage.
6.5 The School Environment
The School Environment One other factor that influences curriculum
implementation concerns the particular circumstances of each school.
Schools located in rich socio-economic environments and those that have
adequate human and material resources can implement the curriculum to
an extent that would be difficult or impossible for schools in poor economic
environments.
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6.6 Culture and Ideology
Culture and Ideology Cultural and ideological differences
within a society or country can also influence curriculum
implementation. Some communities may resist a domineering
culture or government ideology and hence affect the
implementation of the centrally planned curriculum.
6.7 Assessment
Assessment in the form of examinations influences
curriculum implementation tremendously. Due to the great value
given to public examination certificates by communities and
schools, teachers have tended to concentrate on subjects that
promote academic excellence and little else. This action by the
teacher obviously can affect the achievement of the broad goals
and objectives of the curriculum.
Instructional Supervision Curriculum implementation
cannot be achieved unless it has been made possible through
the supervisory function of the school head. The head does this
through:  deploying staff,  allocating time to subjects taught at
the school,  providing teaching and learning materials, and 
creating an atmosphere conducive to effective teaching and
learning.
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METHODS OF RESEARCH
1. Differentiate qualitative and quantitative research approaches based on
methods and sampling.
Many times those that undertake a research project often find they are not aware of
the differences between Qualitative Research and Quantitative Research methods. Many
mistakenly think the two terms can be used interchangeably.
When collecting and analyzing data, quantitative research deals with numbers and
statistics, while qualitative research deals with words and meanings. Both are important
for gaining different kinds of knowledge.
Qualitative Research
Qualitative Research is primarily exploratory research. It is used to gain an
understanding of underlying reasons, opinions, and motivations. It provides insights into
the problem or helps to develop ideas or hypotheses for potential quantitative research.
Qualitative Research is also used to uncover trends in thought and opinions, and dive
deeper into the problem. Qualitative data collection methods vary using unstructured or
semi-structured techniques. Some common methods include focus groups (group
discussions), individual interviews, and participation/observations. The sample size is
typically small, and respondents are selected to fulfil a given quota.
Quantitative Research
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Quantitative Research is used to quantify the problem by way of generating numerical
data or data that can be transformed into usable statistics. It is used to quantify attitudes,
opinions, behaviors, and other defined variables – and generalize results from a larger
sample population. Quantitative Research uses measurable data to formulate facts and
uncover patterns in research. Quantitative data collection methods are much more
structured than Qualitative data collection methods. Quantitative data collection methods
include various forms of surveys – online surveys, paper surveys, mobile surveys and
kiosk surveys, face-to-face interviews, telephone interviews, longitudinal studies, website
interceptors, online polls, and systematic observations.
2. Is plagiarism common on researches? How can you identify the research work to
be reliable? Discuss how to avoid it.
In recent years, research has become a growing industry. There is fierce competition
among more than 7.1 million researchers in the world to have their research published in
over 25,000 journals. Researchers are under pressure to get their work published in good
journals. When this pressure is coupled with a lack of time, lack of research skills and ease
of obtaining information and articles from the internet, the rate of plagiarism increases.
In 2010, the Nature Publishing Group reported an alarmingly increasing level of
plagiarism. Twenty-three percent of submitted articles are rejected because of
plagiarism.12 The prevalence of plagiarism varies from one community to another with
reported rates from 11 to 19% in medical institutions.13, 14 These rates increase where
the concepts of intellectual property and copyrights are not well understood and are not
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strictly respected.
Eight elements to look for in a research report to determine its trustworthiness
according to ANNA—MALIN SANDSTORM.
1. Why was the study undertaken?
Whether the aim of the research was to generate income, lobby for a policy change,
evaluate the impact of a programme or develop a new theoretical framework, this will
influence the research questions, data collection and analysis, and the presentation of the
results. In order to make best use of the findings and place them in context for your use, it
is advisable to bear the aim of the study in mind.
2. Who conducted the study?
A myriad of organisations in the field offer intelligence that feed into the decisions in
our daily work. It is therefore important to look at who has conducted the research, and if
the organisation or individual in question has the expertise required for conducting
research on the topic. Additionally, assessing if the organisation has an interest in a
specific research outcome is a good practice. If so, the research should be transparent in
demonstrating how the different stages of the study were conducted to guarantee its
objectivity.
International higher education research should be transparent in demonstrating how
the different stages of a study were conducted to guarantee its objectivity.
3. Who funded the research?
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It is of equal importance to check if a third party has sponsored or funded the study as
this could further affect the objectivity of the study. If for example a student recruitment
fair organiser sponsors a study on the efficiency of different recruitment methods, you
should be critical of the results, particularly if student fairs emerge as the most efficient
recruitment method.
4. How was the data collected?
In the social sciences, structured interviews and self-completion questionnaires are
perhaps the two most common ways of collecting quantitative data. How the individuals
in the sample, ie those approached to be surveyed, have been identified is crucial in
determining the representativeness of the results. There are two main types of samples,
namely probability and non-probability samples. A probability sample is a sample in
which every individual in the population has the same chance of being included. It is also a
prerequisite for being able to generalise the findings to the population (see below).
To illustrate the difference, let us say you survey first-year students by asking student
clubs to share the survey on social media. Since this non-probability snowball sample has
a greater likelihood of reaching students active in such clubs, the results won’t be
representative or generalisable.
5. Is the sample size and response rate sufficient?
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The bigger the sample size the higher the likelihood that the results are precise. After a
sample size of around 1000, gains in precision become less pronounced. Often, however,
due to limited time and money approaching such a large sample might not be feasible. The
homogeneity of the population further affects the desired sample size; a more
heterogeneous population requires a larger sample to include the different sub-groups of
the population to a satisfactory degree. The response rate is a complementary measure to
the sample size, showing how many of the suitable individuals in the sample have
provided a usable response. In web surveys, response rates tend to be lower than in other
types of surveys.
6. Does the research make use of secondary data?
Data can be collected either through primary or secondary sources, ie it can be
collected for the purposes of the study or existing data can be utilised. If existing data sets
collected by another organisation or researcher is used, reflecting on how credible the
data source is, and how usable it is for the study in question, is important. Here, using
common sense (and Google if necessary) takes you a long way.
7. Does the research measure what it claims to measure?
A commonly used term in statistics to convey the trustworthiness of research is
‘validity’. Validity refers to the extent to which a notion, conclusion or measurement is
well founded and corresponds to reality. In other words, does it measure what it intends
to measure? As an example, a study intends to investigate gender discrimination of faculty
and in so doing, looks at the number of cases of discrimination brought forward by female
faculty. Yet, as the study does not look at the reason for these discrimination complaints –
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whether it was indeed gender or ethnicity, religion, age or sexual orientation – the
conclusion cannot be drawn that gender discrimination has increased.
8. Can the findings be generalised to my situation, institution or country?
When conducting research there is often a tendency to seek to generalise the findings.
Two key criteria have to be met for this to be possible. First, results are applicable only to
the population of the study. In other words, if a study analyses student satisfaction among
students in the UK, the findings cannot be generalised to campuses in, for example, France.
Second, data must be collected via a probability sample, ie every unit of analysis, here
every student in the UK, has the same chance of being included in the sample.
Modules Completed by Sharmaine A. Malinao:
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Graduate School
1. Sociology of Education
2. Management of Social and Economic Change
3. Methods of Research
4. Social Marketing
5. Foundations of Education
6. Theories and practice of Christian Education
7. Modern Educational Trends
8. Educational Management and Planning
9. Computer Course for Education
10. Basic statistics
11. Advanced Supervision and Administration
12. Educational Legislation
154

Malinao Sharmaine Maed em Focus Questions

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Philippine Christian University

1. What is Sociology of Education?

ways in which individuals’ experiences affect their educational achievement and

2. What is systematic sociology based on the ideas of Emile Durkheim?

and church were replaced by modern economic relations.

MALINAO, SHARMAINE A. (MAED-EM)

norms, beliefs, and values make up a collective consciousness, or a shared way of

beings, not just animals.

3. What are the functions of sociology?

It assists in the analysis and clarification of different types of relationships

sociology to identify why certain undesirable behaviours manifested in human beings

causes of unacceptable behaviours through critical analysis of the matter to control

occupation of priviledged positions. Every individual has propensity to cling into

functionality and relationship to foster growth and development. Any dysfunction in

any system will invariably affect other systems.

MALINAO, SHARMAINE A. (MAED-EM)

integrated into the sub system within the society.

internalizes, conceptualizes, demonstrates, manifests and exhibits. With the

understanding of sociology an individual is blessed with rebuff view about other

people’s background.This will assist in tolerating and accommodating others with

differences in cultural background and orientation.

4. Discuss the relationship between Education and Sociology?

Sociology and Education as two branches of knowledge, concerned essentially

interdependent disciplines. Education and Sociology are intimately related. Education

appears as a branch of Sociology. Sociology of Education is a branch of the discipline of

MALINAO, SHARMAINE A. (MAED-EM)

family life. Reconstruction and adaptation are necessary but of scientific

developments, industrialization, and technological advancements, which are

education and sociology can be cleared through the following points:

MALINAO, SHARMAINE A. (MAED-EM)

MANAGEMENT OF SOCIAL AND ECOONOMIC CHANGE

1. Define and elaborate the concept of change in the context of management.

 The Concept of Change

Change implies the creation of imbalances in the existing pattern of situation. It

requires people to learn to cope up with change by making necessary

required to manage change to remain profitable and effective.

environment of an organization. It has the following characteristics:

inside the organization.

b. The whole organization tends to be affected by change in any part of it.

speed and degrees of significance.

MALINAO, SHARMAINE A. (MAED-EM)

 Every organization possesses a different culture, but most of them face

challenges to implement and maintain a culture of quality. This is generally due

to various internal and external factors including improper process

management and environmental factors respectively.

The external factors like politics, competitors, economy, customers, and

processes, staff, culture, and financial situation can be controlled.

establish a flexible environment to manage the unforeseen market challenges.

Such a proactive approach could mean a world of difference for your

Political Factors: These include the government actions or approaches that

stability, government policies, public investments, tax policies, local

infrastructure, and national as well as international trade agreements.

MALINAO, SHARMAINE A. (MAED-EM)

demand and supply may directly impact organizational effectiveness and

economic growth/decline, and changes in interest rates.

Market Factors: The ever-changing market environment that reflects customer

preferences. This may include competition, emerging trends, supply chain

relationships, population analytics, customer needs, and demographics.

Technological Factors: It includes the impact of technological advancements

automation, new equipment, technology awareness, etc.

Environmental Factors: It majorly covers the environmental aspects that

could be the change in weather, CSR initiatives, and much more.

Compliance and Regulatory Factors: It includes the changes due to the