A Dissertation DefenseA Dissertation Defenseby by

Debra Denise WatkinsDebra Denise Watkins

The Whitlowe R. Green The Whitlowe R. Green College of EducationCollege of Education

Prairie View A & M UniversityPrairie View A & M University

July 2009July 2009

Distinguished Committee MembersDistinguished Committee Members

William Allan Kritsonis, Ph.D.William Allan Kritsonis, Ph.D.Dissertation ChairDissertation Chair

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

Clarissa Gamble Booker, Ed.D.Clarissa Gamble Booker, Ed.D.MemberMember

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

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

Educational Leadership Educational Leadership Directives:Directives:

Analyzing the Effect of an Analyzing the Effect of an Integrated Curriculum Model on Integrated Curriculum Model on

Student Academic Student Academic Achievement Based on the Achievement Based on the

Ways of Knowing Through the Ways of Knowing Through the Realms of MeaningRealms of Meaning

Background of the ProblemBackground of the Problem High schools are the breeding ground High schools are the breeding ground

for the next generation of society’s for the next generation of society’s leaders and workforce. However, “the leaders and workforce. However, “the American high school is an American high school is an anachronism. The current American anachronism. The current American high school system fails in satisfying high school system fails in satisfying the demands placed upon it by all the demands placed upon it by all sectors of American society in all sectors of American society in all classes, 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 one country, the educational skills of one generation will not surpass, will not generation 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 wide communications,and the sophistication of a new generation require that educatorsmeet the challenge of effectively educating this generation to ensure that real learning and academic achievement occurs in the classroom.

The Focus of this ResearchThe Focus of this Research

This study focuses on the academic This study focuses on the academic achievement of Texas public high achievement of Texas public high school students in the 11school students in the 11thth grade in grade in the subject areas of math, English the subject areas of math, English language arts, science, and social language arts, science, and social studies in schools that utilize the studies in schools that utilize the Realms of MeaningRealms of Meaning curriculum model curriculum model in the classroom as compared to in the classroom as compared to schools which do not utilize this schools which do not utilize this philosophy.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 following fold and will address the following research purpose statements. research purpose statements.

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

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

2. To discover if 2. To discover if student student achievementachievement is impacted is impacted because of the school’s status because of the school’s status as a as a Realms of MeaningRealms of Meaning (ROM) (ROM) school.school.

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

classroom teachers and educational classroom teachers and educational leaders on their view of the leaders on their view of the

effectiveness of the effectiveness of the Realms of Realms of MeaningMeaning (ROM) curriculum model (ROM) curriculum model in the classroom.in the classroom.

4. To understand the 4. To understand the benefits benefits and/or risks and/or risks of implementing of implementing

the the Realms of MeaningRealms of Meaning (ROM) (ROM) curriculum model in the curriculum model in the

classroom. classroom.

Research Question OneResearch Question One

Is there a difference in the 11Is there a difference in the 11thth grade grade overall group overall group mathematicsmathematics TAKS TAKSTMTM scores between schools that scores between schools that implement the implement the Realms of MeaningRealms of Meaning curriculum model and schools that do curriculum model and schools that do not implement the not implement the Realms of MeaningRealms of Meaning curriculum model?curriculum model?

Research Question TwoResearch Question Two

Is there a difference in the 11Is there a difference in the 11thth grade grade overall group overall group English language artsEnglish language arts TAKSTAKSTMTM scores between schools that scores between schools that implement the implement the Realms of MeaningRealms of Meaning curriculum model and schools that do curriculum model and schools that do not implement the not implement the Realms of Realms of MeaningMeaning curriculum model? curriculum model?

Research Question ThreeResearch Question Three

Is there a difference in the 11Is there a difference in the 11thth grade grade overall group overall group sciencescience TAKS TAKSTMTM scores scores between schools that implement the between schools that implement the Realms of MeaningRealms of Meaning curriculum curriculum model and schools that do not model and schools that do not implement the implement the Realms of MeaningRealms of Meaning curriculum model?curriculum model?

Research Question FourResearch Question Four

Is there a difference in the 11Is there a difference in the 11thth grade grade overall group overall group social studiessocial studies TAKS TAKSTM TM

scores between schools that scores between schools that implement the implement the Realms of MeaningRealms of Meaning curriculum model and schools that do curriculum model and schools that do not implement the not implement the Realms of Realms of MeaningMeaning curriculum model? curriculum model?

Research Question FiveResearch Question Five

To what To what capacity capacity as reported by as reported by classroom teachers on the classroom teachers on the Teacher Teacher Curricula Perceptions Instrument Curricula Perceptions Instrument are CSCOPEare CSCOPETM TM high schools high schools functioning as functioning as Realms of MeaningRealms of Meaning schools?schools?

Research Question SixResearch Question Six

What are the What are the perceptionsperceptions of classroom of classroomteachers of the overall teachers of the overall CSCOPECSCOPETMTM

((Realms of MeaningRealms of Meaning philosophy) philosophy)curriculum in the classroom?curriculum in the classroom?

Research Question SevenResearch Question Seven

What What perceptionsperceptions do teachers have do teachers have regarding the regarding the benefits and/or risksbenefits and/or risks of implementing the of implementing the CSCOPECSCOPETM TM

((Realms of MeaningRealms of Meaning philosophy) philosophy) curriculum in the classroom?curriculum in the classroom?

Null HypothesesNull HypothesesResearch Question OneResearch Question One

HH0101:: There is no statistically There is no statistically

significant difference in the 11significant difference in the 11thth grade grade overall group overall group mathematicsmathematics TAKS TAKSTMTM scores between schools that scores between schools that implement the implement the Realms of Meaning Realms of Meaning curriculum model and schools that do curriculum model and schools that do not implement the not implement the Realms of Realms of Meaning Meaning curriculum model.curriculum model.

Null HypothesesNull HypothesesResearch Question TwoResearch Question Two

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

difference in the 11difference in the 11thth grade overall grade overall group group English language artsEnglish language arts TAKSTAKSTMTM scores between schools that scores between schools that implement the implement the Realms of Meaning Realms of Meaning curriculum model and schools that do curriculum model and schools that do not implement the not implement the Realms of Realms of Meaning Meaning curriculum model.curriculum model.

Null HypothesesNull HypothesesResearch Questions ThreeResearch Questions Three

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

difference in the 11difference in the 11thth grade overall grade overall group group science science TAKSTAKSTM TM scores scores between schools that implement the between schools that implement the Realms of Meaning Realms of Meaning curriculum curriculum model and schools that do not model and schools that do not implement the implement the Realms of Meaning Realms of Meaning curriculum model.curriculum model.

Null HypothesesNull HypothesesResearch Question FourResearch Question Four

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

difference in the 11difference in the 11thth grade overall grade overall group group social studiessocial studies TAKS TAKSTM TM scores scores between schools that implement the between schools that implement the Realms of Meaning Realms of Meaning curriculum curriculum model and schools that do not model and schools that do not implement the implement the Realms of Meaning Realms of Meaning curriculum model.curriculum model.

Importance of the StudyImportance of the Study The The importance of this studyimportance of this study lies in lies in

the fact that by understanding the the fact that by understanding the similaritiessimilarities and and differencesdifferences of student of student academic achievement in academic achievement in relationshiprelationship to the effectiveness of the to the effectiveness of the curriculum curriculum modelmodel used in the classroom, used in the classroom, educational leaderseducational leaders will be able to will be able to utilize the utilize the findings of this studyfindings of this study to aid to aid in the in the determinationdetermination of what of what type of type of curriculumcurriculum to use in the classroom. to use in the classroom.

Curriculum PhilosophyCurriculum Philosophy

Curriculum philosophy is the Curriculum philosophy is the framework of all academic learning framework of all academic learning and achievement.and achievement.

Through a district’s curriculum Through a district’s curriculum philosophy, a curriculum model can be philosophy, a curriculum model can be chosen and utilized in the classroom chosen and utilized in the classroom to promote academic achievement to promote academic achievement and student academic success.and student academic success.

Curriculum PhilosophyCurriculum Philosophy

For this study, the For this study, the Ways of Knowing Ways of Knowing Through the Realms of MeaningThrough the Realms of Meaning curriculum philosophy has been used curriculum philosophy has been used to identify a parallel curriculum model to identify a parallel curriculum model which utilizes a philosophical which utilizes a philosophical framework that can be said to be framework that can be said to be parallel to the parallel to the Ways of Knowing Ways of Knowing Through the Realms of MeaningThrough the Realms of Meaning curriculum model.curriculum model.

This parallel curriculum model has This parallel curriculum model has been identified as the CSCOPEbeen identified as the CSCOPETM TM

curriculum model.curriculum model.

A A Direct Correlation was Found Direct Correlation was Found Between the Between the Realms of MeaningRealms of Meaning

Curriculum PhilosophyCurriculum Philosophyand the CSCOPEand the CSCOPETMTM Curriculum Model Curriculum Model

Realms of Realms of Meaning Meaning

Curriculum Curriculum Model Model

CSCOPE CSCOPE TMTM

Curriculum Curriculum ModelModel

The Realms of Meaning Curriculum ModelThe Realms of Meaning Curriculum Model

The The Six Realms of MeaningSix Realms of MeaningSymbolicsSymbolicsEmpiricsEmpiricsEstheticsEsthetics

SynnoeticsSynnoeticsEthicsEthics

SynopticsSynoptics

SymbolicsSymbolics

EmpiricsEmpirics

EstheticsEsthetics

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

EthicsEthics

SynopticsSynoptics

Integration of the Integration of the CurriculumCurriculum

Alignment of the Alignment of the Subject MatterSubject Matter

Inclusion of Inclusion of Background Background Knowledge in the Knowledge in the CurriculaCurricula

Emphasis on Emphasis on teacher and teacher and student student relationshipsrelationships

Emphasis on Emphasis on making the making the curriculum curriculum meaningful in the meaningful in the classroomclassroom

Philosophical Foundations of Philosophical Foundations of CSCOPECSCOPETMTM and the and the

ROM Curriculum PhilosophyROM Curriculum Philosophy

CSCOPECSCOPETMTM and the and the Realms of MeaningRealms of Meaning

Curriculum Philosophy Curriculum Philosophy offer a offer a

Constructivist Approach to Learning, Constructivist Approach to Learning, Alignment, and the CurriculumAlignment, and the Curriculum

Multiple Intelligence Theory and the ROM

Linguistic IntelligenceSymbolics

Logical-Mathematical Intelligence

Symbolics, Empirics, and Synoptics

Musical IntelligenceEsthetics

MethodologyMethodologyOverviewOverview

Independent VariablesIndependent Variables

The The independent variablesindependent variables for this for this study included the types of schools study included the types of schools being investigated and compared.being investigated and compared.

1.1. Schools that implement a Schools that implement a Realms Realms of Meaningof Meaning (ROM) (ROM) curriculum curriculum model.model.

2. Schools that 2. Schools that do notdo not implement a implement a Realms of MeaningRealms of Meaning (non-ROM) (non-ROM) curriculumcurriculum model. model.

Dependent Variable

The dependent variable is student The dependent variable is student achievement as measured by the achievement as measured by the 11th grade mathematics, English 11th grade mathematics, English language arts, science, and social language arts, science, and social studies studies Texas Assessment of Texas Assessment of Knowledge and SkillsKnowledge and Skills (TAKS (TAKSTM).).

Descriptive StatisticsDescriptive Statistics

Descriptive statistics were collected Descriptive statistics were collected from the from the Teacher Curricula Teacher Curricula Perceptions Instrument Perceptions Instrument and extant and extant data bases to describe participating data bases to describe participating schools and to determine the capacity schools and to determine the capacity CSCOPECSCOPETM high schools were high schools were functioning as ROM schools.functioning as ROM schools.

Comparative Scores

t test for independent means was t test for independent means was used to compare the TAKSused to compare the TAKSTMTM score score means of ROM and non-ROM schools.means of ROM and non-ROM schools.

A comparison was made using the A comparison was made using the 2008 11th Grade TAKS2008 11th Grade TAKSTMTM data for data for math, English language arts, science, math, English language arts, science, and social studies for identified ROM and social studies for identified ROM and non-ROM schools.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 list provided by a CSCOPETM Educational Service Center which listed those schools in the state of Texas who had purchased the CSCOPETM curriculum model for district and campus use.

CSCOPECSCOPETM TM Schools Represented Schools Represented by Ten Region Centers Were the by Ten Region Centers Were the

Focus of this StudyFocus of this Study

Population

231 Texas high schools were 231 Texas high schools were identified as implementing the identified as implementing the CSCOPECSCOPETM TM curriculum.curriculum.

These high schools were matched These high schools were matched with 231 Texas high schools which with 231 Texas high schools which did not utilize the CSCOPEdid not utilize the CSCOPETM TM

curriculum in the classroom.curriculum in the classroom...

Matching schools were chosen by Matching schools were chosen by random sampling utilizing the random sampling utilizing the

Academic Excellence Indicator Academic Excellence Indicator SystemSystem Texas Education Agency Texas Education Agency Comparative Comparative Improvement report Improvement report based on similar demographic based on similar demographic information including ethnicity, information including ethnicity, socio-socio-economic status, limited economic status, limited English English proficient, 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 in there was no significant difference in the academic achievement of schools the academic achievement of schools that utilized the CSCOPEthat utilized the CSCOPETMTM curriculum model in comparison to curriculum model in comparison to those schools that did not utilize this those schools that did not utilize this model in classroom instruction.model in classroom instruction.

ObservationObservation Figure 4.6 Figure 4.6 Implementation dipImplementation dip

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

Conclusion Two

Teachers who understand the Teachers who understand the principles of curriculum design and principles of curriculum design and philosophy are more likely to work philosophy are more likely to work towards enthusiastically implementing towards enthusiastically implementing a district’s curriculum philosophy and a district’s curriculum philosophy and curriculum 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 schools were 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 school

level.

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 the Educators should incorporate the Ways of Knowing Through the Ways of Knowing Through the Realms of MeaningRealms of Meaning in both the in both the undergraduate and graduate level undergraduate and graduate level teacher preparation programs.teacher preparation programs.

Recommendation SixRecommendation Six

Teachers should be taught how to recognize, direct, and implement a sustained and integrated approach to 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

The findings of this investigation are consistent with current studies in regard to student academic achievement and the curriculum.

Concluding RemarksConcluding Remarks

Participants in this study have Participants in this study have exhibited a strong capacity for exhibited a strong capacity for understanding the understanding the RealmsRealms philosophy. philosophy. Through professional development and Through professional development and academic support, these teachers academic support, these teachers have shown their aptitude and have shown their aptitude and willingness to “stay the course” in willingness to “stay the course” in enacting change for their students, enacting change for their students, school, and district.school, and district.

Recommendations for Future Research

A A study could be conducted that study could be conducted that investigates how the investigates how the Ways of Ways of Knowing Through the Realms of Knowing Through the Realms of Meaning Meaning curriculum modelcurriculum model affects affects student learning for pre-school and student learning for pre-school and elementary school students.elementary school students.

Recommendations for Future Research

A study could be conducted that analyzes the effect of an integrated social studies curriculum based on the synoptic realm of the Ways of Knowing Through the Realms of Meaning.

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 Future Research

A study could be conducted that A study could be conducted that evaluates the effects that a evaluates the effects that a RealmsRealms curriculum model has on the learning curriculum model has on the learning and academic achievement of diverse and academic achievement of diverse student populations.student populations.

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

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: A Fullan, Michael, “Change theory: A force of force of school improvement.” school improvement.” Centre for Strategic Centre for Strategic Education Seminar Education Seminar Series Paper No. 157 Series Paper No. 157 (2006: 1-13)(2006: 1-13)

Gardner, H. (2004), Frames of mind: The Gardner, H. (2004), Frames of mind: The theory 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 MeaningMeaning,, Houston,TX: National Houston,TX: National Forum Journals.Forum Journals.

Texas Education Service Center Texas Education Service Center Curriculum Collaborative Curriculum Collaborative

(TESCCC), (2008). CSCOPE(TESCCC), (2008). CSCOPETM . Retrieved August 14, 2008 from Curriculum, instruction assessment web site:

http://cscope.us

Thank You!Thank You!