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Understanding by design implementation in private schools for an exemplar school development plan in basic education / Ma. Theresita R. Yague. 6

By: Yague. Ma. Theresita R. 4 0 16, [, ] | [, ] |

Contributor(s): 5 6 [] |

Language: Unknown language code Summary language: Unknown language code Original language: Unknown language code Series: ; 46Edition: Description: 28 cm. xiii, 307 pagesContent type: text Media type: unmediated Carrier type: volumeISBN: ISSN: 2Other title: 6 []Uniform titles: | | Related works: 1 40 6 []Subject(s): -- 2 -- 0 -- -- | -- 2 -- 0 -- 6 -- | 2 0 -- | -- -- 20 -- | | -- -- -- -- 20 -- | -- -- -- 20 -- --Genre/Form: -- 2 -- Additional physical formats: DDC classification: | LOC classification: | | 2Other classification:

Contents:

Action note: In: Summary: This study delved into finding out the extent of UbD implementation through the following components: Organizational Practices, Three Stages of UbD and the Six Facets of Understanding. The output is an exemplar for a school development plan aimed at improving future UbD implementation in Basic Education. This study used the sequential explanatory mixed methods approach where data gathering was conducted in two phases: Phase 1, collected quantitative data through a survey questionnaire; and, in Phase 2, qualitative data were gathered through the focus group discussions (FGD) and classroom observations. Data were collected from 16 school administrators, 35 subject area heads, 179 teachers and 384 students with a total of 614 respondents from six (6) private secondary schools located in the south of Metro Manila. Through ANOVA and Bonferroni post hoc test, findings revealed significant differences in the assessment of the groups of adopters particularly on the implementation of the Organizational Practices and the Six Facets of Understanding. On the other hand, there was no significant difference in the implementation of the Three Stages of UbD except in the application of Big Ideas. Through Pearson r, results showed significant positive relationships among the components of UbD. These quantitative findings were further elaborated through the qualitative date gathered from the FGD's and classroom observations. Overall, despite the issues and concerns faced by local adopters, it was found out that UbD was implemented to a high extent. Future local studies may consider conducting a research in pre-school and grade school to complement the current study and arrive at a complete picture of UbD implementation in the Basic Education. Other editions:

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Item type	Current location	Home library	Collection	Call number	Status	Date due	Barcode	Item holds
Book	PLM	PLM Graduate School Library	Graduate School-Thesis/Dissert	LB 2372.E3 .Y34 2013 (Browse shelf)	Available		G1319
Book	PLM	PLM Graduate School Library	Graduate School-Thesis/Dissert	LB 2372.E3 .Y34 2013 (Browse shelf)	Available		G1320

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Thesis (Ph.D.) -- Pamantasan ng Lungsod ng Maynila, 2013.;A dissertation presented to the faculty of Graduate School of Arts, Sciences and Education in partial fulfillment of the requirements for the degree Doctor of Education major in Educational Administration. 56

This study delved into finding out the extent of UbD implementation through the following components: Organizational Practices, Three Stages of UbD and the Six Facets of Understanding. The output is an exemplar for a school development plan aimed at improving future UbD implementation in Basic Education. This study used the sequential explanatory mixed methods approach where data gathering was conducted in two phases: Phase 1, collected quantitative data through a survey questionnaire; and, in Phase 2, qualitative data were gathered through the focus group discussions (FGD) and classroom observations. Data were collected from 16 school administrators, 35 subject area heads, 179 teachers and 384 students with a total of 614 respondents from six (6) private secondary schools located in the south of Metro Manila. Through ANOVA and Bonferroni post hoc test, findings revealed significant differences in the assessment of the groups of adopters particularly on the implementation of the Organizational Practices and the Six Facets of Understanding. On the other hand, there was no significant difference in the implementation of the Three Stages of UbD except in the application of Big Ideas. Through Pearson r, results showed significant positive relationships among the components of UbD. These quantitative findings were further elaborated through the qualitative date gathered from the FGD's and classroom observations. Overall, despite the issues and concerns faced by local adopters, it was found out that UbD was implemented to a high extent. Future local studies may consider conducting a research in pre-school and grade school to complement the current study and arrive at a complete picture of UbD implementation in the Basic Education.

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