Pedagogy Review: An International Journal of Educational Theories, Approaches and Strategies
Journal Prologue: The quest for knowledge is no doubt a continuing endeavor. Thus, ways on how knowledge is delivered have also been an ongoing inquiry for most educators. Pedagogy Review (PR), a quarterly peer-reviewed journal of education, endeavors to publish scholarly works of educators and students with topics delving on gaps and problems raised in the context of teaching and learning with underpinning theories, approaches, and strategies as contextual highlights of the studies. PR’s aim to disseminate these types of studies is essential and timely as teaching and learning have taken a big leap due to the continuous evolution of educational theories, approaches, and strategies as well as on the advancement of technology.
Managing Editor: Dr. Victor M. Cajala
Editor-in-Chief: Mr. Melvin Macuha
Associate Editor: Ms. Charity T. Manuel
Associate Editor: Ms. Ma. Celia C. Cabasal
DOI: https://doi.org/10.62718/vmca.pr-ijetas.2.1
PUBLISHER: VMC Analytiks Multidisciplinary Journal News Publishing Services
POTENTIAL CITATIONS:
ISSN (Online): 3028-1040
ISSN (Print): 3028-1059
Description
Research Articles: Volume 2, Issue No. 1, 2nd Quarter 2024
Open Access:
English Teachers’ Perceptions of Supplemental Teaching During the Covid-19 Pandemic Page 1 – 11
Innovative Work Behavior of Principals and Organizational Effectiveness of Public Schools in Davao City Page 12 – 25
A Phenomenological Study on the Experiences of Novice Teachers in Teaching through Induction Program Page 37 – 49
Lived Experiences of Teachers Handling Bajao Learners in the Context of Blended Learning: A Phenomenological Approach Page 50 – 59
Predictive Model on Leadership Skills of School Heads towards School Climate in Cluster 3, Davao City Division Page 60 – 71
Challenges Faced by Public School Teachers in Teaching Pupils in the Third District of Bohol Page 72 – 77
Metacognition in General Science to Improve the Academic Performance of Students Page 109 – 118
Post-Pandemic Assessment of Fundamental Reading, Writing and Arithmetic Skills of Grade 5 Learners Page 119 – 131
Optimizing Quality Classroom Engagement and Thinking and Rethinking Processes in Social Studies Courses through a Wait-time Model (WTM) Page 150 – 158
Revolutionizing Librarianship: Navigating the Digital Transformation in Academic Libraries Page 159 – 175
