DOCUMENT RESUME ED 294 798 SO 018 879 AUTHOR Parker, Franklin, Ed.; Parker, Betty June, Ed. TITLE American Dissertations on Foreign Education: A Bibliography with Abstracts. Philippines. Volume XVIII, Part 2, M-Z. REPORT NO ISBN-0-87875-335-4 PUB DATE 86 NOTE 532p.; For related documents, see ED 284 813 and SO 018 878. Author index appears in SO 018 878. AVAILABLE FROMWhitston Publishing Company, P.O. Box 958, Troy, NY 12181 ($60.00 for two volumes). PUB TYPE Books (010) -- Reference Materials Bibliographies (131) EDRS PRICE MF02/PC22 Plus Postage. DESCRIPTORS Abstracts; Annotated Bibliographies; *Doctoral Dissertations; Early Childhood Education; Elementary Secondary Education; *Foreign Countries; Postsecondary Education; *Private Education; *Public Education; Reference Materials; Theses IDENTIFIERS *Philippines ABSTRACT An abstracted bibliography of 191 dissertations is included in this book, which is part 2 of a two part volume discussing various aspects and all levels of education in the Philippines. Included dissertations were completed in the United States, Canada, and some European countries. Organized alphabetically by author, each citation contains information about the: (1) title; (2) university where the dissertation was completed; (3) year of completion; (4) number of pages; and (5) directions for ordering the dissertation. This book provides abstracts of dissertations written by authors whose surnames begin with the letters M-Z. A title index is included. (Author/JHP) *********************************************************************** Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** American Dissertations on Foreign Education A Bibliography with Abstracts edited by Franklin Parker and Betty June Parker Volume XVIII Philippines Part 2 M-Z The Whitston Publishing Company Troy, New York 1986 f, 3 Copyright 1986 Franklin Parker and Betty June Parker Library of Congress Catalog Card Number 73-155724 ISBN for two-volume set: 0-87875-333-8 ISBN for Part 2: 0-87875-3354 Printed in the United States of America 4 Miguela Macalinao-Solis M 231. MACALINAO-SOLIS, Miguela (Ed. D.). "Organization and Ad- ministration of Elementary Teacher Education in the Philippines." Stanford University, 1955. 428 pp. Source: DAI, XV, 5 (1955), 754. XUM Order No. 11,165. This study explored and identified the basic considera- tion in the organization and administration of desirable elementary teacher education programs geared to the nation- wide movement for socio-economic prosperity and security in the Philippines. The project emphasized possible solu- tions to problems now being encountered by the regional teachers colleges of the Philippine Government. The results will serve as a guide in improving both public and private teacher-education institutions. Philippines socioeconomic data were analyzed for goals to be realized through the community schools. Such informa- tion was contained in official census statistics, surveys, reports of governmental and private agencies, investiga- tions by Filipino and American experts, reports of UN agencies, and literature by Filipino and foreign observers. Findings of the Study The major functions of the community schools, determined by the country's vast resources, together with Philippine needs and problems are to: select and organize teaching- learning activities, experiences, and situations from the present status and growth potentials of resources, needs and problems; maintain and extend desirable aspects of cultural heritage; understand and educate all ages of learners as individuals and group members; administer schools and community as interdependent in a democratic system; aid personal-professional growth of school person- nel; develop appraisals through evidence of changes in learners, home living, community conditions and agency services in adequately meeting community needs, and util- izing resources. 535 Miguela Macalinao-Solis The resultant teacher's roles are:organizer of teaching- learning experiences based on community conditions and re- source potentials; transmitter and extender of cultural heritage; helper, guide, and counselor; liaison between school and community; congenial school-community member; an active member of the profession. If the above functions are properly executed, the community schools will foster maximum individual growth as well as improvement and en- richment of community living. The three major phases of teacher education required to enable adequate preparation for the future teacher to live fully as an educated person and to perform successfully as a teacher are: General Education--growth in citizenship, knowledge, skills, abilities, and attitudes; Educational Foundations--fundamental principles, theories, and prac- tices underlying the WHAT, HOW, WHEN, AND WHY of educa- tion; Professional Education--major principles, theories and practices characteristic of elementary teaching. These phases are closely interdependent and interrelated in pro- ducing competencies expected of teachers. Since each region has characteristics peculiar to itself, no two colleges can offer identical programs. The pro- posed program, therefore, should serve primarily as a guide. A desirable teacher education institution: provides under- standing of its own service area; co-operates with commun- ity agencies; develops its on-campus laboratory school as a dynamic research center; maintains relationships with community schcols for students to live and learn realities in teaching; assumes professional leadership; and devotes total resources to the development of teaching competencies. Basic policies in administering such programs require: adequate student and faculty welfare provisions; desirable criteria for faculty selection; continuous evaluation by staff and laymen of current national and regional problems; necessary personnel and resources to develop these pro- grams; systematic recruitment, selection, counseling, place- ment and follow-up of students; active cooperation in na- tional accreditation and certification; line-staff admin- istrative organization; active involvement in teachers' associations; active cooperation regarding the proposed Division of Teacher Education. 536 Miguela Macalinao-Solis Results of this study leave much work both for the Central Office of Teacher Education and regional colleges. To pre- pare and maintain competent teachers some researches are urgently needed: socio-economic studies of each region;. improvement of educational techniques; participation in National Economic Council five-year plans; education of Filipinos for the p,..er-machine age; pupils' participation in community services; avoidance of duplication of pro- jects and better coordination between community schools and other agencies in fostering the national movement for continuous socio-economic prosperity and security. 232. McARTHUR, Harold Jerome, Jr. (Ph. D.). "Adolescent Peer Groups and Socialization in the Rural Philippines: A Socio-Ecological Perspective." University of Hawaii, 1977. 307 pp. Source: DAI, XXXIX, lA (July, 1978), 346-A-347-A. XUM Order No. 7810255. This study demonstrates how male adolescent peer groups (barkadas) affect attitudes and behavior in the rural Ilocos area of the Philippines. Since the problems and pressures presented by the environment affect the form and extent of a barkada's socializing influence, groups were studied in two contrasting settings--a remote village (barrio) and a small town. The effects of several interre- lated social and ecological factors upon peer group struc- ture and activity patterns are highlighted by this compar- ative approach. The guiding theoretical basis of this research is derived from John Bennett's (1969) concept of ecological adapta- tion. Focus is upon mechanisms developed by adolescent peer groups for coping with an environment which includes physical and social elements both within and external to the community. Three factors, each arising from complex interaction between social and physical elements, receive major emphasis: land utilization, residential configura- tion and population characteristics. Although significant in the two settings, these factors do not necessarily represent nor determine the total system. 537 Harold Jezeme McArthur, Jr. Variance in membership patterns and group structure is related to differing socio - ecological conditions. In both barrio and town, contrasting patterns of peergroup behav- ior are shown to emerge from differential patterning of relationships between these three socio-ecological factors. A relatively compact and contiguous pattern of land utili- zation in the barrio enhanced peer group interaction and contributed to a high level of adolescent involvement in agriculture. In the town a more diverse pattern of land distribution impeded both group interaction and agricul- tural participation. Manifestations ofgroup identity among peer group membars varied in association with popu- lation size and housing configuration. The socializing influence of barkadas in both communities was generally consistent with the norms, roles and expecta- tions of adult society. In rural Ilocos the familyand adolescent peer group constitute compatible rather than conflicting social units. These findings challenge the common assumption that peer groups become significantso- cializing agents only when the family is incapacitatedas an adequate socializing agent by rapid social change.