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7/28/2019 Dr. William Allan Kritsonis, PhD Dissertation Chair, Debra Denise Watkins, Doctoral Dissertation Proposal Defense PPT.
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Educational Leadership Directives:
Analyzing the Effect of an IntegratedCurriculum Model on Student
Academic Achievement Based ontheWays of Knowing
Through the Realms o f Meaning
Debra Denise Watkins
Proposal Defense
November 25, 2008William Allan Kritsonis,Ph.D.
Dissertation Chair
7/28/2019 Dr. William Allan Kritsonis, PhD Dissertation Chair, Debra Denise Watkins, Doctoral Dissertation Proposal Defense PPT.
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Dissertation Committee
• William Allan Kritsonis,Ph.D.
• David Herrington, Ph.D.• Clarissa Gamble Booker,
Ed.D.• Solomon G. Osho, Ph.D.
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Educational Leadership Directives:Analyzing the Effect of anIntegrated Curriculum Model onStudent Academic Achievement
Based on theWays of Know ing Through the
Realms o f Mean ing
Chapter 1
Introduction
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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?”
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Quantitative Research Questions• RQ1: Is there a difference in the 11th grade overall group
Mathematics TAKS school scores between schools thatimplement the Realms of Meaning curriculum model and
schools that do not implement the Realms of Meaningcurriculum model?
• RQ2: Is there a difference in the 11th grade overall groupEnglish Language Arts TAKS school scores betweenschools that implement the Realms of Meaning curriculummodel and schools that do not implement the Realms of Meaning curriculum model?
• RQ3: Is there a difference in the 11th grade overall groupScience TAKS school scores between schools thatimplement the Realms of Meaning curriculum model andschools that do not implement the Realms of Meaningcurriculum model?
• RQ4: Is there a difference in the 11th grade overall SocialStudies TAKS school scores between schools thatimplement the Realms of Meaning curriculum model andschools that do not implement the Realms of Meaningcurriculum model?
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Qualitative Research Questions• Ho1:There is no statistically significant difference in the 11th
grade overall group Mathematics TAKS scores betweenschools that implement the Realms of Meaning curriculum
model and schools that do not implement the Realms of Meaning curriculum model.
• Ho2:There is no statistically significant difference in the 11thgrade overall group English Language Arts TAKS scoresbetween schools that implement the Realms of Meaningcurriculum model and schools that do not implement theRealms of Meaning curriculum model.
• Ho3:There is no statistically significant difference in the 11thgrade overall group Science TAKS scores between schoolsthat implement the Realms of Meaning curriculum model andschools that do not implement the Realms of Meaningcurriculum model.
• Ho4:There is no statistically significant difference in the 11thgrade overall group Social Studies TAKS scores of schoolsthat implement the Realms of Meaning curriculum model andschools that do mot implement the Realms of Meaningcurriculum model.
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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?
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Purpose of the Study• The purpose of this study is to analyze the
differences of a curriculum based on thephilosophy of the Ways of Knowing Through theRealms of Meaning curriculum philosophy, paralleland reflected in the CSCOPE learning model, andits effect (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 utilizethis researched based study to facilitateimprovement in student learning and academicachievement.
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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.
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Assumptions• The following assumptions will pertain to this study. Comparative
benchmark data for student achievement will be based on the scores fromthe 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 licensingcredentials to be certified in the state of Texas.
• Teachers implementing the ROM curriculum model will do so effectively andin the parameters required for successful ROM curriculum implementation.
• The instrument used to gather data for this study will be completed correctly
and within 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.
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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.
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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 districtduring the time period specified for this study and therefore
would 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 thecurriculum in various degrees and intensity depending on the
needs of the individual student and local school district.
• 5. School districts initially using the ROM curriculummodel may choose to discontinue using this product.
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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
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Educational Leadership
Directives: Analyzing the Effect of anIntegrated Curriculum Model onStudent Academic Achievement
Based on theWays of Know ing Through the Realms o f Mean ing
Chapter 2
Review of Literature
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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
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Correlation of Philosophies
• CSCOPE and the Realms of
Meaning Curriculum
Philosophy share common
and parallel structures andtherefore can be used
interchangeably throughout
this study.
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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.
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“In the end…….
• We w i ll conserve only what
we love.
• We love on ly what we
understand.
• We w i ll understand on ly
what we are taught” • (Baba Dioam Sengalese, Cons ervat ion ist , Posted Quo tat ion -
Moo dy Gardens , Galvesto n, Texas, June 8, 2008).
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Educational Leadership Directives:
Analyzing the Effect of anIntegrated Curriculum Model onStudent Academic Achievement
Based on theWays of Know ing Through the
Realms of Meaning
Chapter 3
Methodology
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• “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).
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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.
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Qualitative Research Questions• RQ1: Is there a difference in the 11th grade overall group
mathematics TAKS school scores between schools thatimplement the Realms of Meaning curriculum model and
schools that do not implement the Realms of Meaningcurriculum model?
• RQ2:Is there a difference in the 11th grade overall groupEnglish language arts TAKS school scores between schoolsthat implement the Realms of Meaning curriculum model and
schools that do not implement the Realms of Meaningcurriculum model?
• RQ3:Is there a difference in the 11th grade overall groupscience TAKS school scores between schools thatimplement the Realms of Meaning curriculum model and
schools that do not implement the Realms of Meaningcurriculum model?
• RQ4: Is there a difference in the 11th grade overall groupsocial studies TAKS school scores between schools thatimplement the Realms of Meaning curriculum model andschools that do not implement the Realms of Meaningcurriculum model?
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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.
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Null Hypothesis
• Ho3: There is no statistically significant differencein the 11th grade overall group science TAKSscores between schools that implement theRealms of Meaning curriculum model and schools
that do not implement the Realms of Meaningcurriculum model.
• Ho4: There is no statistically significant differencein the 11th grade overall group social studies
TAKS scores between schools that implement theRealms of Meaning curriculum model and schoolsthat do not implement the Realms of Meaningcurriculum model.
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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 onone or more variables of interest”
(Isaac & Michael, 1997, p. 2).
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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).
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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.
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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.
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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.
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Instrumentation• Extant data from the TAKS test from
2007-2008 will be utilized to gather the scores needed for this study in thecore academic areas of students whoparticipate 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.
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TAKS Pilot Test
A pilot test or further
investigation into the reliabilityand validity of the TAKS
assessment test will not be
needed.
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Reliability and Validity
• The reliability and validity of this test
has been assured due to the groupof 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.
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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.
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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.
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Procedures• Now through stratified random sampling,
non-ROM curriculum model schools will beidentified.
• To ensure that both samples are similar,the same number of non-ROM schools for
each size category will be obtained.• In addition, similar ROM and non-ROM
schools will also be documented in regardsto the socio-ethnographic characteristics of
the districts in order to add depth andmeaning to the study in relationship to thepopulations from the schools beingevaluated.
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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 the
populations from the schools beingevaluated.
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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 thenbe transferred to the SPSS software version wherean Independent T test will be generated for each
independent subject category.
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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.
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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.
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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?
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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).
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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 Data
Analysis section of this chapter.
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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.
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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).
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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.
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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.
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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.
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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.
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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
I i
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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
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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?
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Certificate of Participation
(see Appendix E)
Academic Research ParticipantThis is to certify that the following professional teacher has successfullyparticipated 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 on
Student Academic Achievement based on the
Ways of Knowing Through the Realms of Meaning
Pil t St di
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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
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Validity and Reliability
• Expert witnesses who are familiar with the Ways of Knowing Throughthe Realms of Meaning will review theTeacher Curricula Perceptions (See
Appendix A) instrument as well as theDemographic Teacher Profile datasheet (see Appendix to ensure thatreliability and validity are assured.Reliability refers to the “consistency or
stability” (Kritsonis, et al, p. 136).
Procedures
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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 )
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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 beentered into an EXCEL spreadsheet.
• Upon receipt of completed instruments,
teacher participants will be mailed acertificate of participation to record their
own professional participation in this study.
Q lit ti D t A l i
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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
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Summary
This Chapter III proposal has included adetailed summary and explanation of
the methodology and procedures
proposed to carry out this study.
S
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Summary
1. Detailed explanations of the
research design andmethods have been outlined.
S
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Summary
2.Descriptions of the study
including population andsample have also been
included.
Summary
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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.
Summary
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Summary
4. A thorough explanation about
procedures, data collection,and data analysis has also
been included in order to fullyexplain the nature, scope, and
testing procedures for this
study.
Legal and Ethical Considerations
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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
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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 therealms 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, fromCurriculum, Instruction, and Assessment web site:http://cscope.us/
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