Status : Verified
| Personal Name | Villagomez, Juanita C. |
|---|---|
| Resource Title | A model for developing a community-based lower elementary English Instructional Design |
| Date Issued | January 2015 |
| Abstract | This case study described the process of developing an instructional design for a community-based English curriculum in the primary grades. The study aimed to produce an instructional design for primary grades English as a result of the collaborative/participative effort of the schools' stakeholders to include the school principal, the teachers, the parents, the local government unit, and other members of a barangay. Relying on the theory that the best decisions are those made by stakeholders at the point of implementation as articulated by the school-based management (SBM) paradigm and empowered by Republic Act (RA) 9155 that upheld principal empowerment in school governance, the study engaged the educational stakeholders in the production of an instructional design in three major stages: situational analysis, collaborative and participative processes, and production of output. The first stage situated the study from which the intended output was to draw context. The second stage actively engaged the stakeholders in organizing themselves, participating in scheduled group studies, contextualizing Grades 1 to 3 of the new K-12 basic education English curriculum, drawing the instructional design, drafting the instructional design, and finally validating the instructional design. The study concluded that, given the impetus of a congenial interaction and determined leadership; the school principal, teachers, parents and other members of the community could productively work together to implement a community-based English curriculum via an instructional design. By developing an instructional design that incorporated the community's expressed expectations of learning for their children and using the community's fund of knowledge and resources for instruction whether these be materials or human entities, the study proved that relevance and meaning in instructional delivery could very well be the result of school-based management and collaboration among educational |
| Degree Course | Doctor of Philosophy in Education (Curriculum Studies) |
| Language | English |
| Keyword | English language--study and teaching; community and school; curriculum planning |
| Material Type | Thesis/Dissertation |
Preliminary Pages
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Category : F - Regular work, i.e., it has no patentable invention or creation, the author does not wish for personal publication, there is no confidential information.
Access Permission : Open Access