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

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

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A Dissertation DefenseA Dissertation Defense

bybyDebra Denise WatkinsDebra Denise Watkins

The Whitlowe R. GreenThe Whitlowe R. Green

College of EducationCollege of Education

Prairie View A & M UniversityPrairie View A & M University

July 2009July 2009



yy

Distinguished Committee MembersDistinguished Committee Members

William Allan Kritsonis, Ph.D.William Allan Kritsonis, Ph.D.

Dissertation Chair Dissertation Chair

David E. Herrington, Ph.D.David E. Herrington, Ph.D.

Member Member Clarissa Gamble Booker, Ed.D.Clarissa Gamble Booker, Ed.D.

Member Member

Solomon G. Osho, Ph.D.Solomon G. Osho, Ph.D.

Member Member

Lisa Horton, Ph.DLisa Horton, Ph.D..

Member Member



Educational LeadershipEducational Leadership

Directives:Directives:Analyzing the Effect of anAnalyzing the Effect of an

Integrated Curriculum Model onIntegrated Curriculum Model on

Student AcademicStudent Academic

Achievement Based on theAchievement Based on the

Ways of Knowing Through theWays of Knowing Through theRealms of Meaning Realms of Meaning



Background of the ProblemBackg

round 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 an

anachronism. 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 all

sectors 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).



““For the first time in the history of our For the first time in the history of our

country, the educational skills of onecountry, the educational skills of one

generation will not surpass, will notgeneration will not surpass, will not

equal, will not even approach those of equal, will not even approach those of

our parents” Howard Gardner (1983).our parents” Howard Gardner (1983).



Emerging technologies,world widecommunications,and the sophistication of a new generation require that educators

meet the challenge of effectivelyeducating this generation to ensurethat real learning and academicachievement occurs in the classroom.



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 11 thth grade ingrade in

the 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 Meaning Realms 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.



Purpose of the StudyPurpose of the Study

The purpose of this study is four The purpose of this study is four

fold and will address the followingfold and will address the followingresearch purpose statements.research purpose statements.



11. To identify schools that are. To identify schools that are

Realms of Meaning Realms of Meaning (ROM) schools.(ROM) schools.



2. To discover if 2. To discover if studentstudent

achievementachievement is impactedis impactedbecause of the school’s statusbecause of the school’s status

as aas a Realms of Meaning Realms of Meaning (ROM)(ROM)

school.school.



3. To understand the perceptions of 3. To understand the perceptions of

classroom teachers and educationalclassroom teachers and educational

leaders on their view of theleaders on their view of theeffectiveness of theeffectiveness of the Realms of Realms of

Meaning Meaning (ROM) curriculum model(ROM) curriculum model

in the classroom.in the classroom.



4. To understand the4. To understand the benefitsbenefits

and/or risksand/or risks of implementingof implementing

thethe Realms of Meaning Realms of Meaning (ROM)(ROM)curriculum model in thecurriculum model in the

classroom.classroom.



Research Question OneResearch Question One

Is there a difference in the 11Is there a difference in the 11thth gradegrade

overall groupoverall group mathematicsmathematics TAKSTAKSTMTM

scores between schools that implementscores between schools that implementthethe Realms of Meaning Realms of Meaning curriculumcurriculum

model and schools that do notmodel and schools that do not

implement theimplement the Realms of Meaning Realms of Meaning curriculum model?curriculum model?



Research Question TwoResearch Question Two

Is there a difference in the 11Is there a difference in the 11thth gradegradeoverall groupoverall group English language artsEnglish language arts

TAKSTAKSTMTM

scores between schools thatscores between schools thatimplement theimplement the Realms of Meaning Realms of Meaning curriculum model and schools that docurriculum model and schools that do

not implement thenot implement the Realms of Realms of Meaning Meaning curriculum model?curriculum model?



Research Question ThreeResearch Question Three

Is there a difference in the 11Is there a difference in the 11thth gradegradeoverall groupoverall group sciencescience TAKSTAKSTMTM scoresscoresbetween schools that implement thebetween schools that implement theRealms of Meaning Realms of Meaning curriculum model andcurriculum model andschools that do not implement theschools that do not implement the RealmsRealmsof Meaning of Meaning curriculum model?curriculum model?



Research Question Four Research Question Four

Is there a difference in the 11Is there a difference in the 11thth gradegrade

overall groupoverall group social studiessocial studies TAKSTAKSTMTM

scores between schools that implementscores between schools that implementthethe Realms of Meaning Realms of Meaning curriculum modelcurriculum modeland schools that do not implement theand schools that do not implement theRealms of Meaning Realms of Meaning curriculum model?curriculum model?



Research Question FiveResearch Question Five

To whatTo what capacitycapacity as reported byas reported by

classroom teachers on theclassroom teachers on the Teacher Teacher

Curricula Perceptions Instrument Curricula Perceptions Instrument areareCSCOPECSCOPETMTM high schools functioning ashigh schools functioning as

Realms of Meaning Realms of Meaning schools?schools?



Research Question SixResearch Question Six

What are theWhat are the perceptionsperceptions of classroomof classroom

teachers of the overallteachers of the overall CSCOPECSCOPETMTM

((Realms of Meaning Realms of Meaning philosophy)philosophy)

curriculum in the classroom?curriculum in the classroom?



Research Question SevenResearch Question Seven

WhatWhat perceptionsperceptions do teachers havedo teachers have

regarding theregarding the benefits and/or risksbenefits and/or risks

of implementing theof implementing the CSCOPECSCOPETMTM

((Realms of Meaning Realms of Meaning philosophy)philosophy)

curriculum in the classroom?curriculum in the classroom?



Null HypothesesNull Hypotheses

Research Question OneResearch Question One

HH0101:: There is no statistically significantThere is no statistically significant

difference in the 11difference in the 11 thth grade overallgrade overall

groupgroup mathematicsmathematics TAKSTAKSTMTM

scoresscoresbetween schools that implement thebetween schools that implement the

Realms of Meaning Realms of Meaning curriculumcurriculum

model and schools that do notmodel and schools that do notimplement theimplement the Realms of Meaning Realms of Meaning

curriculum model.curriculum model.




Research Question TwoResearch Question Two

HH02:02: There is no statistically significantThere is no statistically significant

difference in the 11difference in the 11thth grade overall groupgrade overall group

English language artsEnglish language arts TAKSTAKSTMTM scoresscores

between schools that implement thebetween schools that implement the RealmsRealms

of Meaning of Meaning curriculum model and schoolscurriculum model and schools

that do not implement thethat do not implement the Realms of Realms of

Meaning Meaning curriculum model.curriculum model.




Research Questions ThreeResearch Questions Three

HH0303 :: There is no statistically significantThere is no statistically significant

difference in the 11difference in the 11thth grade overallgrade overall

groupgroup sciencescience TAKSTAKSTMTM

scores betweenscores betweenschools that implement theschools that implement the Realms of Realms of

Meaning Meaning curriculum model and schoolscurriculum model and schools

that do not implement thethat do not implement the Realms of Realms of Meaning Meaning curriculum model.curriculum model.




Research Question Four Research Question Four

HH0404 :: There is no statistically significantThere is no statistically significant

difference in the 11difference in the 11thth grade overallgrade overall

groupgroup social studiessocial studies TAKSTAKSTMTM

scoresscoresbetween schools that implement thebetween schools that implement the

Realms of Meaning Realms of Meaning curriculum modelcurriculum model

and schools that do not implement theand schools that do not implement theRealms of Meaning Realms of Meaning curriculum model.curriculum model.



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 of studentof student

academic achievement inacademic achievement in

relationshiprelationship

to the effectiveness of theto the effectiveness of the curriculumcurriculummodelmodel used in the classroom,used in the classroom,educational leaderseducational leaders will be able towill be able to

utilize theutilize the findings of this studyfindings of this study to aidto aidin thein the determinationdetermination of whatof what type of type of curriculumcurriculum to use in the classroom.to use in the classroom.



Curriculum PhilosophyCurriculum Philosophy

Curriculum philosophy is the framework of Curriculum philosophy is the framework of

all academic learning and achievement.all academic learning and achievement.

Through a district’s curriculum philosophy,Through a district’s curriculum philosophy,

a curriculum model can be chosen anda curriculum model can be chosen and

utilized in the classroom to promoteutilized in the classroom to promote

academic achievement and studentacademic achievement and student

academic success.academic success.




For this study, theFor this study, the Ways of Knowing Ways of Knowing Through the Realms of Meaning Through the Realms of Meaning curriculum philosophy has been used tocurriculum philosophy has been used to

identify a parallel curriculum model whichidentify a parallel curriculum model whichutilizes a philosophical framework thatutilizes a philosophical framework thatcan be said to be parallel to thecan be said to be parallel to the Ways of Ways of Knowing Through the Realms of Meaning Knowing Through the Realms of Meaning




This parallel curriculum model hasThis parallel curriculum model has

been identified as the CSCOPEbeen identified as the CSCOPETMTM




AA Direct Correlation was FoundDirect Correlation was Found

Between theBetween the Realms of Meaning Realms of Meaning

Curriculum PhilosophyCurriculum Philosophyand the CSCOPEand the CSCOPETMTM Curriculum ModelCurriculum Model

ealms of Meaning ealms of Meaning

Curriculum ModelCurriculum Model CSCOPECSCOPETMTM

CurriculumCurriculum

ModelModel



The Realms of Meaning Curriculum ModelThe Realms of Meaning Curriculum Model



TheThe Six Realms of Meaning Six Realms of Meaning

SymbolicsSymbolics

EmpiricsEmpiricsEstheticsEsthetics

SynnoeticsSynnoetics

EthicsEthicsSynopticsSynoptics



SymbolicsSymbolics



EmpiricsEmpirics



EstheticsEsthetics



SynnoeticsSynnoetics: “I-Thou” Relationship: “I-Thou” Relationship



EthicsEthics



SynopticsSynoptics



Integration of theIntegration of the

CurriculumCurriculum

Alignment of theAlignment of the

Subject Matter Subject Matter

Inclusion of Inclusion of BackgroundBackground

Knowledge in theKnowledge in the

CurriculaCurricula

Emphasis onEmphasis on

teacher andteacher and

studentstudentrelationshipsrelationships

Emphasis onEmphasis on

making themaking thecurriculumcurriculum

meaningful in themeaningful in the

classroomclassroom

Philosophical Foundations of Philosophical Foundations of

CSCOPECSCOPETMTM and theand the

ROM Curriculum PhilosophyROM Curriculum Philosophy



CSCOPECSCOPETMTM and theand theRealms of Meaning Realms of Meaning


offer aoffer a

Constructivist Approach to Learning,Constructivist Approach to Learning,

Alignment, and the CurriculumAlignment, and the Curriculum



Multiple Intelligence Theory and the

ROM

Linguistic Intelligence

Symbolics

Logical-MathematicalIntelligence

Symbolics, Empirics,

and Synoptics

Musical Intelligence

Esthetics



MethodologyMethodology

OverviewOverview



Independent VariablesIndependent Variables

TheThe independent variablesindependent variables for this studyfor this studyincluded the types of schools beingincluded the types of schools being

investigated and compared.investigated and compared.

1.1. Schools that implement aSchools that implement a RealmsRealms of of Meaning Meaning (ROM)(ROM) curriculumcurriculum model.model.

2. Schools that2. Schools that do notdo not implement aimplement a

Realms of Meaning Realms of Meaning (non-ROM)(non-ROM)curriculumcurriculum model.model.



Dependent Variable

The dependent variable is studentThe dependent variable is student

achievement as measured by theachievement as measured by the

11th grade mathematics, English11th grade mathematics, Englishlanguage arts, science, and sociallanguage arts, science, and social

studiesstudies Texas Assessment of Texas Assessment of

Knowledge and SkillsKnowledge and Skills (TAKS(TAKSTM

).).



Descriptive StatisticsDescriptive Statistics

Descriptive statistics were collected from theDescriptive statistics were collected from the

Teacher Curricula Perceptions Instrument Teacher Curricula Perceptions Instrument

and extant data bases to describeand extant data bases to describe

participating schools and to determine theparticipating schools and to determine thecapacity CSCOPEcapacity CSCOPETM high schools werehigh schools were

functioning as ROM schools.functioning as ROM schools.



Comparative Scores

t test for independent means was used tot test for independent means was used tocompare the TAKScompare the TAKSTMTM score means of ROMscore means of ROM

and non-ROM schools.and non-ROM schools.

A comparison was made using the 2008A comparison was made using the 200811th Grade TAKS11th Grade TAKSTMTM data for math, Englishdata for math, English

language arts, science, and social studieslanguage arts, science, and social studies

for identified ROM and non-ROM schools.for identified ROM and non-ROM schools.



Subjects of the StudySubjects of the Study

The subjects of this study were those

public schools utilizing the CSCOPETM

curriculum in the 2008 school year.

Schools were identified through a listprovided by a CSCOPETM Educational

Service Center which listed those

schools in the state of Texas who hadpurchased the CSCOPETM curriculum

model for district and campus use.

CSCOPECSCOPETMTM Schools RepresentedSchools Represented



CSCOPECSCOPETMTM Schools RepresentedSchools Represented

by Ten Region Centers Were theby Ten Region Centers Were the

Focus of this StudyFocus of this Study



Population

231 Texas high schools were231 Texas high schools were

identified as implementing theidentified as implementing theCSCOPECSCOPETMTM curriculum.curriculum.



These high schools were matchedThese high schools were matched

with 231 Texas high schools whichwith 231 Texas high schools which

did not utilize the CSCOPEdid not utilize the CSCOPETMTM

curriculum in the classroom.curriculum in the classroom.

..



Matching schools were chosen byMatching schools were chosen by

random sampling utilizing therandom sampling utilizing the

Academic Excellence Indicator Academic Excellence Indicator SystemSystem

Texas Education AgencyTexas Education Agency

ComparativeComparative Improvement reportImprovement report

based on similar demographicbased on similar demographic

information including ethnicity,information including ethnicity, socio-socio-

economic status, limitedeconomic status, limited EnglishEnglishproficient, and mobility.proficient, and mobility.



Conclusions and Recommendations



Conclusion One

For the 2008 accountability year,For the 2008 accountability year,

there was no significant difference inthere was no significant difference in

the academic achievement of schoolsthe academic achievement of schools

that utilized the CSCOPEthat utilized the CSCOPETMTM curriculumcurriculum

model in comparison to those schoolsmodel in comparison to those schools

that did not utilize this model inthat did not utilize this model inclassroom instruction.classroom instruction.



ObservationObservation

Figure 4.6Figure 4.6 Implementation dipImplementation dip

•http://www.dangerouslyirrelevant.org/2007/07/implementation-.html



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 work

towards enthusiastically implementingtowards enthusiastically implementinga district’s curriculum philosophy anda district’s curriculum philosophy andcurriculum model in the classroom.curriculum model in the classroom.



Conclusion Three

Teachers agree

that the following

Realms are

important to the

curriculum being

implemented in

their classroom.

Symbolics

Esthetics Synnoetics Ethics

Synoptics



Conclusion Four

Teachers disagreed that the empirics realm is

important to the curriculum being

implemented in their classroom. Teachers

concede the empirics realm in their schoolswere not being implemented in relation to the

ROM philosophy.



Recommendation One

Educators and curriculum leaders

should increase the utilization of the

Ways of Knowing Through the

Realms of Meaning curriculum

philosophy in the classroom.



Recommendation TwoRecommendation Two

Implementing the Realms of Meaning

(ROM) curriculum philosophy benefits

the CSCOPETM curriculum model.

Risks found in this model can be

addressed through a more sustained

use of the Realms of Meaning (ROM)

philosophy.



Recommendation Three

Teachers should be allowed to have

professional input into curricular

decisions made at the high schoollevel.



Recommendation Four

Based on the result of this study,

educators should be encouraged to

“stay the course” and work towards

long term solutions and results

utilizing the curriculum chosen.



Recommendation FiveRecommendation Five

Educators should incorporate theEducators should incorporate theWays of Knowing Through theWays of Knowing Through the

Realms of Meaning Realms of Meaning in both thein both the

undergraduate and graduate levelundergraduate and graduate levelteacher preparation programs.teacher preparation programs.



Recommendation SixRecommendation Six

Teachers should be taught how to

recognize, direct, and implement a

sustained and integrated approachto learning in the classroom.



Recommendation Seven

Educational leaders should continue

research on the effectiveness of

utilizing the Realms of Meaning

(ROM) curriculum philosophy

in the classroom.

Concluding Remarks



Concluding Remarks

The findings of this investigation

are consistent with current

studies in regard to studentacademic achievement and the

curriculum.



Concluding RemarksConcluding Remarks

Participants in this study have exhibited aParticipants in this study have exhibited astrong capacity for understanding thestrong capacity for understanding the RealmsRealms

philosophy. Through professionalphilosophy. Through professional

development and academic support, thesedevelopment and academic support, these

teachers have shown their aptitude andteachers have shown their aptitude and

willingness to “stay the course” in enactingwillingness to “stay the course” in enacting

change for their students, school, and district.change for their students, school, and district.

Recommendations for



Recommendations for

Future Research

AA study could be conducted thatstudy could be conducted that

investigates how theinvestigates how the Ways of Ways of

Knowing Through the Realms of Knowing Through the Realms of

Meaning Meaning curriculum modelcurriculum model affectsaffects

student learning for pre-school andstudent learning for pre-school and

elementary school students.elementary school students.

Recommendations for



Recommendations for

Future Research

A study could be conducted

that analyzes the effect of an

integrated social studies curriculumbased on the synoptic realm of the

Ways of Knowing Through the

Realms of Meaning.

Recommendations for



Recommendations for

Future Research

A study could be conducted that

evaluates the effects that a Realms

curriculum model has on the learning

and academic achievement of special

needs students.

Recommendations for



Recommendations for

Future Research

A study could be conducted thatA study could be conducted that

evaluates the effects that aevaluates the effects that a RealmsRealms

curriculum model has on the learningcurriculum model has on the learningand academic achievement of diverseand academic achievement of diverse

student populations.student populations.

Recommendations forRecommendations for



Recommendations for Recommendations for

Future ResearchFuture Research

A study could be conducted that

analyzes the effects of

implementing the Ways of

Knowing Through the Realms of

Meaning curriculum philosophy in

student freshman English classes

to enhance and improve academic

writing skills at the college level.

References



References

Botstein, L. (2006). The trouble with high school.Botstein, L. (2006). The trouble with high school.

The School Administrator. 16-19The School Administrator. 16-19

Fullan, Michael, “Change theory: AFullan, Michael, “Change theory: A

force of school improvement.”force of school improvement.” Centre for Centre for Strategic Education Seminar Strategic Education Seminar Series Paper Series Paper

No. 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.



Kritsonis, W.A. (2007),Kritsonis, W.A. (2007), Ways of Ways of

Knowing Through the Realms of Knowing Through the Realms of Meaning Meaning ,, Houston,TX: NationalHouston,TX: National

Forum Journals.Forum Journals.

Texas Education Service Center Texas Education Service Center Curriculum CollaborativeCurriculum Collaborative

(TESCCC), (2008). CSCOPE(TESCCC), (2008). CSCOPETM . Retrieved

August 14, 2008 from Curriculum,

instruction assessment web

site:

http://cscope.us



Thank You!Thank You!

Documents

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