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.

Genetic counseling refers to the process of helping people understand and adapt to the medical, psychosocial and familial implications of genetic disease. The principal aim of this study is to develop a theoretical framework to describe the psychosocial orientation of genetic counseling. The study utilized a grounded theory approach in examining the experiences and concerns of the geneticists, the patients and their families; the genetic counseling goals, processes and outcomes; and other health professionals’ views. The data for this research were obtained by interviewing 38 primary caregivers, 5 geneticists, and 7 health professionals. The study was limited to patients who screened positive of newborn screening disorders on congenital hypothyroidism, congenital adrenal hyperplasia, phenylketonuria, galactosemia, and glucose-6-phosphate dehydrogenase deficiency. This study showed that the patients’ parents had basic information about the disorder but were unaware of genetic counseling concepts. Geneticists were focused on formal, holistic and patient-centered education while the parents were more concerned with functional daily management. Although management of the disorder is not part of genetic counseling, the parents faced multifaceted psychosocial issues that arose from informafional, management and relational factors. Families dealt with the genetic disorder through graded adaptation. The formation of worldviews or resolution of dissonance of parents contributed to transition to more adaptive grade. However, some families were found straddling between grades because they were confronting residual issues of the initial grade. The researcher recommends a constructivist paradigm in genetic counseling based on the examination of familial processes and recognition of the family’s adjustment through graded adaptation.

Rooted in the intersectionality framework, this phenomenological exploration unveils the lived experiences of learners with disabilities from the Alangan-Mangyan communities in Naujan, Oriental Mindoro. Their descriptions of their intersecting identities and the educational issues they face were examined as a basis for developing a culturally responsive special needs education (CRSNE) framework. In total, nine research participants from three indigenous communities met the inclusion criteria. Correspondingly, key informants from the Alangan-Mangyan communities, government organizations, and national and local education agencies, among others, were identified. The datasets of the participants and the key informants were analyzed using the seven-step modified van Kaam method of Moustakas and the six-step thematic analysis of Braun and
Clarke, respectively. The data analysis resulted in the emergence of six overarching themes. The first two themes zero in on the participants’ descriptions of their intersecting indigeneity and disability, which highlight their indigenous perspectives and practices in relation to disability (i.e., perceived definitions, causes, manifestations, and management approaches). Meanwhile, the succeeding themes disclosed their issues in equity and accessibility, social, psychological, emotional, and motivational, and cultural aspects. These themes reveal the five fundamental qualities of the participants’ universal essence—generosity, relationships, adversities, convergence, and expression of self-determination (GRACE). Thereafter, the study concludes with a proposed five-stage CRSNE framework. Described as both perceptive and reflective, the framework intends to alleviate the systematic barriers that prevent indigenous learners with disabilities from participating fully in the educational process.