CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

RELATED LITERATURE

FOREIGN LITERATURE

Tan (2011) in his writings, discussed and pointed out important details about K-12.

He enumerated the four phases of the K-12 Program as follows: Phase I refers to Laying the

Foundations, the goal of which is to finally implement the universal kindergarten (offered since

on S.Y. 2011-2012), and the “development of the entire program”; Phase II is that of Modeling

and Migration aimed to promote the enactment of the basic education law, to finally start of the

phased implementation of the new curriculum of Grades 1 to 4 and 7 to 10, and for the modeling

of the senior high school: Phase III is Complete Migration, the goal of which is to finally

implement the Grades 11 and 12 or the senior high school, and to signal the end of migration to

the new educational system; and Phase IV is that of Completion of the Reform to aimed to

complete the implementation of K-12 education system.

Drawing on a review of good practices in teacher professional learning, Webster-

Wright (2009) concluded that quality professional development must integrate the theory with

practice, enabling teachers to make ongoing decisions about their classroom practice within the

context of deeply understood relevant theory.

As Sullivan (2011) points out more attention needs to be paid to developing

students’ abilities to work adaptively – that is to be able to apply what they have previously
learnt in answering non-routine questions – and that this in turn has implications for the

curriculum and associated pedagogies.

Consequently, Robinson and Timperley (2009) observed five key areas for

leadership roles. This include the following: providing educational direction/goal setting;

ensuring strategic alignment; creating a community for improved student success; engaging in

productive problem talk; and selecting and developing smart tools.

Further, Turner (2010) cited the importance of strategic competence in guiding

students to effectively recognize, formulate and solve problems. This skill is characterized as

selecting or devising a plan or strategy to use mathematics to solve problems arising from a

task or context, as well as guiding its implementation.

Mazur (2009) suggested that a modification of traditional lectures is one way to

incorporate active learning in the classroom. An example is that of allowing students to

consolidate their notes by pausing three times or two minutes each during a 60-minute lecture.

This technique aims to provide the students time to reflect on what they have written so that

they will learn much more information.

Hughes (2009) alleged, “that the use of interactive assessment strategies along

with interactive instructional strategies in order to enhance student learning makes good

educational sense”. In fact, the two are inextricably linked to one another. The definition

formative assessment, for example, contains many “actions” that students and teachers can

take independently and collaboratively during the instructional process. The actions of the

students and teachers produce feedback that is used to make adjustments either in teaching, in

learning or in both and thereby, create successful interactive learning environments.

Silver, et al. (2009) stressed that the making of a literate citizenry will not happen

by chance or overnight. Without an instructional focus on teaching for understanding, students

are at risk of viewing lessons as a collection of rules and procedures to be memorized,

regurgitated and eventually forgotten. Teaching for understanding, on the other hand, engages

students more fully in the learning process by making use of interactive assessment and

teaching strategies.

Fink (2010) added the issue of career stage progression implicit in statements of

professional teaching standard. Teachers do have different needs at different stages of careers.

The needs of new teachers are substantively different from those of need career teachers and

from those in leadership roles. All contend nonetheless with cycles of aspirations, preparation,

induction development, stagnation and renewal. Some would also add that there are

generational issues with which to attend in the preferred learning styles and career aspirations

that separate the Baby Boomers from Generation X and Generation Y.

High (2012) cited that school readiness includes the readiness of the individual

child, the school’s readiness for children, and the ability of the family and community to support

optimal early child development. It is the responsibility of schools to be ready for all children that

all levels of readiness. Children’s readiness should become an outcome measure for

community-based programs, rather than an exclusion criterion at the beginning of the formal

educational experience.