Tests de rendement provinciaux Information à lintention des parents Learner Assessment.
PARENTS’ ASSESSMENT
Transcript of PARENTS’ ASSESSMENT
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PARENTS’ ASSESSMENT OF
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
EARLY CHILDHOOD EDUCATION THROUGH
COMMUNITY OUTREACH LEARNING CENTER (COLC)
SERVICES
Silvia C. Ambag, DEMCollege of Education
Polytechnic University of the Philippines
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POLYTECHNIC UNIVERSITY OF THE PHILIPPINES (PUP)
COLLEGE OF EDUCATION (CoEd)
COMMUNITY OUTREACH LEARNING CENTER (COLC)
Note: families with less education and lower
incomes
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COLC involves nearby
barangay outside the vicinity of
the University. Hence, parentsfrom these barangays are being
invited and encouraged to
enroll their children.
Through SPRIRIT OF
VOLUNTERISM
EXTENSION PROGRAM
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Who
teach the
COLC
PUPILS?
VOLUNTEER
TEACHERS
(VTs)
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STATEMENT
OF THE
PROBLEM
This study aimed to
determine the
assessment of the
COLC parents, the
things that they want to
improve with their child,
and the programs that
would help for the
betterment of the school
and the performance of
VTs.
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Sc
ho
ol im
pro
ve
me
nt
School Environmental Factors
Parents or Guardian Participation
Volunteer Teacher Interaction
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27 INFORMANTS
Guardian -6
Grandparents -10
Parents -11
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3 YRS
OLD
•development of child’s socialization
4-5
OLD
•from nothing to more new learning’s
• identifying images, reading letters and basic counting were developed
School Performance Factors
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limited to students who received special
services due to over active students
Minimal absences occur in this session if the
parent or guardian got sick or needs to stay
home.
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REASONS
•some GUARDIAN’S are more engaged with schools
•parents perceive the strength of their capabilities
• parents perceive the school invitations, demands, and opportunities for parent involvement.
Parents’ or Guardians’ School Participation
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REASONS
•Most parents talk to their children about homework
•read to their children
• make sure they do their assignments
Parents’ or Guardians’ involvement
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In addition, there was
no significant difference
between parents of high
achievers and low achievers.
However, the parents of high
achievers were more involved in
home learning activities and
reported that their children spent
more time on homework.
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REASONS
• shifts in their parenting styles as a result of their participation
•They attributed changes in their discipline methods
• communication within the family & volunteer teachers
all families in the survey reported
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• increased number of literacy activities
• A major discovery by parents was that they could initiate contact with the volunteer teacher and did not have to wait for the teacher to extend an invitation
Parents’ assessment to COLC…
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indicates that students make
improvements when their schools
engage their families in ways that help their
learning and support parent involvement at
home and school. This is when the school builds
partnerships with families that respond to
parent concerns, honor their contributions, and
share decision-making responsibilities that they
are able to bear influences that aimed for the
improvement of students’ achievement
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Students have said to
have a better performance
in school when their
fathers along with their
mothers are involved in
school activities
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•Sharing what VTs learned from school
• free child care services
•provides young kids the opportunities for hands-on learning and working experiences
Volunteer Teacher Interaction
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• Most COLC volunteer teachers do not know the goals that parents have for their children, how parents help them learn, or how parents would like to be involved
• Most parents or guardians do not know much about the educational programs
• volunteer teachers involve parents, practices that encourage parents to read to children at home affect the student’s reading achievement
Volunteer Teacher Interaction
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the volunteer teachers
share a high-quality
instruction and curriculum
based on what they have
learned and increase in
teachers’ sense of efficacy
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Even the pupils who were
struggling use handouts or
activity sheet, and no books in
the classroom make the
greatest gains.
For those pupils at the age of five, they are ready
to enter the primary education which was
also acknowledge by all Elementary School
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The College of Education through Community
Outreach Learning
Program was able to
develop strong connections
with the community.
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Community Service proposes
responsibility for students who
wants to volunteer which have their
interests, skills, and efforts to share
with others that needs help to give
them resources and raise awareness
knowing that doing it, also
helping themselves.
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The parents’ participation in the COLC
program caused a shift in their discipline
methods and parenting styles, therefore,
more activities/programs may be conducted
for the parents/guardians to help them
improve even more.
The College of Education’s Community
Outreach Learning Center is a good avenue
for the students of the college to community
involvement through teaching young kids
voluntarily
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“SERVICE AND CARE BEYOND
LEARNING”
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Baker, Amy J. L., Piotrkowski, Chaya S., and BrooksGunn, Jeanne
(1998)
Clark, Reginald M. (1993) Homework-Focused Parenting Practices
That Positively Affect
Epstein, Joyce L., and Sanders, Mavis G. (2000) Connecting
Home, School, and Community:
Endicott College (2018). Retrieved from: https://
www.endicott.edu/student-life/community-service
Henderson, A., et al. (2002), Why Community Involvement in
Schools is Important.Retrieved from: https://
www.pridesurveys.com/index.php/blog/community-
involvement-in-schools/
New Directions for Social Research In Hallinan, Maureen T. (Ed.),
Handbook of the Sociology of Education New York, NY: Kluwer
Academic/Plenum Publishers, 285–306
National Center for Family & Community Connections with
Schools
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National Youth Leadership Council (2012).Retrieved from: https://
www.washington.edu/teaching/teaching-resources/engaging-
students-in-learning/service-learning/
Nord, C.W, et. Al (2001), National Center for Education Statistics.
Retrieved from: https://www.childtrends.org/indicators/parental-
involvement-in-schools/
Student Achievement In Chavkin, Nancy Feyl (Ed.), Families and
Schools in a Pluralistic Society Albany, NY: State University of New
York Press, 85–105.
The Center For Leadership and Social Change (2018)
Retrieved from: http://thecenter.fsu.edu/service/community-
outreach-program
Wisconsin Education Association Council, (2015)
Retrieved from: http://weac.org/wp-
content/uploads/2015/03/Community-Connections-
ParentsandCommunityOutreachGuide.pdf
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T h a n k
y o u so
much for
listening
Assoc. Prof. Dr. Silvia C. Ambag, FriedRFaculty
Polytechnic University of the Philippines
College of Education
Graduate School
CP. NO +63999-4853531