Listening to Filipino parents’ voices during distance learning of their children amidst COVID-19

Tocalo, Abdul Wahid Ibrahim

doi:10.1080/03004279.2022.2100439

Cited by 8 publications

(7 citation statements)

References 29 publications

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“…School principals need to monitor the quality of online teaching and offer training for teachers. Additionally, they should maintain strong communication with parents and students to monitor learning progress and support psychosocial needs (Tocalo, 2022). Lastly, school principals must be inspirational leaders, motivating staff and students in facing the challenges presented by a pandemic (Stone- Johnson, Hubbard, Resultan, & Steilen, 2023;Taun, Zagalaz-Sánchez, & Chacón-Cuberos, 2022).…”

Section: Effective Principal Learning Leadership During the Covid-19 ...mentioning

confidence: 99%

Principals' managerial role in realizing the ideal curriculum and learning: The case of remote areas schools in Indonesia

Maisyaroh,

Juharyanto,

Ulfatin

et al. 2024

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Leaders who have a strong spirit and are creative, innovative and skilled are needed by one-roof schools, especially in realizing ideal curriculums and learning methods. The aim of this study is to describe the efforts of school principals in creating an ideal curriculum and the optimal method of learning during the Covid-19 pandemic. It uses a qualitative approach with a multisite study research design. The location of this research is three one-roof schools in the Bondowoso Regency. Data collection was carried out by unstructured, in-depth, group interviews, observation, and documentation studies. The validity of the data was checked using data triangulation, member checks, discussions among members, and adequacy of reference materials. The data was analyzed using reduction analysis, presentation, verification, and drawing conclusions. Cross-site data analysis was carried out on a constant comparative basis. The results revealed that school principals employ varying strategies to achieve ideal learning, influenced by factors such as students, teachers, infrastructure, and local community conditions. The results also show that in order to realize an ideal curriculum and learning in one-roof schools, it is necessary to compile and implement learning in accordance with the conditions and readiness of students by including local knowledge and highlighting the principle of partnership with the community. This research offers practical guidance for policy makers and the school community in realizing ideal curriculums and learning methods, especially for schools in remote areas.

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Section: Effective Principal Learning Leadership During the Covid-19 ...mentioning

confidence: 99%

Principals' managerial role in realizing the ideal curriculum and learning: The case of remote areas schools in Indonesia

Maisyaroh,

Juharyanto,

Ulfatin

et al. 2024

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“…To address this struggle, schools, educators, and the government must offer more assistance and resources to functionally illiterate parents to solve these issues. A few examples are offering counselling or mental health services and supplying and providing technical resources and training (Agaton & Cueto, 2021;Garrote et al, 2021;Tocalo, 2022).…”

Section: • Emotional Stressmentioning

confidence: 99%

“…These factors can ultimately lead to more successful learning outcomes for children (De Ramos, 2022;Gevero, 2021;Oppus & Abadiano, 2021). Furthermore, to support parents, policymakers should provide counselling or mental health services so they feel they are not alone and promote a positive outlook (Agaton & Cueto, 2021;Garrote et al, 2021;Tocalo, 2022).…”

Section: Coping Mechanisms Of Functional Illiterate Parents In Modula...mentioning

confidence: 99%

Through the Kaleidoscopic Features of Lifelong Learning: A Multi-Faceted Exploration of Functional Illiterate Parents’ Experiences in Modular Distance Learning

Biñas Jr.,

Garvida

2023

EJES

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This multiple case study described functional illiterate parents’ lived experiences in Modular Distance Learning through their struggles, coping mechanisms, and realizations as supervisors of their children’s learning. The data from each of the functional illiterate parents was checked to discover similarities and differences between cases for a more in-depth understanding of the phenomenon. Specifically, this study examined five functional illiterate parents who were purposively chosen in one of the rural areas in General Santos City, Philippines. The findings showed that the key informants struggled with their incapability to supervise learning, emotional stress, difficulty in handling young learners, difficult modules, irresponsible children, and prioritizing other responsibilities. In order to deal with these struggles, their coping mechanisms were calls for assistance, positive thinking, avoiding overthinking, problem avoidance, trusting children’s ability, and parent as a student. Their realizations were modular distance learning is difficult, education is pivotal, parents’ involvement is important, children learn better face-to-face, and children become responsible. The results of the cross-case study revealed that while some emerging themes were carried out by all functionally illiterate parents, others were carried out by specific functionally illiterate parents. Nevertheless, it was found out that all functionally illiterate parents have struggled, learned to cope with the struggles, and gained realizations as surrogate teachers in modular distance learning. Article visualizations:<img src="/-counters-/soc/0007/a.php" alt="Hit counter" />

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“…The findings confirmed that parents' roles are vital for online distance learning success. Hence, teaching English to young learners needs parents' assistance, for example, in navigating learning content effectively (Tocalo, 2022). To find relevant YouTube videos sent by the teachers, it needs parental guidance frequently.…”

Section: Vital Roles Of Students' Parentsmentioning

confidence: 99%

Mobile-assisted English language learning for young learners during COVID-19 distance learning: Teachers’ experiences and voices

Misdi,

Ramadina,

Hassan

et al. 2023

REGISTER J.

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Despite a number of previous studies investigating online learning during the COVID-19 outbreak, more needs to be reported about TEYL teachers’ insightful experiences in photovoice. To fill this gap, the current phenomenological case study aimed at exploring TEYL teachers’ experiences in enacting MALL during the distance learning period amidst the COVID-19 pandemic using photovoice. Two teachers were recruited as the study participants. The data were garnered from the participants’ photovoice collections depicting critical incidents and interviews. The results showed that MALL was perceived as a powerful instructional method in distance English learning amidst the COVID-19 pandemic. The teachers reported that they encountered several obstacles caused by unstable internet networks, difficulty in direct supervision of young learners, and the requirement of extra effort to prepare interesting teaching materials. On a positive note, MALL has benefited the teachers by enriching their experiences using various mobile applications for their English language instructions. The enactment of MALL has also foregrounded parents’ important roles in monitoring their children’s use of mobile devices. Drawing from the findings, this research implies that photovoice can be used to explore teachers' and students’ life experiences with distance learning in Indonesian teacher education.

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Listening to Filipino parents’ voices during distance learning of their children amidst COVID-19

Cited by 8 publications

References 29 publications

Principals' managerial role in realizing the ideal curriculum and learning: The case of remote areas schools in Indonesia

Principals' managerial role in realizing the ideal curriculum and learning: The case of remote areas schools in Indonesia

Through the Kaleidoscopic Features of Lifelong Learning: A Multi-Faceted Exploration of Functional Illiterate Parents’ Experiences in Modular Distance Learning

Mobile-assisted English language learning for young learners during COVID-19 distance learning: Teachers’ experiences and voices

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