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

8/14/2019 Debra Denise Watkins, Proposal Defense, Dissertation Chair, Dr. William Allan Kritsonis

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Educational Leadership Directives: Analyzing the Effect of an Integrated

rriculum Model on Studentment Based on theWays of Knowing

Through the Realms of Meaning

Debra Denise WatkinsProposal Defense

mber 25, 2008William Allan Kritsonis,Ph.D.

Dissertation Chair



Dissertation Committee

• William Allan Kritsonis, Ph.D.

• David Herrington, Ph.D.

• Clarissa Gamble Booker, Ed.D.

• Solomon G. Osho, Ph.D.



Educational Leadership

Directives:Analyzing the Effect of anIntegrated Curriculum Model onStudent Academic Achievement

Based on theWays of Knowing Through theRealms of Meaning

Chapter 1

Introduction



Statement of the Problem• “For the first time in the history of our country, the

educational skills of one generation will notsurpass, will not equal, will not even approach,those of their parents” (A Nation at Risk, 1983, p.4). Acknowledging the fact that curriculum plays amajor role in student academic achievement and

that there is a need to address the foundationalcore and fortress of all student learning, the issueof concern and statement of the problem to beaddressed in this study can be articulated asfollows. “Is there a difference in student academic

achievement based on the type of curriculummodel used in the school setting to preparestudents for learning and academic achievementand success?”



Quantitative Research Questions• RQ1: Is there a difference in the 11th grade overall group

Mathematics TAKS school scores between schools that implementthe Realms of Meaning curriculum model and schools that do notimplement the Realms of Meaning curriculum model?

• RQ2: Is there a difference in the 11th grade overall group EnglishLanguage Arts TAKS school scores between schools thatimplement the Realms of Meaning curriculum model and schoolsthat do not implement the Realms of Meaning curriculum model?

• RQ3: Is there a difference in the 11th grade overall group ScienceTAKS school scores between schools that implement the Realms of Meaning curriculum model and schools that do not implement theRealms of Meaning curriculum model?

• RQ4: Is there a difference in the 11th grade overall Social StudiesTAKS school scores between schools that implement the Realms of Meaning curriculum model and schools that do not implement theRealms of Meaning curriculum model?



Qualitative Research Questions• Ho1:There is no statistically significant difference in the 11th grade

overall group Mathematics TAKS scores between schools that implementthe Realms of Meaning curriculum model and schools that do notimplement the Realms of Meaning curriculum model.

• Ho2:There is no statistically significant difference in the 11th gradeoverall group English Language Arts TAKS scores between schools thatimplement the Realms of Meaning curriculum model and schools that donot implement the Realms of Meaning curriculum model.

• Ho3:There is no statistically significant difference in the 11th gradeoverall group Science TAKS scores between schools that implement theRealms of Meaning curriculum model and schools that do not implementthe Realms of Meaning curriculum model.

• Ho4:There is no statistically significant difference in the 11th gradeoverall group Social Studies TAKS scores of schools that implement the

Realms of Meaning curriculum model and schools that do mot implementthe Realms of Meaning curriculum model.



Qualitative Research Questions

• RQ5: What are the perceptions of

classroom teachers on theeffectiveness of the Realms of

Meaning curriculum model in the

classroom?• RQ6: What perceptions do

classroom teachers have regarding

the benefits and/or risks of implementing the Realms of Meaning

curriculum model?



Purpose of the Study• The purpose of this study is to analyze the

differences of a curriculum based on the philosophyof the Ways of Knowing Through the Realms of Meaning curriculum philosophy, parallel andreflected in the CSCOPE learning model, and itseffect (if any) on the academic achievement of students who are instructed by this framework andphilosophy of the curriculum in relationship toschools who do not utilize the Ways of Knowing Through the Realms of Meaning curriculumphilosophy, parallel and reflected in the CSCOPE

learning model. Through this study, curriculumdesigners and administrative leaders can utilize thisresearched based study to facilitate improvement instudent learning and academic achievement.



Importance of the Study

• The importance of this study lies in thefact that by understanding the similaritiesand differences of student academicachievement in relationship to the

effectiveness of the curriculum model usedin the classroom, educational leaders willbe able to utilize this researched basedstudy to help to determine the type of

curriculum model that yields the highestcapital gains in the form of educationalcollateral and student academicachievement and learning.



Assumptions• The following assumptions will pertain to this study. Comparative benchmark data

for student achievement will be based on the scores from the Texas Assessment of knowledge and Skills test from the school year 2007 – 2008.

• All data gathered from the TAKS test will be factual and accurately reported.

• Teachers interviewed will have varying degrees of knowledge and career experiences.

• Teachers participating in the study will hold the necessary licensing credentials to

be certified in the state of Texas.

• Teachers implementing the ROM curriculum model will do so effectively and in theparameters required for successful ROM curriculum implementation.

• The instrument used to gather data for this study will be completed correctly andwithin the prescribed time period of this study.

• Teachers who respond to the qualitative instrument will be forthcoming, objective,and truthful in their responses.

• The participant’s responses in this study will

be accurately coded.



Delimitations of the Study• The study will be limited by the researcher to a study

population composed only of those schools that haveimplemented the CSCOPE model in their classrooms for atleast one academic school years and are considered to bea ROM curriculum model school as determined by thecriteria set forth in this proposal.

• Teachers ultimately implement and experience the valuesof the curriculum on a first hand day to day basis,therefore, teachers from ROM schools will be the onlyprofessionals surveyed regarding their perceptions andexperiences of the risks and benefits of implementing aROM curriculum model in the classroom.

• Teachers interviewed for the qualitative portion of the testwill be only those teachers in a ROM curriculum modelschool who teach at least one of the four academic coresubject areas (mathematics, English language arts,science and social studies) at the 11th grade academiclevel in high school and have been recommended by their

campus principal, district superintendent, or curriculumdirector.



Limitations of the Study• 1. Not every teacher surveyed will respond to the

questionnaire and complete the open ended questions.

• 2. Teachers interviewed will have varying degrees of knowledge and commitment to the ROM curriculum model.

• 3. Not all teachers have been with the school district

during the time period specified for this study and thereforewould not have as much experience utilizing the ROM modelas potentially others would in their district who have usedthis model before.

• 4. School districts using the ROM model will use the

curriculum in various degrees and intensity depending on theneeds of the individual student and local school district.

• 5. School districts initially using the ROM curriculummodel may choose to discontinue using this product.



ROM

Curriculum Model

CSOPECorrelated Model

Non- ROM Curriculum Model

CSCOPECorrelated Model

Student

Academic Achievement

“Is there a difference in

the 11th grade overall

group Mathematics,English Language Arts,

Science, and Social

Studies TAKS schools

scores between schools

that implement the ROM

curriculum model

schools that do not

implement the ROM

curriculum model ?”

Theoretical Framework



Educational Leadership

Directives: Analyzing the Effect of anIntegrated Curriculum Model

on Student Academic

Achievement Based on theWays of Knowing Through theRealms of Meaning

Chapter 2

Review of Literature



Holistic Curriculum and

Representative Ideas

• Content should be chosen so as toexemplify the representative ideas of thedisciplines. Representative ideas areconcepts that afford an understanding of the

main feature of the discipline. They are notminor or subordinate ideas they disclose theessence of the discipline. They are elementsof the subject that stand for the whole of

important aspects of it…they are epitomes of the subject.

Phillip Phenix, Realms of Meaning



Correlation of Philosophies

• CSCOPE and the Realms of

Meaning Curriculum

Philosophy share common

and parallel structures andtherefore can be used

interchangeably throughout

this study.



In Conclusion

• What educational leaders prioritize

will ultimately define the nature andscope of our entire educational

system. Curriculum theory, design,

and implementation should be at theforefront of all educational discourse

in that the curriculum will ultimately

decide the level and depth of studentachievement and academic success.



“In the end…….

• We will conserve only what

we love.

• We love only what we

understand.• We will understand only

what we are taught” • (Baba Dioam Sengalese, Conservationist, Posted Quotation

-Moody Gardens, Galveston, Texas, June 8, 2008).



Educational LeadershipDirectives:

Analyzing the Effect of anIntegrated Curriculum Model onStudent Academic Achievement

Based on the

Ways of Knowing Through theRealms of Meaning

Chapter 3

Methodology



• “Knowledge can be derived from avariety of sources. Knowledge has

permanent value leading to greater

meaning and greater understandingwhen drawn from the fundamental

disciplines as exemplified in the realms

of meaning” (Kritsonis, 2007, p. ix).



Overview• Curriculum planning, development, and

implementation are keystone componentsof the duties and responsibilities of educational administrators in both today’spublic and private schools.

• Curriculum and curriculum choices should

be meaningful vignettes of learningopportunity and design. The breadth anddepth of knowledge that can be acquiredthrough an effective curriculum model mustbe designed in a manner that thecurriculum model encourages and requiresstudent participation in a meaningful andsubstantial way.



Qualitative Research Questions• RQ1: Is there a difference in the 11th grade overall group

mathematics TAKS school scores between schools that implementthe Realms of Meaning curriculum model and schools that do notimplement the Realms of Meaning curriculum model?

• RQ2:Is there a difference in the 11th grade overall group Englishlanguage arts TAKS school scores between schools that implementthe Realms of Meaning curriculum model and schools that do notimplement the Realms of Meaning curriculum model?

• RQ3:Is there a difference in the 11th grade overall group scienceTAKS school scores between schools that implement the Realms of Meaning curriculum model and schools that do not implement theRealms of Meaning curriculum model?

• RQ4: Is there a difference in the 11th grade overall group social

studies TAKS school scores between schools that implement theRealms of Meaning curriculum model and schools that do notimplement the Realms of Meaning curriculum model?



Null Hypothesis

• Ho1: There is no statistically significant differencein the 11th grade overall group mathematics TAKS

scores between schools that implement the

Realms of Meaning curriculum model and schools

that do not implement the Realms of Meaningcurriculum model.

• Ho2: There is no statistically significant difference

in the 11th grade overall group English languagearts TAKS scores between schools that implement

the Realms of Meaning curriculum model and

schools that do not implement the Realms of

Meaning curriculum model.



Null Hypothesis

• Ho3: There is no statistically significant difference inthe 11th grade overall group science TAKS scoresbetween schools that implement the Realms of Meaning curriculum model and schools that do notimplement the Realms of Meaning curriculum model.

• Ho4: There is no statistically significant difference inthe 11th grade overall group social studies TAKSscores between schools that implement the Realms of Meaning curriculum model and schools that do notimplement the Realms of Meaning curriculum model.



Research Methodology

This research investigation will seek to

utilize a “systematic approach to

(a) identifying relationships of variables

representing concepts (constructs)and/or

(b) determining differences between or

among groups in their standing on oneor more variables of interest”

(Isaac & Michael, 1997, p. 2).



Quantitative Research Design

• This research design will

consist of both independent

and dependent variables.

“A variable is something that exists in more than oneamount or in more than one form” (Spatz, 2001, p. 7).



Independent Variable• An independent variable can be

defined as “a variable that ispresumed to cause a change inanother variable” (Kritsonis et al., 2007, p. 123).

• The independent variable is the typeof school:

• (1) a school that implements a ROMcurriculum model

• (2) a school that does not implement aROM curriculum model.



Dependent Variable• A dependent variable is “a variable that is

presumed to be influenced by one or moreindependent variables” (Kritsonis, et al, 2007, p. 118).

• The dependent variable isstudent achievement asmeasured by the 11thgrade mathematics,English language arts,science, and social studiesTAKS group scores.



Subject Schools• The subject schools will be selected

from districts in Texas and placed inone of two categories.

• Group one will be comprised of schools implementing the ROMcurriculum model.

• Group two will be comprised of schools not implementing the ROMcurriculum model and will be knownas non-ROM schools.



Instrumentation• Extant data from the TAKS test from

2007-2008 will be utilized to gather the scores needed for this study inthe core academic areas of studentswho participate in either a ROM or

non-ROM curriculum mode school.• The core academic areas are

mathematics, English language arts,

science, and social studies.• Data will then be analyzed to perform

an independent t-test in this study.



TAKS Pilot Test

A pilot test or further

investigation into the reliabilityand validity of the TAKS

assessment test will not be

needed.



Reliability and Validity

• The reliability and validity of this test

has been assured due to thegroup of expert witnesses and

panels who reviewed the TAKS test

for assurances that the test wasconsistent and stable.

• Numerous field tests were also

conducted in order to assure theconsistency and reliability of the

test.



Procedures

• The researcher will identify school

districts that utilize the parallelcurriculum structure of the CSCOPE

model of curriculum design in the

classroom.

These schools will be noted as Realms

of Meaning curriculum schools.



Procedures• Contact will then be made with each

district in order to find out which highschools specifically utilize theCSCOPE model.

• Once the ROM schools are identified, AEISreports will be generated for the 11th grademathematics, English language arts, \science, andsocial studies TAKS scores for the 2007-2008

school year for each participating ROM school.



Procedures• Now through stratified random sampling, non-

ROM curriculum model schools will beidentified.

• To ensure that both samples are similar, thesame number of non-ROM schools for eachsize category will be obtained.

• In addition, similar ROM and non-ROM schoolswill also be documented in regards to the socio-ethnographic characteristics of the districts inorder to add depth and meaning to the study in

relationship to the populations from the schoolsbeing evaluated.



Procedures• Now through stratified random sample,

non-ROM curriculum model schools will beidentified. To ensure that both samples aresimilar, the same number of non-ROMschools for each size category will beobtained.

• In addition, similar ROM and non-ROMschools will also be documented in rearedto the socio-ethnographic characteristics of the districts in order to add depth andmeaning to the study in relationship to thepopulations from the schools beingevaluated.



Procedures• Extant data bases will be used to extract the

student achievement scores as measured by

TAKS.• AEIS reports for ROM and non-ROM schools will

be printed. TAKS scores for the TAKS academicsubjects will be entered in an Excel spreadsheet.A number will be assigned to each school for

anonymity purposes and categorized by the typeof curriculum model implemented.• Once data is in an Excel spread sheet it will then

be transferred to the SPSS software version wherean Independent T test will be generated for each

independent subject category.



Procedures

• The Texas Education Agency houses

the TAKS student academicachievement scores.

These extant data bases can be found on the

TEA webpage (www.tea.state.tx.us)

and are available to the publicwithout cost or obligation.

http://www.tea.state.tx.us/

http://www.tea.state.tx.us/



Qualitative Overview• Qualitative Overview

• In the qualitative portion of this study, a researchinstrument has been designed to determine towhat degree a school is functioning as a Realmsof Meaning school.

• In addition, qualified teachers identified by their administrators will be given the opportunity toparticipate in a Teacher Curricula Perceptions instrument in order to determine their perceptions,as an educational leader, of the benefits or liabilities of implementing the Realms of Meaningcurricular model.



Qualitative Research Questions• RQ5: What are the perceptions of

classroom teachers and educationalleaders of the effectiveness of theROM curriculum model in theclassroom?

• RQ6: What perceptions doeducational leaders have regarding

the benefits and/or risks of implementing the ROM curriculummodel?



Qualitative Methodology

This section of the study will be based

on descriptive statistics.

Descriptive statistics are appropriate for

this study in that descriptive statisticsare a “division of statistics focused on

describing, summarizing, or making

sense of a particular set of data”(Kritsonis, et al, 2007).



Research DesignThis study will be a mixed method design. A Likert

type instrument will be utilized by participatingteacher participants which will allow for the input of qualitative data which can then be utilized tocompare the means of the ROM and non-ROMteacher comments to each other. This data will bestatistically analyzed and detailed as describedmore in detail in the instrumentation andprocedures section of this chapter.

Two open ended questions will also be utilized in this

study. Teachers’ responses will be documentedand analyzed as described more fully in the DataAnalysis section of this chapter.



Research Design

• Two open ended questions will also

be utilized in this study. Teachers’responses will be documented and

analyzed as described more fully in

the Data Analysis section of thischapter.



Qualitative Variables• There are two qualitative variables for this

study. The independent variable is theROM school and the dependent variable is

the teacher perceptions of the benefits and

risks of the ROM school model.

• Qualitative variables “exist in different kinds

rather than different amounts” (Spatz,

2001, p. 384). Qualitative variables arealso nominal which “pertains to the act of

naming” (Sirkin, 2006, p. 595).



Population Size

• The total population size for this study

represents the total amount of highschools utilizing the CSOPE

curriculum.

• The sample size for this populationstudy will be the total number of high

schools utilizing this curriculum which

is equal to the population size for thisstudy.



Selection of Schools• Schools identified as ROM schools will be

those schools which utilize the CSCOPEcurriculum model which parallels the

philosophies and principles of the ROM

curriculum model.

• The second group of schools selected for this study will be similar in size and

population to the ROM model schools but

will differentiate primarily in the fact that

they do not use the ROM curriculum model

as their primary curriculum delivery system.



For the qualitative portion of this

study, teacher participants fromCSCOPE (ROM) curriculum model

schools will comprise the

population of the qualitative study

as identified in each participating

Educational Service Center (ESC)districts in Texas.



Initial Administrative Contacts

• District superintendents of identified schools willbe contacted in order to gain permission to contactcampus principals for suggestions on teacherswho have experience with at least one of theCSCOPE models in the classroom and teach

either 11th

grade mathematics, English languagearts, social studies, or science.

(See Appendix B).

• To be eligible for participation, teachers in this study must

have at least one year of CSCOPE experience which mustinclude the 2007-2008 school year.



Teachers selectd from this study will come from schools utilizing the

CSCOPE (ROM) curriculum model in the following Educational Service

Center districts across the state of Texas as provided by a list that has been

obtained from Region XIII of all CSCOPE schools and districts in th state of

Texas.

• ESC 1

• ESC 2• ESC 6• ESC 7• ESC 8• ESC 10• ESC 13• ESC 16• ESC 19• ESC 20



Instrumentation• The title of the instrument that will be used in this study is the

Teacher Curricula Perceptions instrument (Appendix A) andwill be comprised of two sections.

• The first section will include 20 Likert type questions. Thequestions have been developed from the ROM conceptualframework.

•

• A Likert scale can also be classified as an attitude scale.“Attitude scales determine what an individual believes,perceives, or feels about self or others, activities, institutions,or situations” (Isaac & Michael, 1997, p. 131).

• A Likert type instrument labeled from 1 to 4 will be used with

1 being strongly disagree, 2 – disagree, 3-agree, and 4strongly agree.

Open Ended Questions



Open Ended Questions(included in the Teacher Curricula Perceptions Instrument)

• RQ5: What are the perceptions of classroom

teachers and educational leaders on the

effectiveness of the Realms of Meaning curriculum

model in the classroom?

• RQ6: What perceptions do educational

leaders have regarding the benefits and/or risks of

implementing the Realms of Meaning curriculum

model?



Certificate of Participation

(see Appendix E)Academic Research

Participant This is to certify that the following professional teacher hassuccessfully

participated in the study portion of a doctoral research dissertation.

Name of Participant

__________________________________________________ The Study:Educational Leadership Directives:

Analyzing the Effect of an Integrated curriculum Model onStudent Academic Achievement based on the

Ways of Knowing Through the Realms of Meaning

Pil t St di



Pilot Studies

No pilot study will be needed for the implementation of the Teacher

Curricula Perceptions (see Appendix A) instrument and theDemographic Teacher Profile (see Appendix D).

Expert witnesses will be utilized to

determine the validity and

reliability of the instruments that

will be utilized in this study.

V lidit d R li bilit



Validity and Reliability

•

Expert witnesses who are familiar with the Ways of Knowing Throughthe Realms of Meaning will review theTeacher Curricula Perceptions (SeeAppendix A) instrument as well as theDemographic Teacher Profile datasheet (see Appendix to ensure thatreliability and validity are assured.Reliability refers to the “consistencyor stability” (Kritsonis, et al, p. 136).

Procedures



Procedures

• 1. Superintedent of participating

schools will be sent letter to gainpermission to contact the teachers for

this study.

• 2. A letter of invitation will be mailedto potential teacher candidates which

will include the Teacher Curricula

Perceptions Instrument .• 3. Letters will be mailed via the U.S.

postal service.

P d ( t )



Procedures (cont.)• If the desired number of responses have not

been received after three weeks, a thirdmailing will be conducted to ensure receiving

the correct number of responses.

• As responses are returned, they will be coded

for date of receipt and data will be enteredinto an EXCEL spreadsheet.

• Upon receipt of completed instruments,

teacher participants will be mailed a

certificate of participation to record their ownprofessional participation in this study.

Q lit ti D t A l i



Qualitative Data Analysis• Emergent themes will be determined from the open-

ended questions taken directly from the instrument.Emergent themes are those main ideas and repeatedscenarios that link the teacher’s perceptions to generalconclusions and applicable theory. Data will then betriangulated. Triangulation is “the use of multiple methods,data collection, strategies, and /or data sources to get amore complete picture and to cross-check information” (Gay& Airasian, 2003, p. 593).

• The qualitative results will be triangulated with thequantitative results to validate the study. “Once aproposition has been confirmed by two or more independentmeasurement processes, the uncertainty of its interpretationis greatly reduced. The triangulation of measurement

process is far more powerful evidence supporting theproposition than any single criterion approach” (Isaac &Michael, 1997, p. 97).

S



Summary

This Chapter III proposal has included adetailed summary and explanation of

the methodology and procedures

proposed to carry out this study.

S



Summary

1. Detailed explanations of the

research design andmethods have been outlined.

S



Summary

2.Descriptions of the study

including population andsample have also been

included.

S



Summary

3. Instruments, both quantitative

and qualitative have beenexplained in detail including

information regarding thereliability and validity of each

study instrument included in

this study.

S mmar



Summary

4. A thorough explanation about

procedures, data collection, anddata analysis has also been

included in order to fully explain

the nature, scope, and testingprocedures for this study.

Legal and Ethical Considerations



Legal and Ethical Considerations

• All components of this study will meet

the legal and ethical requirements for research study.

• The researcher has completed the

required Texas A & M research studyguide as provided by the IRB board

and will follow all guidelines as

prescribed by the IRB board of

Prairie View A & M University,

Prairie View, TX.

References



References

• Kritsonis, W., Griffith, K., Marshall, R., Herrington, D., Hughes, T. &

Bahrim, C. (2007). Practical applications of educational research and basic statistics. Houston, TX

• Kritsonis, William A. (2007). Ways of knowing through the realms of meaning . National forum Journals. Houston, TX: National Forum.

• Sirkin

• Spatz

• Texas Education Agency

• Texas Education Service Center Curriculum Collaborative, (2008).

CSCOPE. Retrieved August 15, 2008, from Curriculum, Instruction,and Assessment web site: http://cscope.us/

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

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