Lifelong learning more than Second Chances: The Story of the Miriam College Adult Education Unit

Elvira S. Balinas, Ph.D., Dennis G. Infante, Joel G. Tubera, Ph.D.,

and Yolanda C. Valencia

The paper examines the assessment of the Teacher Induction Program hosted by Angeles University Foundation last May and June 2011 where 203 newly hired public school teachers participated. The study also analyzes the areas of the induction program and the responses of the participants relative to improving classroom instruction in the basic education system. Some of the questions asked were: (1) What is the evaluation of the Teacher Induction Program at AUF?; (2) What are the unique and innovative features of the AUF Teacher Induction Program, which seek to improve quality of classroom instruction?; (3) What are the insights of the participants which reflect their strengths, needs, paradigms, practices, and their willingness to implement programs by the Department of Education?; 4) How may future Induction Programs be designed to address the needs of teachers?; and 5) What research prospects may be drawn from the outputs of the teachers in the training?

Dr. Elvira S. Balinas is the Dean of the College of Education of Angeles University Foundation (AUF) and President of the Philippine Association for Language Teaching – Central Luzon Chapter. Dennis G. Infante is AUF’s Assistant Dean of the College of Education where Dr. Joel G. Tubera serves as Department Chair of Professional and Special Education. Yolanda C. Valencia teaches in the same institution.


An Exploration of Different Frameworks in Teaching Media Literacy

in Selected High Schools
Michelle Castro Gadja
This research work was driven by a concern for the seemingly “diverse approaches, creating some intriguing conflicts and tensions” in the arena of media literacy (Hobbs, 1998). Among the more pressing challenges that educators face today are the arguably changing approaches in the Philippine education system, which has brought more diverse frameworks in teaching media literacy. Beyond the call for mounting media literacy initiatives in schools, the diverse approaches, techniques and frameworks in the system and among educators could result in differing ideas in media literacy which may lead to inconsistencies and overlapping concepts. Thus, institutions implementing these media literacy concepts and approaches need to keep abreast on new ways of understanding the media and how they may be used or integrated in their curricula.
Michelle Castro Gadja is based in the Ateneo De Manila University, Philippines.


Teachers’ Readiness for and Their Attitude toward New Literacy
Bernardita B. Riñon and Portia P. Padilla
New literacy refers to the skills, strategies, and dispositions necessary to successfully use the internet and other ICT’s in a rapidly changing and increasingly digitized world (Leu, et al, 2000). In light of this, the study explored the extent of teachers’ readiness for new literacy in terms of their knowledge, competence, and training. It also looked into the attitude of teachers toward the application of new literacy in their instruction. Results revealed that the teachers are equipped with some knowledge, little competence, and some training in new literacy. Moreover, teachers have a negative attitude toward new literacy. However, teachers’ readiness for new literacy does not significantly relate to their attitude toward it. Recommendations were advanced to guide administrators in the implementation of school policies and training programs relative to new literacy, encourage teachers to embrace the value of new literacy in education, and help future researchers in conducting similar studies.
Bernardita Riñon teaches at the Bicol Univeristy-Polangui Campus. Portia P. Padilla teaches Reading Education at the College of Education, University of the Philippines, Diliman.

Caring Characteristics of Teachers:

Basis of Increasing Customer Satisfaction in the Teaching-Learning Process
Clarissa F. Delariarte, Ph.D.
The challenge among today’s teachers is to make lessons interesting to a generation that grew up surrounded by visual-heavy modes of communication such as the television, computers and the internet. Thus, teachers must give a fresh take on lessons, imparting knowledge in a manner that not only captures attention but also encourage learning. This study aims to determine the teachers’ characteristics that enable learning, according to college and high school students. Their comments stem from the teachers’ general approach in teaching. This data would then be used to improve their teaching-learning process.
Clarissa F. Delariarte, Ph.D. is the Dean of the College of Arts, Sciences, and Education of St. Paul University Quezon City.

RESTORATIVE SCHOOL DISCIPLINE
Good Practices in Peace Education
Miriam College Center for Peace Education Panel
This session will provide various presentations from Miriam College panelists who will share their actual experiences in connection with school practices that are associated with peace education. Among the topics to be presented are: “Restorative Discipline” which is an approach that is concerned more with promoting the over-all well-being of both the victim and the perpetrator, repairing the harm that has been done, and restoring broken relationships rather than punishing the perpetrator; “Challenging Bullying” which will discuss  appropriate strategies that may be taken in situations of bullying and “Teaching Students to be Peacemakers” which will explain how students can learn skills, such as dialoguing and problem-solving, towards more effective conflict resolution and peer mediation.
Dr. Jasmin N. Galace is the Associate Director of Miriam College’s Center for Peace Education (CPE). Maria Corazon M. Lualhati is a guidance counselor at the Miriam College Grade School. Nancy C. Roman is the Assistant Principal for Student Affairs of Miriam College High School.                           


EDUCATION FOR SOCIAL TRANSFORMATION
A Holistic Approach to Improving the Academic Performance

of Disadvantaged Fourth-grade Pupils in an Urban School
Lorelei R. Vinluan
The challenges that urban public schools in the Philippines face include the low achievement rate and the poor health condition of school-aged children. An intervention that had been proposed to address these challenges is the systems approach where the phenomenon under study (academic performance) is deemed affected by the context in which it occurs (school) and the different components of the system (teachers, school administrators, home environment, parents, peers, classroom environment, and self). This approach was utilized in Balara Elementary School (Quezon City) in order to improve the academic performance of Grade 4 pupils. It required interventions that targeted the pupils (provision of school supplies, snacks, tutorials, and counseling) and their teachers (teacher mentoring) and parents (parenting seminar). The integrated effect of all interventions was that the pupils raised their grades in five subjects by an average of 3.6%. In addition, the counseling sessions helped surface the pupils’ various issues.
Lorelei R. Vinluan is an assistant professor of guidance at the College of Education of the University of the Philippines, Diliman.
Career Planning for Children in Conflict with the Law
Marie Grace A. Gomez, Ph.D., RGC
Children in conflict with the law (CICL) have the legal right to education and rehabilitation services as stipulated in Republic Act 9344 (Juvenile Justice Welfare Act of 2006) and the Child and Youth Welfare Code of the Philippines. This study focuses on the CICL who are currently serving their sentences and are receiving basic education and vocational training from a youth rehabilitation center. This study utilized a mixed-methods design. Quantitative measures obtained intelligence quotient scores using the Culture Fair Intelligence Test (CFIT) and career preferences with the use of the Brainard Occupational Preference Inventory (BOPI). Qualitative measures utilized interviews which yielded results in detailing career aspirations, career influences and plans after their release. The research identified implications for assessment and setting of educational priorities; curricular provisions and program development for CICL.
Dr. Marie Grace A. Gomez, RGC is a faculty member of the Special Education Area, University of the Philippines, Diliman.
Wanted Moral Teachers:

An Investigation of the Nature of Ethics Prescriptions for Teachers
Bernardo N. Caslib, Jr.
The paper investigates the nature of ethics prescription for teachers. Philosophically, the first teachers: Socrates, Plato, and Aristotle emphasized the important connection between virtue and the ends of being educated. To be learned is to be virtuous. On the other hand, liberty and rights ethics theorists like John Locke affirm the inalienable rights of every human being to liberty and pursuit of his happiness. Are teachers ever morally bound to live a particular life and lifestyle outside the portals of the educational institutions which they serve because of their educative roles? Or should teachers be given the freedom enjoyed by other professions outside their places of work? What is the relationship between their professional duties and their right to live their personal lives?
Bernardo N. Caslib, Jr. is a full-time instructor of Philosophy at the University of the Philippines Diliman.


Evaluation of Teachers’ Education Programmes in Iran
Nayereh Shahmohammadi, Ph.D.
The professional development of teachers as nation-builders is regarded as an individual and collective process that should be accomplished in their workplace. In recent years, efficiency of teachers' education programs has emerged as one of the most important concerns in the field of teachers’ education in developing country contexts, such as Iran. The study examines the state of pre-service and in-service programs for teachers in Iran and identifies strengths and weaknesses in existing teacher development programs of various Iranian educational agencies. It utilized document and literature review, as well as a survey.


Dr. Nayereh Shahmohammadi is affiliated with the Osmania University (OU), Hyderabad, Andhra Pradesh, India.


Work and Study: An Exercise of Human Dignity
Jennifer C. Bermudez
This study draws some insights from the efforts of James Thomas Byrnes (Graduate School of Education, Fordham University, 2002) to crystallize the educational perspectives of Karol Wojtyla (Blessed John Paul II) in response to modernism. It aims to elucidate respect for the dignity of each student, appreciation for the individual experiences of each member of the school community, and a solid work ethic among teachers and students as vital components to the process of personal growth, as integrative partnership to family life and as instrument of service to society. If educational work is re-oriented towards the development of each person, the school becomes a quiet but powerful force in transforming society. Philosophical analysis combined with qualitative case study illustrates the main points of this paper.
Jennifer C. Bermudez teaches at the PAREF Rosehill School for Girls.

Service Learning as an Alternative Form of Assessment:

Experiences in Graduate School
Portia P. Padilla
Service learning “links the classroom to real-world problems and needs without compromising academic rigor or discipline-specific objectives” (AAHE, 2002). In view of this, three classes under the Service Learning Option (SLO) applied their learning to real-life situations through public service. One class transformed a public school classroom for Grades 1 and 2 into a print-rich environment. Another chose an appropriate educational video, developing teaching guide and instructional materials based on it, and using these to teach children in an urban poor daycare facility. The last class designed, and conducted a day-long seminar on literacy to urban poor youth. The effectiveness of the SLO was shown in the quality of outputs and in the insights gained by the students. What transpired was a “critical reading” experience that brought them through a “conscientization” process, enabling them to enter “into reality, so that, knowing it better,” they “can better transform it” (Freire, 1984).
Portia P. Padilla teaches Reading Education at the College of Education, University of the Philippines, Diliman.


Instituting a School Social Action and Civic Responsibility Program
Rod H. Pino, Jay Keenson C. Acebuche, Modesto G. Javier II, Veronica A. Villarin, and Leah Czarina A. Guevarra

This presentation explains the development of a social action program that is managed by a community of administrators, teachers, personnel, students, and parents inspired by several missionary works. It is anchored on four core values – truth, peace, justice, and the integrity of creation in various modalities. This school-based program has the following objectives: (1) for students to be able to contribute as responsible citizens by participating in service projects; (2) for parents to be actively involved in contributing to the positive social, emotional, cultural, and academic development of every student; (3) for administrators, supervisors, teachers, and personnel to enhance their sense of volunteerism; (4) for the various academic areas to strengthen their offerings in view of the mission to be of service to others; and (5) for the partner communities or beneficiaries to be empowered and to realize their potentials and inherent worth as dignified human beings.

The presenters are full-time faculty members of Miriam College High School. Rod H. Pino is the Subject Area Coordinator for Christian Life. Jay Keenson C. Acebuche and Modesto G. Javier II are the former and current Social Action Program Coordinator, respectively. Veronica A. Villarin is the instructor for Citizenship Advancement Training. Leah Czarina A. Guevarra is the Campus Ministry Program Coordinator. They constitute the school’s Spiritual Formation Team.
Transformative Education in Teaching College Research: Towards Strengthening Classroom Instruction and Extension Program in the University
Crizel Pascual Sicat
Drawing from the discussions of Mills (1959), Freier (1970), and Mexirow (1995), this paper explores practices, strategies, and techniques that integrate transformative education (TE) in teaching research to college students, leading to the development of a transformative instructional model that enhances and strengthens the extension programs of Saint Louis University (SLU) in Baguio City. SLU is one of the leading higher education institutions in Northern Luzon that adhere to the Education for All (EFA) program of the UNESCO and the Philippine Commission on Higher Education (CHED) which emphasizes instruction, research, and extension as the core responsibility of universities.
Crizel Pascual Sicat teaches Filipino language and literature at the College of Arts and Sciences of Miriam College and is a part time lecturer at De La Salle-College of Saint Benilde.

Empowering Communities: The Extension Services of the College of Education

in State Universities and Colleges in Eastern Philippines
Lourdes Serrano Santos, Ph.D.
This is an analysis of the factors affecting the level of effectiveness of community extension services of 11 colleges of education in Eastern Philippines. One hundred twenty three (123) extension faculty members and 330 recipients from the community participated. Self-constructed questionnaires were subjected to statistical analysis. Not one of the various factors had significant effect on the level of effectiveness of community extension services in regard to appropriateness and relevance of programs, participation scheme, personnel competence, and project effectiveness. It is recommended that a similar study be conducted to determine the factors that affect the level of effectiveness of community extension services but with a different measure of evaluation parameters specifically consistent with the 21^st Century Vision of Community Extension Services. To ensure a more defined result of evaluation of extension services, an impact study TIP model (Target Impacts of Program) by Rockwell (1995) may be employed as an alternative.
Dr. Lourdes Serrano Santos is the Academic Coordinator of the College of Education at the Bataan Peninsula State University, Balanga City, Philippines.
EDUCATION FOR GLOCAL CITIZENSHIP

Paglaum (Hope): Young Women’s Leadership

in Local Communities in the Philippines
Jeanette V. Loanzon, Ph.D.
The paper shares the impulses and outcomes of a young women’s leadership seminar series, Paglaum 1-4. Paglaum is the Cebuano and Samareno word for hope. Coming from Eastern Samar, Western and Northern Mindanao, the participants were mostly graduates of preschools led by the Grail in the nineties. The Grail is an international women’s NGO with consultative status at the UN Economic and Social Council. Women’s potentials, spirituality, and ecology are the themes of these live-in seminars.
Dr. Jeanette V. Loanzon is a faculty member of the International Studies Department of the College of International, Humanitarian and Development Studies at Miriam College. She also teaches at the Graduate School of the University of Santo Thomas.


Conceptions of National Identity

in Indigenous Peoples’ Curricula in the Philippines
Rowena Anthea Azada-Palacios
The nation is a cultural creation that continues to be negotiated within the tensions of culture (Anderson 1983; Bhabha, 1990). Political theorists seeking to break open the concept of nation-state have argued that nations --rather than a nation--often comprise states (Kymlicka, 1995; Seymour, 2000). In the Philippines, textbooks seek to forge in Filipino citizens a unitary conception of the nation, introducing the myth of Filipinos being “isang lahi” (one ethnicity/one race), despite multiculturalism being a Filipino reality (Azada-Palacios, 2011). New learning materials have emerged, however, that challenge this dominant unitary conceptions of national identity. A content analysis of the learning materials for indigenous peoples and Muslim Filipinos that were produced by the BEAM and PRIME projects as well as by the Bureau of Alternative Learning Systems of the Department of Education reveals the extent to which alternative narratives are socializing more robust notions of national identity.
Rowena Anthea Azada-Palacios teaches in the Department of Philosophy of Ateneo de Manila University.


Gender, Global Education, and Citizenship: Making the Connections
Aurora J. de Dios
Utilizing a rights-based approach, the paper examines why gender equality must be seen as an end goal and as a prerequisite to the attainment of sustainable human development as well as in building global citizenship. Discriminatory practices in all spheres including in education, as well as, traditional and harmful gender norms like violence against women- limit, inhibit and eventually impede the full development and empowerment of women. Globalization brings about increasingly commercialized educational services may promote but also undermine women’s rights, empowerment and gender equality. In this context, there is an urgent need for a meaningful reorientation of educational programs that aims to strengthen and broaden students’ critical thinking and understanding of education as a means to promote sustainable human development and global citizenship. Using the case of Miriam College, the paper discusses the possibilities and challenges of gendered  global learning strategies in introducing peace, equality, environment and human rights.
Aurora J. de Dios is the Chairperson of Migration Studies and Executive Director of the Women and Gender Institute in Miriam College.


Migration and Educational Challenges
Miriam College’s College of International, Humanitarian,

and Development Studies Panel
Structural problems as well as persistent and pervasive forces of globalization compel many to move beyond national borders mainly to seek employment and face challenges and new opportunities. In the process, such mobility has brought about life transitions, interconnectedness as well as disruptions, and fragmentations to both individuals and families never imagined before. While men traditionally move as income earners, globalizing forces have been leading women to break out from their traditional reproductive roles. They have now ventured to take on employment not within the country, but more aggressively outside of the national borders. Many are moving alone, leaving behind young children and their spouse. Thus, this panel discussion brings to the fore educational challenges spawned by the migration phenomenon in terms of sensitizing societies and vital institutions such as families and schools to the societal changes, transformations, benefits and social costs of migration.
Dr. Caridad T. Sri Tharan is the Dean of the College of International, Humanitarian, and Development Studies of Miriam College. In the same institution, Aurora J. de Dios and Dr. Nanette G. Dungo teach migration studies.


The Way Forward - Educating for Tomorrow
T. Nava and M. Chian
Daniel Pink, Seth Godin, and Thomas Friedman see a new global economy where creativity, ingenuity, and effective use of technology will be the marketable traits of successful individuals. Television, internet, travel, and other forms of media have exposed young people to the broader world around them. Interaction with others from various countries through social networks and through other platforms enhances global perspectives and sensitizes the young to become more fluid, more flexible, more focused on reality, and radically more innovative. Education must be relevant and engaging for students who need to be equipped to handle problems and issues of a rapidly changing and shrinking world. This paper examines approaches to learning that create global citizens, able to transcend boundaries yet preserve and fortify sound value systems. The presentation will showcase the International Baccalaureate Programme in Fairview international School, Kuala Lumpur.
T. Nava is the Principal of the Fairview International School, an International Baccalaureate World School in Kuala Lumpur, Malaysia. Michael Chian is MYP Program Coordinator of the same school.


Conceptual Understanding of Forgiveness among Young Children:

Implications to Teaching Preschoolers
Teresita Tabbada-Rungduin, Ph.D. and Darwin C. Rungduin
The study investigated the ways in which young children define and understand forgiveness, anchored on the changing cognition of children as posed by Piaget and in understanding forgiveness in a developmental context. The propositions of McCullough and Enright were considered in relation to the integration of the affective, cognitive, and behavioral aspects in the forgiveness process. Forgiveness from these viewpoints is defined as a redirection of negative motivations with conciliatory motivations. As the capacity of the children to regulate their emotions increase in early childhood their motivation to forgive develops. The overall picture provided by the data indicated that context was important in understanding forgiveness. As a concept, forgiveness is integrated in the preschool curriculum in the area of values education. Teachers of preschoolers should also provide venues to explain the value of forgiving others and asking for forgiveness.
Dr. Teresita Tabbada-Rungduin is the Chairperson of the Department of Behavioral Sciences of the Philippine Normal University. Darwin C. Rungduin is a faculty member of the Psychology Area of the Colegio de San Juan Letran.