WHAT EDUCATORS CAN LEARN FROM PARENTS ON CURRICULAR AND CLASSROOM PRACTICES: A CASE STUDY IN PHILIPPINE SETTING

Ronnel R. Almazan, Romina Phoebe P. Beltran-Almazan, Cristina Victoria P. Velasco

Parents are part of the school community. However, schools have neglected to tap parents’ opinions and perceptions of new programs for implementation (Ornstein & Hunkins, 2009). It was upon this background in 1998 that Dr. Ann Wescott Dodd, the chair of the Department of Education in Bates College in Maine, conducted a study whose goal was to gain a better understanding of the curriculum and practices that parents favored as well as their underlying beliefs about teaching and learning high school English. This study aimed to replicate Ms. Dodd’s research in order to gain understanding of education practices that Filipino parents prefer, in the light of recent curriculum adjustments, particularly in the Junior High School English subject. Key informant interview (KII) was used as the main data gathering technique following the interview protocol of Ms. Dodd. The utterances and information from the KII was subjected to concept-construct-theme (CCT), a qualitative analysis technique used to glean major themes that are important in answering the research questions. The findings revealed that parents’ beliefs are based on their own experiences. Simultaneously, their preferences stem from their desire to ensure that their children succeed in learning English as it would aid their children in realizing future success. Results show that parents place a significant value on the role of teachers in the implementation of the curriculum. In addition, parents think that an effective and well-implemented English curriculum is one where their children are allowed to read and react on materials that is of interest to them apart from those dictated by the teacher and where there is strengthened homeschool partnership so as to further enhance program delivery.