In cognizance of the role of graduate education in human capital development and nation building, the present study aimed to assess the status of graduate teacher education in the Philippines by describing the profile of graduate teacher education programs in both public and private higher education institutions (HEIs). To achieve the purpose of the study, the researchers used a descriptive research design wherein profile data on HEIs’ program offerings, program accreditation levels, and enrolment and graduation data were gathered from the Philippine Commission on Higher Education (CHED) 2017 databases. The research yielded results which served as basis for the researchers in making observations and identifying prospects for improvement of the quality of profile and status of the country's graduate teacher education programs. The implications of the results to policy development, curricular reforms, and future research are discussed.

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The study explored attributes of Filipino learners from the lens of social and emotional development to provide up-to-date data on developmental tasks of Filipino children from kinder to Grade 10. Learners' attributes and developmental characteristics are important data in drawing program standards and learning area competencies in educational practice. Using the case study method with research techniques such as interview of students, teachers and parents, observation and survey of teachers, results reveal that Filipino learners can be at par with the characteristics and developmental tasks presented by educational theorist. However, there are distinct Filipino socio-emotional attributes which can become the bases of learning standards for Filipinos. A number of tasks of Filipino learners are shown within the context of Filipino culture and realities. Since this research is exploratory, new areas of study have emerged. Social and emotional components may be studied through language, stories and everyday life situations of children. Studies comparing the developmental characteristics of children and the competencies of various learning areas in the K-12 curriculum may also be investigated.

This study explored the oral communication strategies used by grade 12 students in online classroom discussion. In specific, it dealt with the following research objectives: identifying the types of oral communication strategies used by the students during online classroom discussion and determining the factors that influenced the grade 12 students in using specific types of oral communication strategies. Using content analysis, the recorded discussion in an online classroom, particularly the responses of the students, were transcribed, analyzed, and interpreted. A semi-structured interview was conducted to determine the factors that influenced the students in using the specific type of oral communication strategies. Thus, the triangulation method was used. The findings of this study revealed that 18 out 34 oral communication strategies in Dornyei and Scott (1997)’s taxonomy of oral communication strategies was evidently implemented during online classroom discussion. The lack of linguistic knowledge (vocabulary and structure of English language), and the lack of confidence in using English language during online classroom discussion, combined with the inability to grasp ideas, experiencing speaking anxiety, and other external factors such as having a poor internet connection and the choice of language used by the teacher during online classroom discussion, were the factors that influenced the students in using oral communication strategies during online classroom discussion.