00000namaa22000004a 4500 UP-99849408841399564 Buklod 20260309144409.0 a gr ||| u ta 260309s2021 ph gr 00| u|cpe d DEDUC DEDUC rda eng DMLUC LG 996 2021 E33 A74 Areola, Imelda Llarena author. Reconstructing Eisner's model in evaluating Christian moral education in catholic secondary schools Imelda L. Areola ; dissertation adviser, Virgilio U. Manzano ; dissertation reader, Maricris B. Acido-Muega ; Michael Arthus G. Muega, Lorina Y. Calingasan, Jose Q. Pedrajita ; Francis Julius N. Evangelisa, critic/reader members. Quezon City College of Education, University of the Philippines Diliman ©2021 x, 429 pages color illustrations 28 cm text rdacontent unmediated rdamedia volume rdacarrier Dissertation (Doctor of Philosophy in Education - Curriculum Studies) University of the Philippines Diliman January 2021 Includes bibliographical references (pages 177-187) This study has two parts. The first part used review of literature to determine which educational evaluation model is most appropriate to evaluate Christian moral education with the purpose of appreciating and bringing out the best practices in teaching and assessing moral education of young people in catholic secondary schools. Among the educational evaluation models. Eisner's model of educational connoisseurship and educational criticism is the most appropriate since its major aim is to appreciate the qualities of the object of evaluation. It recognizes the moral nature of education aside from other quantities which respond to the changes in the learning styles and cultural and social changes brought about by the advancement in information technology. The second part is adapting and modifying Eisner's model to test its effectiveness to evaluate the best practices in Christian moral education. Aside from observation which is the main method used in Eisner's model, other qualitative methods were used for triangulation to maintain objectively: focus group discussion with teachers, focus group discussion with students, and documents analysis. The data from all these qualitative methods were analyzed using NVivo, a software for qualitative analysis. To ensure validity and reliability, the best practices were described supported by NVivo coding results. They were analyzed supported by verbatim quotes from the focus group discussion with teachers and students and other qualitative methods, which were interpreted based on the literature on curriculum studies, and evaluated based on the literature on Christian moral education. Using the modified and reconstructed model, the best practices in teaching and assessing Christian moral education were recommended with clear explanation of the criteria based on literature on curriculum studies and Christian moral education. The process and result of evaluation were validated by external experts or connoisseurs on Christian moral education with curriculum background. The reconstructed Eisner's model is a new evaluation model that can be used to appreciate and bring out best practices to be recommended to similar institutions. Moral education (Secondary) Curricula Evaluation. Moral education Study and teaching (Secondary) Philippines. Christian ethics Study and teaching (Secondary) Philippines. Catholic secondary schools Philippines. Girls' schools Philippines. Education, Secondary Curricula Philippines Evaluation. Curriculum evaluation Philippines. Manzano, Virgilio U. dissertation adviser. Muega, Maricris B. Acido dissertation critic/reader. Muega, Michael Arphus G. degree committee member. Calingasan, Lorina Y. degree committee member. Pedrajita, Jose Q. degree committee member. Evangelisa, Francis Julius N. degree committee member. FI UP UPD DEDUC LG 996 2021 E33 A74 Thesis