000			02600nam a22001817a 4500
003			OSt
005			20250407124654.0
008			250318b |||||||| |||| 00| 0 eng d
040			_cNVSU
100			_aBalansi, Shedney Lynne T.
245			_aAn ethnography of multi-grade teaching in a cultural community/ _cShedney Lynne T. Balansi
260			_aBayombong: _bNueva Vizcaya State University, _c2015
300			_axi, 94 leaves : _c28 cm. _billustrations (some colored), photos ;
500			_a The study focused on exploring and documenting the experiences of multi -grade teachers, including pedagogical techniques and strategies commonly used in a multi- grade setting, as well as problems encountered and coping mechanisms in delivering lessons. Informants of the study were classified into three, namely: 1) School Head, 2) Teachers, and 3) Learners. The qualitative method of research was employed to gather baseline data. Participant observation, focused group discussion, and face-to-face interviews were conducted while educational theories connected to the findings were used to give meaning to the study. From the research, it was learned that multi-grade teachers did not have the formal training needed to ensure quality delivery of the teaching and learning process and to elicit good performance from the learners. The study further established that the teachers were left with their own devices to ensure the delivery of learning competencies in the different levels assigned to them. From the study, it was also learned that commitment and dedication were very important in surmounting numerous problems encountered by the multi-grade teachers. Among the more significant problems identified by the multi-grade teachers and validated by ocular visits were those that pertained to time, preparation, facilities, supplies, equipment and instructional materials, curriculum content and design, monitoring, evaluation and feedback mechanisms. Coping mechanisms adopted to address the above problems included subject integration in planning, adopting the same preparatory activity but with different levels of difficulty, the use of daily log plans instead of detailed plans, training the learners to become para-teachers, and following a strict classroom program. Groupings, sound class management, peer teaching ("each one teach one"), were among the most common techniques used by the multi-grade teachers.
500			_aThesis (Master of Education - Educational Administration)
504			_aIncludes appendices and bibliographical references
942			_2ddc _cTH _n0
999			_c34 _d34