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20 th Anniversary Eurocampus 50 Years Franco-German Cooperation

20 th Anniversary Eurocampus 50 Years Franco-German Cooperation Successful Educational Similarities in our Cultural Diversity : a community student exchange action focusing on the Philippine K-12 educational initiative (a presentation of schools by students). Why this? Why now? . K-12

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20 th Anniversary Eurocampus 50 Years Franco-German Cooperation

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  1. 20th Anniversary Eurocampus50 Years Franco-German Cooperation Successful Educational Similarities in our Cultural Diversity: a community student exchange action focusing on the Philippine K-12 educational initiative(a presentation of schools by students)

  2. Why this? Why now? • K-12 • Best educational practices (what works) • Solution focused approach (questioning) • Community schools (local vs private/international) • Interaction and contact between and within schools

  3. Vision • Networking with schools in our community • Closer pedagogical work with local schools (supporting those schools with German language electives ie PNHS) • Supporting schools that are supported by our greater European Community (DAAD partners) • Exposing students to different venues of education • Creating global solidarity by discovering common successes • Looking at national education through a German/French cultural lense

  4. Abstract As the Republic of the Philippines begins the mammoth task of moving to a K-12 educational set-up, an exchange of information and experiences between international and local community schools became practical. With overall goals of discovering best educational practices in each school, following the solution-focused questioning approach, the possibility of building on each others successes with the advantage of our various cultural perspectives (French-German-Filipino) produced a richness of data not often seen. With 42 student and teacher researchersfrom three local and two private international schools in Parañaque, Metro Manila, gathering data through observation and interviews, discovered themes ranged from the concrete (“modernized facilities”) to the abstract and fanciful (“metro-cozy”). Twenty best educational practices, spread throughout the five schools summarized this wealth of information such as: differentiation, facility and technological accommodation, school pride, flexibility, and global perspective. Conclusions include the effectiveness of the solutions focused questioning approach in addressing educational practices, as well as the practicality of mutual educational support between local and international schools. Implications for the K-12 initiative as well as for EIS’s own school development goals are yet to be explored. More advanced qualitative analysis is necessary for further recommendations and conclusions.

  5. School Prep and Interaction Table 1. Due Dates and Visitation Schedules

  6. Best Educational Practices (Lombardi et al, 2003) Instrument and Data Collection Table 2. Best Educational Practices Matrix

  7. …instrument and data collection Table 3. Sample from Instrument

  8. Data Analysis • Data is tabulated by each group. All responses are entered into a group spreadsheet. Each school group reviews their data and identifies common themes. These common themes are then looked at across schools, narrowing down to the top 20 similar best educational practices in our community.

  9. Results Table 4. Best Educational Practices in Community Schools

  10. …results Table 5: Top 20 Best Educational Practices According to Public/International Private Schools

  11. …results On the side of the private international school (EIS), it has served the value-added outcomes of: • networking with schools in our community • exposing students to different venues of education • giving feedback on national education through a Franco-German cultural lense. Global solidarity continues to be felt as we continue to discover our common successes.

  12. Conclusion • we got what we wanted! (cooperative educational research study explored best educational practices present in a culturally diverse setting • we supported Lombardi et al (2003) by discovering and describing the best educational practices currently being used in all five schools, it is clear that the recognition and continuation of these can go far in supporting the K-12 transition presently facing the Philippines. • Focusing on the positives can work! (solution focused questioning)

  13. Selected References: Corcoran, J., & Stephenson, M. (2000). The effectiveness of solution- focused therapy with child behavior problems: A preliminary report. Families in Society, 81(5), 468-475 Cruz, I. (2010, September 30) K +12 Part 1. Philippine Star. Retrieved from http://www.isaganicruz.net/page8.php?post=29) Lincoln, YS. & Guba, EG. (1985). Naturalistic Inquiry. Newbury Park, CA: Sage Publications. Lombardi, Judy; David Kretschmer,; Nancy Burstein,. "Moving toward collaborative practices in education."Academic Exchange Quarterly. Rapid Intellect Group, Inc. 2003. Retrieved March 06, 2013 from HighBeamResearchhttp://www.highbeam.com/doc/1G1-114168086.html

  14. 20th Anniversary Eurocampus50 Years Franco-German Cooperation Successful Educational Similarities in our Cultural Diversity: a community student exchange action focusing on the Philippine K-12 educational initiative (a presentation of schools by students)

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