REVIEWER
A. FOUNDATION OF EDUCATION
a. Philosophies of Education
b. Theories of Development
c. Theories of Motivation
d. Components of Culture
e. Teaching-Learning Process
f. Theories of Personality
a. (PHILOSOPHIES OF EDUCATION)
a. Perennialism – For Perennialists, the aim of education is to ensure that students acquire understandings about the
great ideas of Western civilization. These ideas have the potential for solving problems in any era. The focus is to
teach ideas that are everlasting, to seek enduring truths which are constant, not changing, as the natural and
human worlds at their most essential level, do not change. Teaching these unchanging principles is critical. Humans
are rational beings, and their minds need to be developed. Thus, cultivation of the intellect is the highest priority in
a worthwhile education. The demanding curriculum focuses on attaining cultural literacy, stressing students' growth
in enduring disciplines. The loftiest accomplishments of humankind are emphasized– the great works of literature
and art, the laws or principles of science. Advocates of this educational philosophy are Robert Maynard Hutchins
who developed a Great Books program in 1963 and Mortimer Adler, who further developed this curriculum based
on 100 great books of western civilization.
b. Essentialism - Essentialists believe that there is a common core of knowledge that needs to be transmitted to
students in a systematic, disciplined way. The emphasis in this conservative perspective is on intellectual and moral
standards that schools should teach. The core of the curriculum is essential knowledge and skills and academic
rigor. Although this educational philosophy is similar in some ways to Perennialism, Essentialists accept the idea that
this core curriculum may change. Schooling should be practical, preparing students to become valuable members of
society. It should focus on facts-the objective reality out there--and "the basics," training students to read, write,
speak, and compute clearly and logically. Schools should not try to set or influence policies. Students should be
taught hard work, respect for authority, and discipline. Teachers are to help students keep their non-productive
instincts in check, such as aggression or mindlessness. This approach was in reaction to progressivist approaches
prevalent in the 1920s and 30s. William Bagley, took progressivist approaches to task in the journal he formed in
1934. Other proponents of Essentialism are: James D. Koerner (1959), H. G. Rickover (1959), Paul Copperman
(1978), and Theodore Sizer (1985).
c. PROGRESSIVISM - Progressivists believe that education should focus on the whole child, rather than on the content
or the teacher. This educational philosophy stresses that students should test ideas by active experimentation.
Learning is rooted in the questions of learners that arise through experiencing the world. It is active, not passive.
The learner is a problem solver and thinker who makes meaning through his or her individual experience in the
physical and cultural context. Effective teachers provide experiences so that students can learn by doing. Curriculum
content is derived from student interests and questions. The scientific method is used by progressivist educators so
that students can study matter and events systematically and first hand. The emphasis is on process-how one comes
to know. The Progressive education philosophy was established in America from the mid 1920s through the mid
1950s. John Dewey was its foremost proponent. One of his tenets was that the school should improve the way of
life of our citizens through experiencing freedom and democracy in schools. Shared decision making, planning of
teachers with students, student-selected topics are all aspects. Books are tools, rather than authority.
d. Reconstructionism/Critical Theory - Social reconstructionism is a philosophy that emphasizes the addressing of
social questions and a quest to create a better society and worldwide democracy. Reconstructionist educators focus
on a curriculum that highlights social reform as the aim of education. Theodore Brameld (1904-1987) was the
founder of social reconstructionism, in reaction against the realities of World War II. He recognized the potential for
either human annihilation through technology and human cruelty or the capacity to create a beneficent society
using technology and human compassion. George Counts (1889-1974) recognized that education was the means of
preparing people for creating this new social order.
Critical theorists, like social reconstructionists, believe that systems must be changed to overcome oppression
and improve human conditions. Paulo Freire (1921-1997) was a Brazilian whose experiences living in poverty led
him to champion education and literacy as the vehicle for social change. In his view, humans must learn to resist
oppression and not become its victims, nor oppress others. To do so requires dialog and critical consciousness,
the development of awareness to overcome domination and oppression. Rather than "teaching as banking," in
which the educator deposits information into students' heads, Freire saw teaching and learning as a process of
inquiry in which the child must invent and reinvent the world.For social reconstructionists and critical theorists,
curriculum focuses on student experience and taking social action on real problems, such as violence, hunger,
international terrorism, inflation, and inequality. Strategies for dealing with controversial issues (particularly in
social studies and literature), inquiry, dialogue, and multiple perspectives are the focus. Community-based
learning and bringing the world into the classroom are also strategies.
(THEORIES OF DEVELOPMENT)
B. RESEARCH DESIGNS AND METHODS
a. Writing an Introduction
b. Review of Related Literature
c. Types of Quantitative Research
d. Types of Qualitative Research
e. Writing Conclusions and Recommendations
C. STATISTICS
a. Descriptive Statistics
b. Inferential Statistics
c. Spearman Correlation
d. Pearson Product Moment of Correlation
e. Sampling Techniquez
D. CURRENT ISSUES AND PROBLEMS IN EDUCATION
a. Continuing Professional Development
b. Transnational Education
c. Philippine Qualifications Framework
d. Outcomes-based Education
e. ASEAN Economic Community
f. Blended Learning
E. ORGANIZATIONAL MANAGEMENT
a. Theories of Management
b. Management Approaches
c. Longitudinal Thinking
d. Socio-cultural dimension of work
e. Strategic Planning
f. Techniques of Organizational Diagnosis
F. ADVANCED CURRICULUM DEVELOPMENT, PLANNING AND EVALUATION
a. Nature and Scope of Curriculum
b. Types of Curriculum
c. Evaluation of a Curriculum
d. Curriculum Planning
e. Factors Affecting Curriculum Design
G. TRANSFORMATIONAL LEADERSHIP
a. Transformation and Change
b. Level of Leadership Development
c. Practices for Transformational Leadership
d. Personal Effectiveness and Resilience
e. Tools for Collaboration
f. Levels of Organizational Development
H. ENVIRONMENT EDUCATION
a. Environmental literacy
b. Instructional Strategies for Environmental Education
c. Ecological Wastes
d. Environmental Sustainability
e. Global Warming
