In today’s world characterized by political, social, and cultural complexity and diversity, teachers face increasing pressures in addressing controversial topics in the classroom. However, existing prescribed methods and approaches are premised on certain ideals, which provide insufficient attention to the multidimensional considerations and constraints unique to each
classroom. In the 1970s, Joseph Schwab offered the deliberative model as a practical and context-based approach to addressing curriculum problems. yet there was a lack of studies applying it to instructional design. This qualitative developmental study aimed to construct an instructional design framework for teaching controversial topics based on Joseph Schwab’s deliberative curriculum model. The study was conducted in three phases. The first phase identified the instructional design variables based on the considerations and practices of teachers.
The second phase identified the design features and activities aligned with Schwab’s deliberative method. The third phase synthesized and constructed an instructional design framework from the results of the first two phases. The final outcome of the study is a structured yet flexible framework that guides teachers in deliberating context-based decisions and in designing
instructional events to prepare learners for the mental and emotional demands associated with engaging with controversial topics. By providing an approach that moves away from one-size-fits-all models, this study equips teachers to be better prepared to acknowledge and respond to contention, emotional sensitivities, and difficult conversations that inevitably arise in contemporary classrooms.

Studies showed that many fourth graders experienced difficulties in reading due to problems that are foundational in nature. These are underdeveloped word recognition skills, low vocabulary, unexpressive reading, and inadequate comprehension strategies. Thus, an intensive, flexible and foundational reading instruction that addresses these problems is necessary to help them cope with the challenges inherent to this particular grade level. As a response, this study investigated the effects of a 30-session intervention using Modified Fluency Development Lessons originally by Rasinski, Padak, Linek, and Sturtevant (1994) on 36 dysfluent fourth graders fluency, metafluency, and comprehension purposively selected based on a set of criteria. Through the mixed methods design, quantitative and qualitative data were gathered. For the quantitative part, a within-group quasi-experimental design using one-group pretest-posttest design was used. On the other hand, the qualitative part described specific effects of metafluency instruction on the participants metafluency, fluency and comprehension before and after the intervention through case study. The data from observation notes, comprehension outputs, audio recordings, and interview were analyzed to provide more specific information that support the results of statistical tests. Quantitative results showed that the participants accuracy, automaticity, prosody, overall fluency, comprehension, and metafluency performances significantly improved as shown by the t-test results. The qualitative data showed that their oral reading performances and outputs in the post-reading comprehension activities progressed and that they already manifested the awareness of what fluency is and that they started using fix-up strategies when encountering problems in reading orally. With the results of the study in mind, this research concluded that exposing Grade Four students to evidence-based literacy instruction such as the Modified Fluency Development Lessons positively affects development of literacy skills such as comprehension, fluency, and metafluency which are all essential in literacy growth, metafluency skills are important in maximizing fluency skills since the former enables the readers to be more aware of fluency problems and address fluency breakdowns, and fluency, metafluency, and comprehension should develop alongside each other and be given the same attention in literacy instruction. Thus, the study suggests that MFDL be integrated in the fourth-grade classrooms with the concerted efforts of fourth-grade reading teachers, school administrators, and parents as well.

Ang pag-aaral na ito ay alay sa kaluwalhatian ng Panginoong Hesus, ang tunay na Dakilang Guro at pinagbubukalan ng lahat ng uri ng karunungan. Sa mga kapwa-guro na nagtuturo, lumilinang at patuloy na naghahanap ng pamamaraan upang sa pamamagitan ng edukasyon ay makapag-ambag sa paghubog at pagbuo ng bayan para sa inaasam na kaunlaran at ganap na katatagan . Sa mga mag-aaral na sa darating na panahon ay maaring maging mga gurong tagalinang ng murang kaisipan ng mga kabataan at pinunong papanday ng kinabukasan. Sa inyo inaaalay ang pagpupunyaging ito. Ito nawa ay makapagdagdag-kaalaman, makapukaw ng damdamin, at makapagbunsod ng nararapat na pagkilos tungo sa pagkakaisa at pagtataguyod ng mga aksyong makabubuti sa mga Pilipino. Kay Ernilyn, ang maganda at mapagmahal kong kabiyak, karamay sa hirap at ginhawa at kina Kathleen Joy, Jeremy. Rayleen Joy, Mia Pauleen, mga inspirasyon at lakas sa aking paglalakbay sa buhay na ito...

Tinukoy na pangkalahatang suliranin ng pag-aaral na ito ang katanungang “Paano ma-iintegreyt ang nasyonalismo sa iba’t ibang asignatura sa batayang edukasyon? Nilayon ng pag-aaral na (1) saliksikin ang pagkaunawa ng mga kalahok sa konsepto ng nasyonalismo: (2) alamin ang mga salik na humubog sa kanilang pagpapakahulugan sa nasyonalismo at gayon ang kanilang pananaw tungkol sa integrasyon ng nasyonalismo sa pagtuturo ng iba’t ibang asignatura sa batayang edukasyon bilang basehang pagpapahalaga o core value na isinusulong ng 2002 Basic Education Curriculum (BEC); at (3) suriin kung may kahandaan ang mga guro sa integrasyon ng nasyonalismo sa mga aralin. Pinakamahalagang bunga t?ir_l_g_a ng pag-aaral
na ito ang pagbalangkas ng isang panukalang Gabay sa Pagtuturo na naglalayong magbigay-patnubay sa mga guro tungkol sa paggamit ng mga malikhain at interaktibong istratehiya sa integrasyon ng nasyonalismo sa mga araling kanilang itinuturo.
Idinaos ang pag-aaral sa dalawang paaralang sekundarya, isang pampubliko at isang pampribado. Naging kalahok ang sampung bahagdan (10%) ng bawat pangkat ang mga mag-aaral sa unang antas at ang lahat ng mga guro sa unang antas na nagtuturo ng iba’t ibang asignatura. May limitadong bahagi bilang kalahok ang mga magulang ng mga mag-aaral na kalahok at gayon din ang ilang lider ng komunidad. Ang disenyo ng pag- aaral ay binuo ng paggamit ng survey at panayam upang alamin ang pagpapakahulugan at pang-unawa sa nasyonalismo ng mga kalahok. Nagsagawa rin ng pagmamasid sa klase, panayam at pagsusuri ng mga banghay-aralin at mga batayang aklat na ginagamit ng mga gurong kalahok upang alamin kung may nagaganap na integrasyon sa nasyonalismo at kung mayroon man, kung anong istratehiya sa integrasyon ang ginagamit ng mga guro. Ang mga nakalap na datos ay binigyang- interpretasyon sa pamamagitan ng pamamaraang kwantitatibo at kwalitatibo upang lubos na matukoy ang damdamin, kaisipan at pananaw ng mga kalahok tungkol sa nasyonalismo, pati na ang kanilang kahandaan at mga pamamaraang ginagamit sa integrasyon ng nasyonalismo sa mga aralin. Lumabas sa pag-aaral na “pagmamahal sa bayan” ang pangkaraniwang pagpapakahulugan ng mga kalahok sa nasyonalismo. Gayon din, nakitang hindi maliwanag ang pagkaunawa ng mga kalahok sa nasyonalismo, o0 may pag-aalinlangan sila sa kahulugan nito nang inalam ng pag-aaral ang kanilang pagkaunawa sa temang nasyonalismong pampulitika. pangkultura at pang-ekonomiya.

Sa pag-aanalisa kung ang pagpapakahulugan ng mga magulang, guro, mag-aaral at lider ng komunidad sa kahulugan ng nasyonalismo ay may kinalaman sa tatlong tema, lumitaw ang saloobin ng mga kalahok na ang nasyonalismo ay (1) may kabuluhang ugnayan sa kahulugan ng nasyonalismong pampulitika; (2) may napakamakabuluhang ugnayan sa nasyonalismong pang-ekonomiya ; (3) walang makabuluhang ugnayan sa nasyonalismong pangkultura.

Napatunayan ding ang nilalaman at paraan ng pagtuturo ay mga pangunahing salik sa mabisang paghubog ng konsepto ng nasyonalismo sa mga kalahok. Nakitang walang kahandaan o may malaking kakulangan sa kasanayan, ang mga guro sa
integrasyon ng nasyonalismo sa mga aralin . Hindi sapat ang kabatiran ng mga guro sa mga paksang nauukol sa nasyonalismo na maari nilang isama sa mga takdang aralin sa klase. Gayon din, walang koordinasyon ang mga guro sa pagbalangakas ng anumang integrasyon. Sa ganitong mga kadahilan, hindi naisasagawa ang integrasyon alinsunod sa
mga kalahok na paaralan. taliwas sa itinatakda ng 2002 BEC.

Bunga ng mga resulta ng pag-aaral, iminumungkahi ang higit na masigasig na pagpapatupad ng mga programa sa paghubog at papaigting ng nasyonalismo sa mga paaralan. Maisasagawa ito sa pamamagitan ng paglalangkap sa mga aralin ng batayang
edukasyon ng mas maraming mga pangkalinangang gawain sa loob at labas ng paaralan; Nararapat ding pag-ibayuhin ng Kagawaran ng Edukasyon ang mga pagsasanay sa integratibong pagtuturo ng nasyonalismo sa ibang asignatura pati na ang pamamahagi ng mga nararapat na integratibong materyales.

This study examined the IP teachers’ conceptions of citizenship, pedagogies, and interpretations of citizenship education policies in Araling Panlipunan (AP) in relation to Indigenous Peoples Education (IPEd). This qualitative case study involved four IP schools, with I'1 IP teachers, four school heads, one DepEd official, and two NCIP officials as participants. The data were gathered through document analyses, interviews, and classroom observations. The study revealed the following findings: (1) IPs in Mindanao have an expanded conception of citizenship where it is not only understood as political but cultural i.e., expressing their multiple identities or their difference in ethnicity, language and religion, but belonging to the nation-state as Filipino; (2) There are contextual challenges to citizenship education for IPs as a result of discrimination experiences and issues confronted by IP schools; and (3) There are gaps in citizenship education practice and policy where the citizenship conception in the AP curriculum highlights participation and rights and responsibilities, while the IP conception emphasizes identity and values as IPs.

The findings imply that there is a need to recruit more IP teachers in IP school since being an IP was treated as a positive advantage in relating to the community. Moreover, IP teachers implementing IPEd program need to be provided with more substantial support and supervision from authorities, especially in providing resources and technical knowledge. This will ensure that a relevant citizenship education will be implemented for IPs. Lastly, there is a need to deliberate on the possibility of offering civic or citizenship education as a separate subject area, or designating the grade level/s or grading period/s allotted for civics in the social studies curriculum.

The dismal result of standardized tests conducted on Filipino learners motivates teachers to improve their assessment practices, which only cater to the memorization of facts and fail to develop critical thinking. This design and development research (DDR), which was framed using the critical thinking standards of Paul and Elder (2008), involved analysis, design, development, implementation, and evaluation (ADDIE) phases to develop an assessment framework for Grade 10 Social Studies. Data were collected from ten Social Studies teachers in La Union, Philippines, through class observations, content analysis of lesson plans and periodic tests, and interviews. The findings of the study revealed that there were no formative and summative assessments used by teachers that could determine critical thinking by raising relevant questions and verifying the accuracy of information. Most of the Grade 10 Social Studies teachers have encountered problems with students who have difficulty reading and creating assessments that ask students to verify the accuracy of information. Thus, an assessment framework was developed to help teachers create assessments that can determine critical thinking. The alignment of assessments created by teachers using the framework with critical thinking standards for Grade 10 Social Studies in the K to 12 curriculum revealed that most of these assessments ask students to formulate solutions regarding controversial issues. Few formative and summative assessments created by Grade 10 Social Studies teachers using the framework ask students to verify the accuracy of information. This implies that formative and summative assessments created by Grade 10 Social Studies teachers using the framework have greater chances to determine critical thinking by formulating solutions than by verifying the accuracy of information. Hence, the developed framework was improved to provide equity and equality for developing various critical thinking skills.