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Dr. William Allan Kritsonis, Dissertation Chair for Debra Denise Watkins, Dissertation Defense PPT.

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Dr. William Allan Kritsonis, Dissertation Chair for Debra Denise Watkins, Dissertation Defense PPT.

Dr. William Allan Kritsonis, Dissertation Chair for Debra Denise Watkins, Dissertation Defense PPT.

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  • 1. A Dissertation DefenseA Dissertation DefensebybyDebra Denise WatkinsDebra Denise WatkinsThe Whitlowe R. GreenThe Whitlowe R. GreenCollege of EducationCollege of EducationPrairie View A & M UniversityPrairie View A & M UniversityJuly 2009July 2009
  • 2. Distinguished Committee MembersDistinguished Committee MembersWilliam Allan Kritsonis, Ph.D.William Allan Kritsonis, Ph.D.Dissertation ChairDissertation ChairDavid E. Herrington, Ph.D.David E. Herrington, Ph.D.MemberMemberClarissa Gamble Booker, Ed.D.Clarissa Gamble Booker, Ed.D.MemberMemberSolomon G. Osho, Ph.D.Solomon G. Osho, Ph.D.MemberMemberLisa Horton, Ph.DLisa Horton, Ph.D..MemberMember
  • 3. Educational LeadershipEducational LeadershipDirectives:Directives:Analyzing the Effect of anAnalyzing the Effect of anIntegrated Curriculum Model onIntegrated Curriculum Model onStudent AcademicStudent AcademicAchievement Based on theAchievement Based on theWays of Knowing Through theWays of Knowing Through theRealms of MeaningRealms of Meaning
  • 4. Background of the ProblemBackground of the Problem High schools are the breeding groundHigh schools are the breeding groundfor the next generation of society’sfor the next generation of society’sleaders and workforce. However, “theleaders and workforce. However, “theAmerican high school is anAmerican high school is ananachronism. The current Americananachronism. The current Americanhigh school system fails in satisfyinghigh school system fails in satisfyingthe demands placed upon it by allthe demands placed upon it by allsectors of American society in allsectors of American society in allclasses, regions and ethnicities”classes, regions and ethnicities”(Botstein, 2006, p. 16).(Botstein, 2006, p. 16).
  • 5. ““For the first time in the history of ourFor the first time in the history of ourcountry, the educational skills of onecountry, the educational skills of onegeneration will not surpass, will notgeneration will not surpass, will notequal, will not even approach those ofequal, will not even approach those ofour parents” Howard Gardner (1983).our parents” Howard Gardner (1983).
  • 6. Emerging technologies,world widecommunications,and the sophistication ofa new generation require that educatorsmeet the challenge of effectivelyeducating this generation to ensurethat real learning and academicachievement occurs in the classroom.
  • 7. The Focus of this ResearchThe Focus of this Research This study focuses on the academicThis study focuses on the academicachievement of Texas public highachievement of Texas public highschool students in the 11school students in the 11ththgrade ingrade inthe subject areas of math, Englishthe subject areas of math, Englishlanguage arts, science, and sociallanguage arts, science, and socialstudies in schools that utilize thestudies in schools that utilize theRealms of MeaningRealms of Meaning curriculum modelcurriculum modelin the classroom as compared toin the classroom as compared toschools which do not utilize thisschools which do not utilize thisphilosophy.philosophy.
  • 8. Purpose of the StudyPurpose of the StudyThe purpose of this study is fourThe purpose of this study is fourfold and will address the followingfold and will address the followingresearch purpose statements.research purpose statements.
  • 9. 11. To identify schools that are. To identify schools that areRealms of MeaningRealms of Meaning (ROM)(ROM)schools.schools.
  • 10. 2. To discover if2. To discover if studentstudentachievementachievement is impactedis impactedbecause of the school’s statusbecause of the school’s statusas aas a Realms of MeaningRealms of Meaning (ROM)(ROM)school.school.
  • 11. 3. To understand the perceptions of3. To understand the perceptions ofclassroom teachers and educationalclassroom teachers and educationalleaders on their view of theleaders on their view of theeffectiveness of theeffectiveness of the Realms ofRealms ofMeaningMeaning (ROM) curriculum model(ROM) curriculum modelin the classroom.in the classroom.
  • 12. 4. To understand the4. To understand the benefitsbenefitsand/or risksand/or risks of implementingof implementingthethe Realms of MeaningRealms of Meaning (ROM)(ROM)curriculum model in thecurriculum model in theclassroom.classroom.
  • 13. Research Question OneResearch Question OneIs there a difference in the 11Is there a difference in the 11ththgradegradeoverall groupoverall group mathematicsmathematics TAKSTAKSTMTMscores between schools thatscores between schools thatimplement theimplement the Realms of MeaningRealms of Meaningcurriculum model and schools that docurriculum model and schools that donot implement thenot implement the Realms ofRealms ofMeaningMeaning curriculum model?curriculum model?
  • 14. Research Question TwoResearch Question Two Is there a difference in the 11Is there a difference in the 11ththgradegradeoverall groupoverall group English language artsEnglish language artsTAKSTAKSTMTMscores between schools thatscores between schools thatimplement theimplement the Realms of MeaningRealms of Meaningcurriculum model and schools that docurriculum model and schools that donot implement thenot implement the Realms ofRealms ofMeaningMeaning curriculum model?curriculum model?
  • 15. Research Question ThreeResearch Question Three Is there a difference in the 11Is there a difference in the 11ththgradegradeoverall groupoverall group sciencescience TAKSTAKSTMTMscoresscoresbetween schools that implement thebetween schools that implement theRealms of MeaningRealms of Meaning curriculumcurriculummodel and schools that do notmodel and schools that do notimplement theimplement the Realms of MeaningRealms of Meaningcurriculum model?curriculum model?
  • 16. Research Question FourResearch Question Four Is there a difference in the 11Is there a difference in the 11ththgradegradeoverall groupoverall group social studiessocial studies TAKSTAKSTMTMscores between schools thatscores between schools thatimplement theimplement the Realms of MeaningRealms of Meaningcurriculum model and schools that docurriculum model and schools that donot implement thenot implement the Realms ofRealms ofMeaningMeaning curriculum model?curriculum model?
  • 17. Research Question FiveResearch Question FiveTo whatTo what capacitycapacity as reported byas reported byclassroom teachers on theclassroom teachers on the TeacherTeacherCurricula Perceptions InstrumentCurricula Perceptions Instrumentare CSCOPEare CSCOPETMTMhigh schoolshigh schoolsfunctioning asfunctioning as Realms of MeaningRealms of Meaningschools?schools?
  • 18. Research Question SixResearch Question SixWhat are theWhat are the perceptionsperceptions of classroomof classroomteachers of the overallteachers of the overall CSCOPECSCOPETMTM((Realms of MeaningRealms of Meaning philosophy)philosophy)curriculum in the classroom?curriculum in the classroom?
  • 19. Research Question SevenResearch Question SevenWhatWhat perceptionsperceptions do teachers havedo teachers haveregarding theregarding the benefits and/or risksbenefits and/or risksof implementing theof implementing the CSCOPECSCOPETMTM((Realms of MeaningRealms of Meaning philosophy)philosophy)curriculum in the classroom?curriculum in the classroom?
  • 20. Null HypothesesNull HypothesesResearch Question OneResearch Question OneHH0101::There is no statistically significantThere is no statistically significantdifference in the 11difference in the 11ththgrade overallgrade overallgroupgroup mathematicsmathematics TAKSTAKSTMTMscoresscoresbetween schools that implement thebetween schools that implement theRealms of MeaningRealms of Meaning curriculumcurriculummodel and schools that do notmodel and schools that do notimplement theimplement the Realms of MeaningRealms of Meaningcurriculum model.curriculum model.
  • 21. Null HypothesesNull HypothesesResearch Question TwoResearch Question Two HH02:02: There is no statistically significantThere is no statistically significantdifference in the 11difference in the 11ththgrade overallgrade overallgroupgroup English language artsEnglish language arts TAKSTAKSTMTMscores between schools thatscores between schools thatimplement theimplement the Realms of MeaningRealms of Meaningcurriculum model and schools that docurriculum model and schools that donot implement thenot implement the Realms ofRealms ofMeaningMeaning curriculum model.curriculum model.
  • 22. Null HypothesesNull HypothesesResearch Questions ThreeResearch Questions Three HH0303:: There is no statistically significantThere is no statistically significantdifference in the 11difference in the 11ththgrade overallgrade overallgroupgroup sciencescience TAKSTAKSTMTMscoresscoresbetween schools that implement thebetween schools that implement theRealms of MeaningRealms of Meaning curriculumcurriculummodel and schools that do notmodel and schools that do notimplement theimplement the Realms of MeaningRealms of Meaningcurriculum model.curriculum model.
  • 23. Null HypothesesNull HypothesesResearch Question FourResearch Question Four HH0404::There is no statistically significantThere is no statistically significantdifference in the 11difference in the 11ththgrade overallgrade overallgroupgroup social studiessocial studies TAKSTAKSTMTMscoresscoresbetween schools that implement thebetween schools that implement theRealms of MeaningRealms of Meaning curriculumcurriculummodel and schools that do notmodel and schools that do notimplement theimplement the Realms of MeaningRealms of Meaningcurriculum model.curriculum model.
  • 24. Importance of the StudyImportance of the Study TheThe importance of this studyimportance of this study lies inlies inthe fact that by understanding thethe fact that by understanding thesimilaritiessimilarities andand differencesdifferences ofofstudent academic achievement instudent academic achievement inrelationshiprelationship to the effectiveness ofto the effectiveness ofthethe curriculum modelcurriculum model used in theused in theclassroom,classroom, educational leaderseducational leaders willwillbe able to utilize thebe able to utilize the findings of thisfindings of thisstudystudy to aid in theto aid in the determinationdetermination ofofwhatwhat type of curriculumtype of curriculum to use in theto use in theclassroom.classroom.
  • 25. Curriculum PhilosophyCurriculum Philosophy Curriculum philosophy is theCurriculum philosophy is theframework of all academic learningframework of all academic learningand achievement.and achievement. Through a district’s curriculumThrough a district’s curriculumphilosophy, a curriculum model canphilosophy, a curriculum model canbe chosen and utilized in thebe chosen and utilized in theclassroom to promote academicclassroom to promote academicachievement and student academicachievement and student academicsuccess.success.
  • 26. Curriculum PhilosophyCurriculum Philosophy For this study, theFor this study, the Ways of KnowingWays of KnowingThrough the Realms of MeaningThrough the Realms of Meaningcurriculum philosophy has been usedcurriculum philosophy has been usedto identify a parallel curriculum modelto identify a parallel curriculum modelwhich utilizes a philosophicalwhich utilizes a philosophicalframework that can be said to beframework that can be said to beparallel to theparallel to the Ways of KnowingWays of KnowingThrough the Realms of MeaningThrough the Realms of Meaningcurriculum model.curriculum model.
  • 27. This parallel curriculum model hasThis parallel curriculum model hasbeen identified as the CSCOPEbeen identified as the CSCOPETMTMcurriculum model.curriculum model.
  • 28. AA Direct Correlation was FoundDirect Correlation was FoundBetween theBetween the Realms of MeaningRealms of MeaningCurriculum PhilosophyCurriculum Philosophyand the CSCOPEand the CSCOPETMTMCurriculum ModelCurriculum ModelRealms ofRealms ofMeaningMeaningCurriculumCurriculumModelModelCSCOPECSCOPE TMTMCurriculumCurriculumModelModel
  • 29. The Realms of Meaning Curriculum ModelThe Realms of Meaning Curriculum Model
  • 30. TheThe Six Realms of MeaningSix Realms of MeaningSymbolicsSymbolicsEmpiricsEmpiricsEstheticsEstheticsSynnoeticsSynnoeticsEthicsEthicsSynopticsSynoptics
  • 31. SymbolicsSymbolics
  • 32. EmpiricsEmpirics
  • 33. EstheticsEsthetics
  • 34. SynnoeticsSynnoetics: “I-Thou” Relationship: “I-Thou” Relationship
  • 35. EthicsEthics
  • 36. SynopticsSynoptics
  • 37.  Integration of theIntegration of theCurriculumCurriculum Alignment of theAlignment of theSubject MatterSubject Matter Inclusion ofInclusion ofBackgroundBackgroundKnowledge in theKnowledge in theCurriculaCurricula Emphasis onEmphasis onteacher andteacher andstudentstudentrelationshipsrelationships Emphasis onEmphasis onmaking themaking thecurriculumcurriculummeaningful in themeaningful in theclassroomclassroomPhilosophical Foundations ofPhilosophical Foundations ofCSCOPECSCOPETMTMand theand theROM Curriculum PhilosophyROM Curriculum Philosophy
  • 38. CSCOPECSCOPETMTMand theand theRealms of MeaningRealms of MeaningCurriculum PhilosophyCurriculum Philosophyoffer aoffer aConstructivist Approach to Learning,Constructivist Approach to Learning,Alignment, and the CurriculumAlignment, and the Curriculum
  • 39. Multiple Intelligence Theory and theROMLinguistic IntelligenceSymbolicsLogical-MathematicalIntelligenceSymbolics, Empirics,and SynopticsMusical IntelligenceEsthetics
  • 40. MethodologyMethodologyOverviewOverview
  • 41. Independent VariablesIndependent Variables TheThe independent variablesindependent variables for thisfor thisstudy included the types of schoolsstudy included the types of schoolsbeing investigated and compared.being investigated and compared.1.1. Schools that implement aSchools that implement a RealmsRealmsof Meaningof Meaning (ROM)(ROM) curriculumcurriculummodel.model.2. Schools that2. Schools that do notdo not implement aimplement aRealms of MeaningRealms of Meaning (non-ROM)(non-ROM)curriculumcurriculum model.model.
  • 42. Dependent Variable The dependent variable is studentThe dependent variable is studentachievement as measured by theachievement as measured by the11th grade mathematics, English11th grade mathematics, Englishlanguage arts, science, and sociallanguage arts, science, and socialstudiesstudies Texas Assessment ofTexas Assessment ofKnowledge and SkillsKnowledge and Skills (TAKS(TAKSTM).).
  • 43. Descriptive StatisticsDescriptive Statistics Descriptive statistics were collectedDescriptive statistics were collectedfrom thefrom the Teacher CurriculaTeacher CurriculaPerceptions InstrumentPerceptions Instrument and extantand extantdata bases to describe participatingdata bases to describe participatingschools and to determine the capacityschools and to determine the capacityCSCOPECSCOPETMhigh schools werehigh schools werefunctioning as ROM schools.functioning as ROM schools.
  • 44. Comparative Scores t test for independent means wast test for independent means wasused to compare the TAKSused to compare the TAKSTMTMscorescoremeans of ROM and non-ROMmeans of ROM and non-ROMschools.schools. A comparison was made using theA comparison was made using the2008 11th Grade TAKS2008 11th Grade TAKSTMTMdata fordata formath, English language arts, science,math, English language arts, science,and social studies for identified ROMand social studies for identified ROMand non-ROM schools.and non-ROM schools.
  • 45. Subjects of the StudySubjects of the StudyThe subjects of this study were thosepublic schools utilizing the CSCOPETMcurriculum in the 2008 school year.Schools were identified through a listprovided by a CSCOPETMEducationalService Center which listed thoseschools in the state of Texas who hadpurchased the CSCOPETMcurriculummodel for district and campus use.
  • 46. CSCOPECSCOPETMTMSchools RepresentedSchools Representedby Ten Region Centers Were theby Ten Region Centers Were theFocus of this StudyFocus of this Study
  • 47. Population 231 Texas high schools were231 Texas high schools wereidentified as implementing theidentified as implementing theCSCOPECSCOPETMTMcurriculum.curriculum.
  • 48. These high schools were matchedThese high schools were matchedwith 231 Texas high schools whichwith 231 Texas high schools whichdid not utilize the CSCOPEdid not utilize the CSCOPETMTMcurriculum in the classroom.curriculum in the classroom...
  • 49. Matching schools were chosen byMatching schools were chosen byrandom sampling utilizing therandom sampling utilizing theAcademic Excellence IndicatorAcademic Excellence Indicator SystemSystemTexas Education AgencyTexas Education AgencyComparativeComparative Improvement reportImprovement reportbased on similar demographicbased on similar demographicinformation including ethnicity,information including ethnicity, socio-socio-economic status, limitedeconomic status, limited EnglishEnglishproficient, and mobility.proficient, and mobility.
  • 50. Conclusions and Recommendations
  • 51. Conclusion One For the 2008 accountability year,For the 2008 accountability year,there was no significant difference inthere was no significant difference inthe academic achievement of schoolsthe academic achievement of schoolsthat utilized the CSCOPEthat utilized the CSCOPETMTMcurriculumcurriculummodel in comparison to those schoolsmodel in comparison to those schoolsthat did not utilize this model inthat did not utilize this model inclassroom instruction.classroom instruction.
  • 52. ObservationObservation Figure 4.6Figure 4.6 Implementation dipImplementation dip•http://www.dangerouslyirrelevant.org/2007/07/implementation-.html
  • 53. Conclusion Two Teachers who understand theTeachers who understand theprinciples of curriculum design andprinciples of curriculum design andphilosophy are more likely to workphilosophy are more likely to worktowards enthusiastically implementingtowards enthusiastically implementinga district’s curriculum philosophy anda district’s curriculum philosophy andcurriculum model in the classroom.curriculum model in the classroom.
  • 54. Conclusion ThreeTeachers agreethat the followingRealms areimportant to thecurriculum beingimplemented intheir classroom. Symbolics Esthetics Synnoetics Ethics Synoptics
  • 55. Conclusion FourTeachers disagreed that the empiricsrealm is important to the curriculumbeing implemented in their classroom.Teachers concede the empirics realmin their schools were not beingimplemented in relation to the ROMphilosophy.
  • 56. Recommendation One Educators and curriculum leadersshould increase the utilization of theWays of Knowing Through theRealms of Meaning curriculumphilosophy in the classroom.
  • 57. Recommendation TwoRecommendation TwoImplementing the Realms of Meaning(ROM) curriculum philosophy benefitsthe CSCOPETMcurriculum model.Risks found in this model can beaddressed through a more sustaineduse of the Realms of Meaning (ROM)philosophy.
  • 58. Recommendation Three Teachers should be allowed to haveprofessional input into curriculardecisions made at the high schoollevel.
  • 59. Recommendation Four Based on the result of this study,educators should be encouraged to“stay the course” and work towardslong term solutions and resultsutilizing the curriculum chosen.
  • 60. Recommendation FiveRecommendation Five Educators should incorporate theEducators should incorporate theWays of Knowing Through theWays of Knowing Through theRealms of MeaningRealms of Meaning in both thein both theundergraduate and graduate levelundergraduate and graduate levelteacher preparation programs.teacher preparation programs.
  • 61. Recommendation SixRecommendation Six Teachers should be taught how torecognize, direct, and implement asustained and integrated approachto learning in the classroom.
  • 62. Recommendation Seven Educational leaders should continueresearch on the effectiveness ofutilizing the Realms of Meaning(ROM) curriculum philosophyin the classroom.
  • 63. Concluding Remarks The findings of this investigationare consistent with currentstudies in regard to studentacademic achievement and thecurriculum.
  • 64. Concluding RemarksConcluding Remarks Participants in this study haveParticipants in this study haveexhibited a strong capacity forexhibited a strong capacity forunderstanding theunderstanding the RealmsRealmsphilosophy. Through professionalphilosophy. Through professionaldevelopment and academic support,development and academic support,these teachers have shown theirthese teachers have shown theiraptitude and willingness to “stay theaptitude and willingness to “stay thecourse” in enacting change for theircourse” in enacting change for theirstudents, school, and district.students, school, and district.
  • 65. Recommendations forFuture Research AA study could be conducted thatstudy could be conducted thatinvestigates how theinvestigates how the Ways ofWays ofKnowing Through the Realms ofKnowing Through the Realms ofMeaningMeaning curriculum modelcurriculum model affectsaffectsstudent learning for pre-school andstudent learning for pre-school andelementary school students.elementary school students.
  • 66. Recommendations forFuture Research A study could be conductedthat analyzes the effect of anintegrated social studies curriculumbased on the synoptic realm of theWays of Knowing Through theRealms of Meaning.
  • 67. Recommendations forFuture Research A study could be conducted thatevaluates the effects that a Realmscurriculum model has on the learningand academic achievement of specialneeds students.
  • 68. Recommendations forFuture Research A study could be conducted thatA study could be conducted thatevaluates the effects that aevaluates the effects that a RealmsRealmscurriculum model has on the learningcurriculum model has on the learningand academic achievement of diverseand academic achievement of diversestudent populations.student populations.
  • 69. Recommendations forRecommendations forFuture ResearchFuture Research A study could be conducted thatanalyzes the effects ofimplementing the Ways ofKnowing Through the Realms ofMeaning curriculum philosophy instudent freshman English classesto enhance and improve academicwriting skills at the college level.
  • 70. ReferencesBotstein, L. (2006). The trouble with high school.Botstein, L. (2006). The trouble with high school.The School Administrator. 16-19The School Administrator. 16-19Fullan, Michael, “Change theory: AFullan, Michael, “Change theory: Aforce of school improvement.”force of school improvement.” Centre forCentre forStrategic Education SeminarStrategic Education Seminar Series PaperSeries PaperNo. 157 (2006: 1-13)No. 157 (2006: 1-13)Gardner, H. (2004), Frames of mind: TheGardner, H. (2004), Frames of mind: Thetheory of multiple intelligences. New York,theory of multiple intelligences. New York,NY: Basic Books.NY: Basic Books.
  • 71. Kritsonis, W.A. (2007),Kritsonis, W.A. (2007), Ways ofWays ofKnowing Through the Realms ofKnowing Through the Realms ofMeaningMeaning,, Houston,TX: NationalHouston,TX: NationalForum Journals.Forum Journals.Texas Education Service CenterTexas Education Service CenterCurriculum CollaborativeCurriculum Collaborative(TESCCC), (2008). CSCOPE(TESCCC), (2008). CSCOPETM. RetrievedAugust 14, 2008 from Curriculum,instruction assessment website:http://cscope.us
  • 72. Thank You!Thank You!

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