Archives - Page 2

  • Volume 2 Issue 11
    Vol. 2 No. 11 (2024)

     

    In Binalbagan, small-scale fishers describe how weather affects their earnings. In Mapurog, Lanao del Norte, farm workers describe how seasonal employment shapes their ability to meet everyday expenses. The November 2024 issue of the Journal of Interdisciplinary Perspectives places these studies of livelihoods alongside research on how local businesses contribute to food tours in Iloilo City.

    Several education articles follow the transition from teacher preparation to classroom practice. One examines how interns mentored online teach in person, while another draws on school administrators’ assessments of teacher education graduates. A study of service learning looks at what children and future teachers gained from a program that paired them for early literacy tutorials.

    The issue also examines mothers’ experiences of prenatal care in Davao City and documents how speakers in Cogtong use Timori at home, in school, and at work. An experiment with sucrose and moringa leaf extract takes up a different practical question: how to keep cut roses fresh for longer.

    We thank the authors, reviewers, and editorial team for their work in bringing this issue to publication.

  • Volume 2 Issue 10
    Vol. 2 No. 10 (2024)

    The October 2024 issue of the Journal of Interdisciplinary Perspectives examines the work behind everyday public services. One study looks at what delays the turnover between elective surgeries in a government medical center. Other contributions explore police personnel’s work-life balance and well-being, and how residents of General Santos City learn about local government procedures.

    In education, an evaluation of the Alternative Learning System takes readers to a public island school in Meycauayan. A grounded theory study examines how teachers build professional resilience when assigned subjects outside their specialization. Research on students with limited internet access and on the use of online chemistry laboratories considers how technology shapes what teachers and learners can do.

    The issue also includes accounts of older women’s goals and ways of coping with poverty during the pandemic, an ecological reading of Marjorie Evasco’s poetry, and a laboratory study testing Liberica coffee extracts against two bacterial species.

    We thank the authors for sharing their work and the reviewers and editorial team for preparing this issue for publication.

  • Volume 2 Issue 9
    Vol. 2 No. 9 (2024)

    Two studies in the September 2024 issue of the Journal of Interdisciplinary Perspectives consider how to assess qualities that matter in professional practice. One compares the perspectives and practices of accomplished teachers in Chile’s Biobío region with national teaching criteria. The other presents the development and initial validation of a scale for malasakit, examining how empathy and compassion are expressed in Philippine health care.

    Other articles draw on students’ written feedback to study teaching and examine how unreliable internet access complicates academic work and collaboration. Interviews with male LGBTQIA+ faculty members bring attention to the everyday acts of recognition and respect that can help people feel included at work.

    The issue also examines how local governments in Negros Oriental responded to COVID-19, how children in conflict with the law experienced rehabilitation and reintegration in General Santos City, and how retailers in Legazpi City adopted cashless payments.

    We thank the authors for sharing their research and the reviewers and editorial team for bringing this issue to publication.

  • Volume 2 Issue 8
    Vol. 2 No. 8 (2024)

    The August 2024 issue of the Journal of Interdisciplinary Perspectives looks at how decisions about shared resources affect local communities. A study of quarrying along the Buayan River in General Santos City examines employment and infrastructure alongside concerns about dust, erosion, and water quality. Research on marine protected areas in Sarangani and coastal tourism in Aklan considers how communities manage the resources they depend on.

    In education, contributors examine the challenges parents and teachers face when using printed modules with learners with special needs. A review of mother tongue-based multilingual education looks at teacher preparation, translation, and the availability of learning materials. These studies give readers a close view of what it takes to put educational programs into practice.

    Accounts of farm mechanization in Nueva Ecija and job insecurity among government contractual workers bring attention to livelihoods. The issue also includes research on antibiotic purchases without prescriptions, road safety in Marawi, and the evolutionary relationships of Philippine pitcher plants.

    We thank the authors for sharing their work and the reviewers and editorial team for helping bring this issue to publication.

  • Volume 2 Issue 7
    Vol. 2 No. 7 (2024)

    A recurring question in the July 2024 issue of the Journal of Interdisciplinary Perspectives is how people experience the programs intended to support them. Teachers and graduates of the Alternative Learning System describe what it takes to continue an education outside the conventional classroom. Educators implementing the Indigenous Peoples Education curriculum reflect on teaching in ways that respect learners’ cultures. Studies of peer support in mathematics, reading proficiency, and well-being in blended learning add other perspectives on what helps students learn.

    In Parañaque City, researchers document how people in vulnerable circumstances seek tuberculosis information and care. Other contributions examine public trust in Calamba Water District’s digital services and the role of sustainable tourism in peacebuilding in Cotabato.

    The issue also considers workplace safety, labor dispute resolution, and health professionals’ experiences during the pandemic. An analysis of selected poems by Maya Angelou through socialist feminism brings a literary perspective on gender and power.

    We thank the authors, reviewers, and editorial team for their work on this issue. We invite readers to consider how these studies speak to the questions they encounter in their own fields and communities.

  • Volume 2 Issue 6
    Vol. 2 No. 6 (2024)

    The June 2024 issue of the Journal of Interdisciplinary Perspectives examines what supports learning in and beyond the classroom. Its mathematics studies look at how teaching can be assessed, how students persist through difficulty, and how Indigenous mathematics teachers bring students’ cultures into their practice. Research on parental involvement and teachers’ home visits gives particular attention to the relationship between schools and families.

    Two studies examine pressures on rural livelihoods. One documents how backyard hog raisers in Aurora coped with an African swine fever outbreak, while the other explores how crop farmers adapt to climate change. The issue also gives space to single mothers’ experiences of gender-based oppression and to the work of rehabilitation staff who support people after formal treatment for substance use.

    Contributions on youth participation in elections, service delivery in local government, and mobile wallet use examine how people take part in civic life and interact with public and digital services.

    We thank the authors, reviewers, and editorial team who made this issue possible. We invite readers to consider what these studies offer for their own research and practice.

  • Volume 2 Issue 5
    Vol. 2 No. 5 (2024)

    When lessons moved to radio during the pandemic, some teachers took on the work of scriptwriters and broadcasters. Their accounts open a window onto the practical demands of teaching in the May 2024 issue of the Journal of Interdisciplinary Perspectives. Other articles examine mathematics learning, teachers’ readiness for home-based instruction, and the development of a tool for evaluating how schools implement the MATATAG curriculum.

    The issue also considers how institutions respond to community needs. An analysis of Indigenous Peoples’ rights examines questions of ancestral land and self-determination. Research in Tuguegarao City proposes a framework for coordinating disaster relief, while a study in Lambunao documents how local farmers care for their agricultural environment.

    Contributions on conversations about COVID-19 vaccination and the demands of caring for relatives on dialysis bring attention to the everyday work of health care. The issue also makes room for inquiries as varied as workplace training, pedestrian bridge design, and the mathematical modelling of unemployment.

    We thank the authors, reviewers, and editorial team for their work. We invite readers to consider what these studies offer for the decisions they face in their own fields and communities.

  • Volume 2 Issue 4
    Vol. 2 No. 4 (2024)

    The April 2024 issue of the Journal of Interdisciplinary Perspectives examines how people learn, work, and provide services. In education, the articles address students’ difficulties in written English, the work of teaching children who cannot yet read, and the experiences of college students attending evening classes. Studies of school leadership, teacher satisfaction, and university support personnel draw attention to the people and working conditions that sustain academic life.

    The issue also considers financial literacy among workers in manual occupations, motivation in the financial industry, and the relationship between anxiety, coping, and aggression among security personnel. Interviews with mental health professionals offer another perspective on well-being through their accounts of self-diagnosis and the romanticization of mental illness.

    Research on hospital infection control, digital skills training for barangay personnel, and leak detection in a water district examines how everyday practices can improve the services communities rely on.

    We thank the authors, reviewers, and editorial team for their work on this issue. We invite readers to consider how the questions raised here relate to their own institutions and communities.

  • Volume 2 Issue 3
    Vol. 2 No. 3 (2024)

    The March 2024 issue of the Journal of Interdisciplinary Perspectives looks at what supports teaching and learning inside and outside the classroom. Studies examine the work values of physical education teachers and explore ways to teach chemistry through localized litmus paper, computer simulations, and interactive notebooks. Other contributions consider parental involvement, school leadership, and experiences with the Philippine K–12 program. Research on online library resources and university service quality draws attention to the services that support academic life.

    Questions of language and identity connect studies of English majors’ learning experiences, the role of literature in identity formation, and college women’s conformity to feminine norms. In organizational and public life, authors examine persuasion in executive speeches and the performance of barangay officials during the pandemic.

    The issue also includes a guide for beginning researchers on choosing a grounded theory approach that fits their philosophical assumptions and research questions.

    We thank the authors, reviewers, and editorial team for their work on this issue. We invite readers to consider what these studies offer for teaching, research, and public service in their own settings.

  • Volume 2 Issue 2
    Vol. 2 No. 2 (2024)

    Volume 2, Issue 2 of the Journal of Interdisciplinary Perspectives brings together research on learning, relationships, and civic life. Studies of modular instruction revisit how teachers and students adapted during the pandemic, while contributions on English learning materials, interactive reading, and classroom assessment examine ways to support instruction. A review of language acquisition places these classroom concerns in the wider context of how people learn languages.

    The issue also looks at the relationships that shape school life. A case study explores one teacher’s experience in his department, while a correlational study examines how social support relates to the psychological well-being of senior high school students.

    Studies of youth councils, voter attitudes, and presidential rhetoric offer different views of Philippine civic life. A study of college students’ responses to the Filipino rescue of Jewish refugees adds a historical dimension, showing how students make sense of the past through their own reflections.

    We thank the authors, reviewers, and editorial team who made this issue possible. We invite readers to consider how these studies speak to their own classrooms, institutions, and communities.

  • Volume 2 Issue 1
    Vol. 2 No. 1 (2024)

    As the Journal of Interdisciplinary Perspectives begins its second volume, this issue brings together research, reviews, and correspondence on concerns within classrooms and across communities. Its contributions span education, local governance, environmental sustainability, tourism, and mental health, offering different perspectives on the needs of a changing society.

    Education remains a central focus. Articles examine curriculum reform, digital learning, instructional resources, professional ethics, and school leadership. Studies of teaching applicants’ preparedness and emotional struggles, alongside parental involvement under economic constraints, bring attention to the personal and material circumstances surrounding educational participation. Correspondence articles also continue conversations introduced in the journal’s earlier issues.

    Beyond education, the issue considers the sustainability of hydroelectric power, barangay budget utilization, tourists’ destination preferences in Coron, and experiences of mental health stigma and peer support. Viewed together, these contributions encourage readers to consider how decisions can respond to local conditions while recognizing their consequences for people and communities.

    We thank the authors, reviewers, and editorial team for contributing to this opening issue of Volume 2. We invite readers to engage critically with these works and pursue the questions they raise through further inquiry and thoughtful practice.

  • Volume 1 Issue 4
    Vol. 1 No. 4 (2023)

     

    The fourth issue of the Journal of Interdisciplinary Perspectives brings together research and reviews on education and child nutrition. Its five contributions invite readers to consider how institutional practices and community responses can better reflect the needs of educators, graduates, and children.

    The education articles examine the relationships among organizational justice, self-efficacy, and teacher commitment, alongside trends in licensure examination performance among psychology and teacher education graduates. Two reviews extend the discussion to digital leadership and the influence of societal culture on educational leadership. Together, these contributions offer opportunities to reflect on fairness, professional preparation, and leadership suited to changing technologies and diverse communities.

    The assessment of children’s nutritional status in Tarlac City brings community health into this conversation. Its attention to nutritional indicators, family circumstances, and proposed interventions encourages consideration of how local evidence can inform support for children and their families.

    We thank the authors, reviewers, and editorial team for their work on this issue. We invite readers to examine these contributions critically and consider their relevance to decisions in their own institutions and communities.

  • Volume 1 Issue 3
    Vol. 1 No. 3 (2023)

    Sustaining education through change requires attention to both institutions and the people within them. The third issue of the Journal of Interdisciplinary Perspectives explores this concern through five contributions on school resilience, educational leadership, teacher well-being, and students’ learning experiences.

    The articles examine how a private school navigated the challenges of the pandemic, how a millennial school head approaches leadership, and how high school teachers cope with occupational stress. A study of students’ experiences with different learning modalities in English draws attention to the adjustments involved in maintaining learning across changing conditions. Complementing these studies, a correspondence article considers how educational leadership must respond to changes within and beyond the institution. Read together, these contributions invite reflection on the connections among school management, support for teachers, and attention to learners’ needs.

    We thank the authors, reviewers, and editorial team for making this issue possible. We invite readers to consider these accounts in relation to their own educational settings and use the questions they raise to guide further inquiry and thoughtful practice.

  • Volume 1 Issue 2
    Vol. 1 No. 2 (2023)

    The second issue of the Journal of Interdisciplinary Perspectives brings together contributions on human rights, health, and education. Across these fields, the articles invite a shared reflection: how can institutional policies and practices respond more thoughtfully to the people they serve?

    The discussions on identifying victims of human trafficking and discrimination against women living with HIV draw attention to barriers that can limit access to protection and reproductive health services. These contributions encourage readers to consider how procedures, assumptions, and everyday interactions affect the dignity and well-being of people seeking support.

    In education, the issue examines informal communication through social networks, the relationship between predictor tests and licensure examination performance, and the interconnected elements of effective leadership. Together, these contributions offer starting points for reviewing how schools communicate, support graduates, and exercise leadership.

    We thank the authors, reviewers, and editorial team for their contributions to this issue. We invite readers to engage critically with the ideas presented and consider how insights from different disciplines might inform more responsive, inclusive, and thoughtful practice.

  • Volume 1 Issue 1
    Vol. 1 No. 1 (2023)

    The inaugural issue of the Journal of Interdisciplinary Perspectives begins with a shared purpose: to connect scholarly inquiry with the questions and challenges encountered in education and professional practice. Its five articles bring together perspectives on student learning, research development, curriculum design, course evaluation, and engineering innovation.

    Grounded primarily in mechanical engineering, these studies invite reflection on concerns that extend across disciplines. They examine students’ experiences in online learning, explore the process of developing research proposals, and consider approaches to aligning and evaluating undergraduate courses. The development of a copper pipe brazing device extends the issue’s focus to practical engineering needs. Read together, these contributions encourage closer connections among understanding learners, improving instruction, and developing useful solutions.

    We thank the authors, reviewers, and editorial team whose efforts have made this first issue possible. As the journal begins, we invite readers to engage critically with these studies, consider their relevance to their own settings, and contribute to the conversations they open.

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