Dissertationshttps://hdl.handle.net/20.500.12852/6052024-03-29T00:14:40Z2024-03-29T00:14:40ZDevelopment of standards for teacher evaluation based on evaluation instruments anchored on the National Competency-Based Teacher StandardsSabijon, Ananias C. Jr.https://hdl.handle.net/20.500.12852/26842023-05-15T07:00:21Z2016-04-01T00:00:00ZDevelopment of standards for teacher evaluation based on evaluation instruments anchored on the National Competency-Based Teacher Standards
Sabijon, Ananias C. Jr.
This multimethod or mixed study examined the components of the evaluation instrument utilized by selected Centers of Excellence (COEs) for teacher education using the NCBTS as interpretive lens; and based on its results, the researcher developed the standards for evaluating teaching performance of basic education teachers. Two top performing Centers of Excellence (COEs) for teacher education in the country were utilized using the non-random purposive sampling technique. To gather both qualitative and quantitative data, survey research and content analysis were employed. Framework analysis, comparison of lexical units (phrasal and whole-text definitions), frequency count, percentages and ranking were used to analyze data. Results showed that although the hierarchical format and the terms used in the components of the QCE NBC No. 461 are not exactly the same (verbatim) as that of the NCBTS—the government prescribed teaching effectiveness and evaluation framework, questionnaire and content analysis data revealed that the components of the QCE NBC No. 461 teacher evaluation instrument and the NCBTS framework have similarities and actual alignments. Based on the alignments and similarities (using the components and comparison units) between the teacher evaluation instrument and the NCBTS, the phenomenon of teaching effectiveness can be captured and defined using the prescribed domains, strands and performance indicators. Likewise, teaching effectiveness can also be captured using the assessment areas and criteria of the QCE NBC No. 461. In terms of NCBTS themes (domain, strands and indicators) utilization, data showed that the NCBTS domain that is most utilized in the QCE NBC No. 461 is Curriculum. The Community Linkages is the least utilized domain. Moreover, based on the results of the study (clusters or groups of teaching effectiveness/ evaluation domains which have evolved and on percentages of NCBTS themes utilization), and using the National Competency-Based Teacher Standards as the anchor, two standards— Commitment as It Affects Teaching, and Facilitating Learning—cannot be overemphasized.
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2016-04-01T00:00:00ZCentral Philippine College: A historical study in the light of Philippine historical and cultural backgroundChambers, R. Fredhttps://hdl.handle.net/20.500.12852/24802023-02-20T02:00:17Z1949-01-01T00:00:00ZCentral Philippine College: A historical study in the light of Philippine historical and cultural background
Chambers, R. Fred
This study is an attempt to write a history of Central Philippine College in the light of the Philippine background: political, socio-economic, religious and educational; and, to indicate the influence of one upon the other.
A survey of the general background reveals the following facts. The American regime in the Philippines radically changed that country's history from what it had been under Spanish control. It meant the introduction of the American democratic way of government and life, supported by the American public educational system introduced into the Philippines, with English as the language of instruction, and with emphasis upon the principle of separation of Church and State. This was a radical change from nearly three centuries of Spanish control in which arbitrary rule by Spanish military and Roman Catholic Church leaders determined the life of the Filipinos. The period of this study, approximately the first forty years of the present century, saw the development of the Republic and some degree of democratic life in the Philippines. It saw evidence of the emergence of a much needed middle class in Philippine society to offset the unwholesome situation in which a small, aristocratic ruling upper class exploited a poor, ignorant peasant class. It saw the emergence of some degree of individual enterprise and some development of a Filipino economy looking toward ultimate economic foundations for assuring political independence. This was not so effectively achieved because a system of American economic paternalism had developed through the sugar industry. The period saw a change from complete control of the Roman Catholic Church, with its authoritarian system, to the development of other religious sects to break the monopoly of that Church on life and thought. It saw the development of a nationalistic adaptation of the Catholic Church, Aglipayanism, and the growth of Protestantism. In general it meant the infiltration of liberal ideas to achieve some degree of democracy in religious thought. The period saw one of the most unusual experiments in colonization and education. The American public educational system was transplanted on foreign soil and vindicated its claim to contribute to the formation of a democratic society. The Filipinos seized upon education and the language of their rulers as the most effective way to achieve their independence. The result was the establishment of a national educational system within which opportunity was afforded for private education to do a particular work of supplementing and pioneering where the former system was limited. It is probable that in no country in the world have a people given such whole hearted support to education as in the Philippines. In all of these phases of Filipino life there was one unifying purpose which gave extra meaning and effort to high achievement, that was the passion for complete independence.
Within the framework of the above situation Central Philippine College found its origin and development. The founding of the institution was the result of the aggressive outreach of the American Baptist Foreign Mission Society and the opportunity afforded by historical development when the United States took over the Philippines. The College began as a Bible and Industrial school to educate leaders for the church and to teach the constituency to read and write that they might become effective laymen for strengthening and advancing the Protestant churches established in the Philippines. The pattern of control followed American rule in the Philippines, although the American government gave more control, and earlier, to the Filipinos than did the College. In general it was paternalism with the purpose to withdraw at the right time; the right time defined as that time when the Filipino was capable of managing his own affairs with least liability to himself and to others. The educational development of Central followed generally that of the public educational system. At first the emphasis was upon vocational education, then upon the academic until the latter dominated the system. However, the Jaro Industrial School (Central's beginning) did attract national attention at its inception by its emphasis upon democratic methods of student government. The growth of the institution was affected by the development of public education, American missionary leadership, and the general policies set up by the American Baptist Foreign Mission Society in New York City. The institution throughout its history never had adequate resources, material or personal, to do the work which opportunity presented. However, it did move from complete dependence financially to almost complete self-support. It was moving steadily toward complete administrative control by Filipinos and lacked chiefly some qualified Filipino president to effect administrative in dependence from American control. In the period of its history before the war, Central moved from a small inconspicuous school to a nationally recognized institution of higher education. It had developed a reputation for high standards and had sent men and women into Philippine society who were having a definite influence on the life of the country.
There was a definite interplay of influence between the country and Central. The Spanish regime in the Philippines influenced the history of Central Philippine College by its leaving in the minds of the Filipinos a memory of Spanish government and Roman Catholic oppression, unsatisfactory social and land system, and in starting them on their struggle for independence, It gave the Philippines a background in the Christian religion and some contact with western civilization and the outside world. These influenced the type of educational program launched by American Baptists and determined opposition by the Catholic Church.
The American regime provided an environment in the Philippines which encouraged the founding of Central Philippine College. It established a framework of democratic government within which the Philippines could work for self-government, aided by the separation of church and state, material improvements, education and the use of the English language. Central's educational program and its success was determined by these factors. By its emphasis upon social equality, the dignity of labor for self-support, liberal education for self realization, and freedom of thought and democracy in religion, the College was allied with the general movement in the Philippines and influenced thereby. As the nation grew in self government, the plan and policy of Central Philippine College was influenced to adapt itself to the change of a growing sense of freedom and self-determinism. However, throughout its history, the College felt the effects of both Spanish and American influences.
Central Philippine College not only was influenced by, and received benefits from, her Philippine background but she also influenced and contributed to the Philippine nation. Politically the College helped by contributing in part to solve the problems of poverty, social inequality and the need for developing democracy in every phase of life and thought. The College trained men and women who became leaders in various areas of community life. These constituted the beginning of a much needed middle class to counteract the evils of via two class society and an unsatisfactory domestic economic system. By educating citizens, motivated by Christian ideals, Central made her contribution to the leadership and thought that went into the formation of the Philippine Republic.
Central contributed to the development of a more liberal religious condition in the Philippines by the introduction of Protestant Christian ideas and institutions, by encouraging Aglipayanism, which combined patriotism and revolt against religious autocracy, and by stimulating the Roman Catholic Church to improve its policies.
In education, Central not only supplemented the work of public education but helped improve the standards of education in general and encouraged progressive methods and growth. By its cooperative attitude, it encouraged the development of high standards in private education and assumed prominent leadership in unifying the efforts of evangelical schools and colleges in the Philippines.
This study has made it possible to appreciate the work of Central Philippine College and the efforts of those who sought to make it an educational institution of worth in the Philippines. It should serve to help orient anyone who may be interested in Philippine education, particularly private education, and it should be of practical value to anyone joining the staff of Central Philippine College, by giving him a background and historical perspective in the objectives and program of that institution. It should be of value both to American and Filipino administrators in attempting to evaluate and plan the program for the College.
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1949-01-01T00:00:00Z"Central Spirit": A case in point for alumni relationsImportante, Felnor G.https://hdl.handle.net/20.500.12852/19712022-03-11T04:00:17Z2007-01-01T00:00:00Z"Central Spirit": A case in point for alumni relations
Importante, Felnor G.
This study was conducted to delve into the "Central spirit" that consciously and unconsciously unites Centralians at the Central Philippine University community. Specifically, this study sought answers to the following: (a) What is the "Central spirit" to students, faculty, staff, officials, and alumni of Central Philippine University? (b) What are the symbols that evoke the "Central spirit" among Centralians? (c) What rituals help develop such spirit in the school's constituents? (d) What is CPU's organization-her organizational structure and culture, alumni association, and resource generation capacity that facilitate the development of such spirit—and how can the "Central spirit" provide a too! for educational managers? (e) How does the Work Study Program, the centerpiece of the school's administration, help develop such a spirit among her constituents? (f) How does CPU develop intergenerational loyalty among her wards? To accomplish the aforementioned objectives, the researcher employed the qualitative research design, specifically ethnography, a disciplined study which tries to ascertain and describe the culture of a people or an organization, in this case, the constituents of Central Philippine University united by their so-called "Central spirit". This study took place at Central Philippine University, Lopez Jaena St., Jaro, Iloilo City and its community, in school year 2005-2006, covering the school's Centennial year in 2005. The informants were mainly the CPU students, faculty, staff, school officials, and alumni. The data collection strategies were participant observation, interviews, and document analyses. Triangulation of data, informants, literature such as CPU's written history, the "Centralian LINK" or the alumni newsletter, journals, magazines, bulletins, institutional records, enrollment records, constitutions, speeches, letters, testimonials, relics (such as buildings and maps), and a related study were employed to further validate the observations made. The findings of the present investigation were as follows—CPU student, faculty, staff, school official, and alumni informants considered "Central spirit" as a bond, a feeling of belongingness with fellow Centralians; loyalty to and love of school; the indwelling Spirit of God that unites the hearts of people; a kindness to fellow Centralians; the accumulated experiences of students in the campus; and indescribable for some but surely exists. The symbols that evoke the "Central spirit" among Centralians were apparently the school hymns and the school logo called "The Gold and Blue". A Centralian's so-called "Rites of Passage" which mark a change in status from one life stage to another were apparently through the mentoring on Christian life brought about by the institutionalized CEW convocations, bible study groups, prayer rallies, Religion & Ethics classes, and the Christian living and values education classes in the elementary and secondary years, respectively. Other "school rites" or "Transition Rites" associated with important changes in personal status were the other co-curricular activities that fostered the holistic development of students consistent with the school's vision of EXCEL. Lastly, CPU's so-called "Rites of Intensification" which reaffirm a Centralian's status in society consist of the Welcome and Send-off Parties, Dedication Sunday, Baccalaureate, and Commencement Exercises for the graduates, and alumni reunions, the biggest of which was the Centennial celebration. CPU's school organization and management follows the bureaucratic model. Its mission objectives are carried out, following the technical values of efficiency, effectiveness and economy, but tempered by Christian values. The school's organizational culture is definitely Christian and predominantly Ilonggo or Visayan with the very American concern for efficiency and democratic legacy. Reinforcing the sociocultural traits of the University personnel is the spirit of EXCEL which is deeply steeped in Christian caring and concern for others. The Mother Alumni Association is the policy-making body on alumni affairs and provides a venue for the coming together of members/representatives from its more than 133 alumni chapters all over the world.
The Centralian LINK, CPU website, CPU Alumni Channel, and the External Affairs Office serve as important tools in reaching alumni and other school constituents. Through the years, the resource generation capacity of the school through its alumni here and abroad have proven strong, hence, the various buildings and other infrastructure, foundations, scholarships, and grants-in-aid, and development funds amounting to millions. Centralians have offered their ideas on how the "Central spirit" can help provide a tool for educational managers vis-a-vis how a possible organizational culture or school spirit could evolve among alumni which can help facilitate the accomplishment of organization's goals. Specifically, the school official informants think the "Central spirit" if taken to heart, can help in managing the school, in allocating resources, in serving the clientele, in promoting the institution, and in promoting the school's vision and mission. The Work-Study Service Program (WSSP) has been a centerpiece of the school's administrations through the years, designed to help students who have the aptitude and motivation for college work but who are financially constrained. Many of the school's alumni attribute their individual successes to the Work-Study Service Program, fostering the "Central spirit" in them and engendering their active and heartfelt involvement and generous giving for the school's worthy projects. Moreover, the CPU Administration, cognizant of the great role of its constituents in the continuing existence of the institution, has established various award systems and incentives to foster intergenerational loyalty among its wards. Among these are the special privileges such as tuition fee discounts, employee dependent privileges, hiring preferences, Service and Posthumous Awards, Distinguished Centralian Award, Wall of Remembrance, and the Centralian Family Loyalty Award.
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2007-01-01T00:00:00ZDevelopment and evaluation of gross motor skills assessment tool for children with autismMagno, Necil C.https://hdl.handle.net/20.500.12852/16782022-01-24T08:41:55Z2021-01-01T00:00:00ZDevelopment and evaluation of gross motor skills assessment tool for children with autism
Magno, Necil C.
This research study aimed to develop and evaluate a gross motor assessment tool for children with autism. The ADDIE (Analysis, Design, Develop, Implement and Evaluate) Model was used as its research design. There were three (3) phases identified in the conduct of the research. Phase 1 was the needs analysis phase, and a focus group discussion (FGD) was employed with six special and early childhood educators to identify basic skills needed in teaching gross motor to children with autism. Phase 2 was the design and development phase. Inputs from Physical and Special Education experts were generated to organize the items that were included in the assessment tool. The third and last phase was the implementation and development phase. In this phase, assessment of the developed gross motor assessment tool was done. It employed thirty-four (34) learners with autism to participate in the study. The tool was used to determine the baseline gross motor skills of children with autism. After four weeks of implementing a gross motor program, the same tool was used to determine again these skills to check if these children improved in particular skill or not. In the evaluation phase, the assessment tool was given to three (3) experts. Two (2) from the field of Physical Education and one (1) from Special Education. Feedback and rating scale were provided to them to use in their evaluation of the given assessment tool. Result of the research showed that there is an existing standardized tool that is being used by teachers in assessing gross motor skills, but it is intended for regular students and no standardized test for students with autism. The design and development of the gross motor assessment tool generated ten (10) significant items that were needed to clearly evaluate the child with autism in terms of its gross motors. These items were balance, coordination, walking, running, hopping, jumping, sliding, skipping, leaping and galloping. It showed that these skills were considered to be important in the assessment tool having have a high factor loading value and is very reliable with a Cronbach Alpha of 0.875. The feedback of the teachers were also generated and has emphasized the importance of assessing and evaluating the gross motor skills of students as it is one crucial skills for them to move on a higher and complex skills for these children to maximize their potential as individuals.
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