Decentralization states that regions, divisions, schools and learning centers are where the policy and principle for the governance of basic education shall be translated into interventions that fit local needs. This study looked into the locally initiated School Based Management (SBM) interventions in different settings and how they were developed, the challenges to their development, and how schools coped with these challenges. The differences in the implementation of these interventions were also discussed. Six cases were analyzed for the theoretical replication of multiple case studies method. Five themes for the SBM interventions developed by schools, ten ways of developing these interventions, twenty-one challenges to their development, and ten coping mechanisms were found. The study also found that improvement of learning outcomes was NOT the topmost priority in all cases. Instead, the topmost priority is partnership with stakeholders to procure school facilities, and tools and equipment projects. The study elucidates the need to re-align the priorities of the schools in developing SBM interventions to improve learning outcomes; improve teachers’ professional development, and the level of stakeholder involvement to collaborative or empowered levels; gradually build the capacity of schools and communities; look into the actual learning outcomes vis-a-vis current learner levels; examine teacher workload; and evaluate the responsiveness of DepEd policies to the different locales.

The study focused on teaching requesting skills to non-verbal children with Down Syndrome (NVCDS) through a picture-based intervention (PBI). The PBI was developed by the researcher as an alternate and functional method for requesting that is not limited to gestures and that would allow the NVCDS to request for specific objects in a more intelligible manner.

The participants were comprised of five NVCDS with a developmental age of 7-10 years old. The picture-tool which consisted of 12 pictures: (1) three pictures of coloring tools; (2) three pictures of snack items; (3) three pictures of drinks, (4) three pictures of toys. Sets of selected pictures were presented using teaching strategies that were proven to be effective in teaching concepts. The NVCDS were taught to choose and pick-up the picture of his or her desired item and exchange the picture for the corresponding item with a communicative partner. Each participant underwent 14 intervention sessions.

The findings of the study were presented using a case study method. The study found that prior to the intervention, the five NVCDS made use of pointing and reaching gestures when requesting. During the intervention, it was noted that the NVCDS responded positively to the PBI. Three NVCDS responded consistently as the sessions have progressed, whereas two NVCDS needed more practice and training. The type of activity, the materials, and the process of teaching were found to have positive contribution to the response of the NVCDS during the PBI. Further, the parents and guardian of the NVCDS reported that the picture- tool was helpful in [facilitating the requesting skills of the NVCDS. However, the long-term effect of the PBI was not established. It was found that the parents and guardian were not able to use the picture-tool as natural as possible in the home setting.

To contribute to the limited body of knowledge on the methodological and analytical procedures in the application of longitudinal Cognitive Diagnosis Models (CDMs), this study was conducted to develop and evaluate cognitively diagnostic assessment and adaptive intervention for tracking learning trajectories in fraction addition and subtraction. A recursive multiphase mixed methods learning tracking was employed as the overarching design that subsumed the sub-designs in each of the five phases of the study, namely (1) cognitive model development, (2) cognitively diagnostic assessment development. (3) attribute mastery and non-mastery diagnosis, (4) adaptive intervention development and implementation, and (5) tracking learning trajectories. Results showed that the cognitive model that can describe students’ mastery of fraction addition and subtraction tasks consists of seven attributes. These attributes were measured using the developed Cognitively Diagnostic Fraction Addition and Subtraction Test (CDFAST), a 30-item test consisting of items that measure a single or combination of identified attributes. The subsequent attribute mastery and non-mastery diagnosis performed showed that most of the respondents had a limited number of mastered attributes crucial for performing fraction addition and subtraction. With this, an adaptive intervention targeting the unmastered attributes of the respondents was developed and was called Fraction DRIVE. This intervention was given to the experimental group, while the comparison group was given a separate set of instructions. The analysis of the learning trajectories of the respondents showed the effectiveness of the intervention at the group- level growth for the experimental group and at the individual-level growth for the comparison group. The lessons gained from the implementation of longitudinal CDM showed the intricacy and complexity of the procedure, but they provided insights as to its plausibility in tracking the learning trajectories of students not only in the context of fraction addition and subtraction but also in other domains.

This study developed an instructional design model anchored on a humanistic philosophy of education, which aims to promote not only the cognitive development of learners, but also their emotional development. The processes involved in this study encompassed instructional design model development, implementation, and evaluation. More specifically, the process of developing the model involved five phases: (1) Determination of Instructional Events, (2) Model Validation, (3) Materials Development, (4) Model Implementation, and (5) Model Evaluation. Based on the results of the study. seven humanistic instructional events that embody the humanistic instructional design model are identified: (1) Motivation towards Self-Awareness, (2) Personalized Goal-Setting, (3) Individualized Activation of Prior Learning, (4) Learner-Directed Learning of New Materials, (5) Self-Directed Exploration and Expansion of Learning, (6) Facilitated Self-Assessment, and (7) Reflective Synthesis. Fifteen teachers from three higher education institutions in the Philippines were trained to use the model. Classroom observations were done during model implementation, and ratings from 502 learners showed that all the seven humanistic instructional events were effective. Results suggest that the humanistic instructional design model can help teachers design instruction that not only considers the feelings and personal goals of learners, but also promotes critical thinking, meaning-making, and learner engagement. Allowing learners to explore and expand their own learning, making them assess their own performance, and giving them the opportunity to synthesize what they have learned can help make classroom instruction authentic, meaningful and relevant.

This qualitative research documented management practices of three progressive preschools in Metro Manila using McKinsey’s 7S management model. The research aimed to devise a framework of management from the experiences and practices of progressive preschool institutions. In so doing, this empirical study responds to the identified perennial lack of quality and formal structures in early childhood care and development (ECCD) programs. Data were gathered through qualitative interviews and analyzed through open and axial coding to come upwith the themes based on Mckinsey’s 7S management model.

This research revealed that interconnectedness and interrelationship of management elements and practices according to McKinsey’s 78 is only applicable to one preschool under study while the second is highly value-laden and highly systemic and the third is highly relational.

Such differences are attributed to difference in needs, problems, challenges and strengths of each progressive preschool, which are addressed through management. Based on the results, the study developed a model combining all the management practices documented in the three schools. Core management elements identified are systems, styles and shared values. Implications and recommendations for practitioners, researchers, students, and policy makers in the field of educational management and preschool education are likewise discussed.