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

1. A Dissertation DefenseA Dissertation Defense
byby
Debra 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

2. 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

3. 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 the
Realms of MeaningRealms of Meaning

4. Background of the ProblemBackground of the Problem
 High schools are the breeding groundHigh schools are the breeding ground
for the next generation of society’sfor the next generation of society’s
leaders and workforce. However, “theleaders and workforce. However, “the
American high school is anAmerican high school is an
anachronism. The current Americananachronism. The current American
high school system fails in satisfyinghigh school system fails in satisfying
the demands placed upon it by allthe demands placed upon it by all
sectors of American society in allsectors of American society in all
classes, regions and ethnicities”classes, regions and ethnicities”
(Botstein, 2006, p. 16).(Botstein, 2006, p. 16).

5. ““For the first time in the history of ourFor the first time in the history of 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 ofequal, will not even approach those of
our parents” Howard Gardner (1983).our parents” Howard Gardner (1983).

6. Emerging technologies,world wide
communications,and the sophistication of
a new generation require that educators
meet the challenge of effectively
educating this generation to ensure
that real learning and academic
achievement occurs in the classroom.

7. The Focus of this ResearchThe Focus of this Research
 This study focuses on the academicThis study focuses on the academic
achievement of Texas public highachievement of Texas public high
school students in the 11school students in the 11thth
grade ingrade in
the subject areas of math, Englishthe subject areas of math, English
language arts, science, and sociallanguage arts, science, and social
studies in schools that utilize thestudies in schools that utilize the
Realms of MeaningRealms of Meaning curriculum modelcurriculum model
in the classroom as compared toin the classroom as compared to
schools which do not utilize thisschools which do not utilize this
philosophy.philosophy.

8. Purpose of the StudyPurpose of the Study
The purpose of this study is fourThe purpose of this study is four
fold and will address the followingfold and will address the following
research purpose statements.research purpose statements.

9. 11. To identify schools that are. To identify schools that are
Realms of MeaningRealms of Meaning (ROM)(ROM)
schools.schools.

10. 2. To discover if2. To discover if studentstudent
achievementachievement is impactedis impacted
because of the school’s statusbecause of the school’s status
as aas a Realms of MeaningRealms of Meaning (ROM)(ROM)
school.school.

11. 3. To understand the perceptions of3. To understand the perceptions of
classroom teachers and educationalclassroom teachers and educational
leaders on their view of theleaders on their view of the
effectiveness of theeffectiveness of the Realms ofRealms of
MeaningMeaning (ROM) curriculum model(ROM) curriculum model
in the classroom.in the classroom.

12. 4. To understand the4. To understand the benefitsbenefits
and/or risksand/or risks of implementingof implementing
thethe Realms of MeaningRealms of Meaning (ROM)(ROM)
curriculum model in thecurriculum model in the
classroom.classroom.

13. 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 thatscores between schools that
implement theimplement the Realms of MeaningRealms of Meaning
curriculum model and schools that docurriculum model and schools that do
not implement thenot implement the Realms ofRealms of
MeaningMeaning curriculum model?curriculum model?

14. Research Question TwoResearch Question Two
 Is there a difference in the 11Is there a difference in the 11thth
gradegrade
overall groupoverall group English language artsEnglish language arts
TAKSTAKSTMTM
scores between schools thatscores between schools that
implement theimplement the Realms of MeaningRealms of Meaning
curriculum model and schools that docurriculum model and schools that do
not implement thenot implement the Realms ofRealms of
MeaningMeaning curriculum model?curriculum model?

15. Research Question ThreeResearch Question Three
 Is there a difference in the 11Is there a difference in the 11thth
gradegrade
overall groupoverall group sciencescience TAKSTAKSTMTM
scoresscores
between schools that implement thebetween schools that implement the
Realms of MeaningRealms of Meaning curriculumcurriculum
model and schools that do notmodel and schools that do not
implement theimplement the Realms of MeaningRealms of Meaning
curriculum model?curriculum model?

16. Research Question FourResearch 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 thatscores between schools that
implement theimplement the Realms of MeaningRealms of Meaning
curriculum model and schools that docurriculum model and schools that do
not implement thenot implement the Realms ofRealms of
MeaningMeaning curriculum model?curriculum model?

17. Research Question FiveResearch Question Five
To whatTo what capacitycapacity as reported byas reported by
classroom teachers on theclassroom teachers on the TeacherTeacher
Curricula Perceptions InstrumentCurricula Perceptions Instrument
are CSCOPEare CSCOPETMTM
high schoolshigh schools
functioning asfunctioning as Realms of MeaningRealms of Meaning
schools?schools?

18. Research Question SixResearch Question Six
What are theWhat are the perceptionsperceptions of classroomof classroom
teachers of the overallteachers of the overall CSCOPECSCOPETMTM
((Realms of MeaningRealms of Meaning philosophy)philosophy)
curriculum in the classroom?curriculum in the classroom?

19. Research Question SevenResearch Question 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 MeaningRealms of Meaning philosophy)philosophy)
curriculum in the classroom?curriculum in the classroom?

20. Null HypothesesNull Hypotheses
Research Question OneResearch Question One
HH0101::There is no statistically significantThere is no statistically significant
difference in the 11difference in the 11thth
grade overallgrade overall
groupgroup mathematicsmathematics TAKSTAKSTMTM
scoresscores
between schools that implement thebetween schools that implement the
Realms of MeaningRealms of Meaning curriculumcurriculum
model and schools that do notmodel and schools that do not
implement theimplement the Realms of MeaningRealms of Meaning
curriculum model.curriculum model.

21. Null HypothesesNull Hypotheses
Research Question TwoResearch Question Two
 HH02:02: There is no statistically significantThere is no statistically significant
difference in the 11difference in the 11thth
grade overallgrade overall
groupgroup English language artsEnglish language arts TAKSTAKSTMTM
scores between schools thatscores between schools that
implement theimplement the Realms of MeaningRealms of Meaning
curriculum model and schools that docurriculum model and schools that do
not implement thenot implement the Realms ofRealms of
MeaningMeaning curriculum model.curriculum model.

22. Null HypothesesNull Hypotheses
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
scoresscores
between schools that implement thebetween schools that implement the
Realms of MeaningRealms of Meaning curriculumcurriculum
model and schools that do notmodel and schools that do not
implement theimplement the Realms of MeaningRealms of Meaning
curriculum model.curriculum model.

23. Null HypothesesNull Hypotheses
Research Question FourResearch 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
scoresscores
between schools that implement thebetween schools that implement the
Realms of MeaningRealms of Meaning curriculumcurriculum
model and schools that do notmodel and schools that do not
implement theimplement the Realms of MeaningRealms of Meaning
curriculum model.curriculum model.

24. Importance of the StudyImportance of the Study
 TheThe importance of this studyimportance of this study lies inlies in
the fact that by understanding thethe fact that by understanding the
similaritiessimilarities andand differencesdifferences ofof
student academic achievement instudent academic achievement in
relationshiprelationship to the effectiveness ofto the effectiveness of
thethe curriculum modelcurriculum model used in theused in the
classroom,classroom, educational leaderseducational leaders willwill
be able to utilize thebe able to utilize the findings of thisfindings of this
studystudy to aid in theto aid in the determinationdetermination ofof
whatwhat type of curriculumtype of curriculum to use in theto use in the
classroom.classroom.

25. Curriculum PhilosophyCurriculum Philosophy
 Curriculum philosophy is theCurriculum philosophy is the
framework of all academic learningframework of all academic learning
and achievement.and achievement.
 Through a district’s curriculumThrough a district’s curriculum
philosophy, a curriculum model canphilosophy, a curriculum model can
be chosen and utilized in thebe chosen and utilized in the
classroom to promote academicclassroom to promote academic
achievement and student academicachievement and student academic
success.success.

26. Curriculum PhilosophyCurriculum Philosophy
 For this study, theFor this study, the Ways of KnowingWays of Knowing
Through the Realms of MeaningThrough the Realms of Meaning
curriculum philosophy has been usedcurriculum philosophy has been used
to identify a parallel curriculum modelto identify a parallel curriculum model
which utilizes a philosophicalwhich utilizes a philosophical
framework that can be said to beframework that can be said to be
parallel to theparallel to the Ways of KnowingWays of Knowing
Through the Realms of MeaningThrough the Realms of Meaning
curriculum model.curriculum model.

27. This parallel curriculum model hasThis parallel curriculum model has
been identified as the CSCOPEbeen identified as the CSCOPETMTM
curriculum model.curriculum model.

28. AA Direct Correlation was FoundDirect Correlation was Found
Between theBetween the Realms of MeaningRealms of Meaning
Curriculum PhilosophyCurriculum Philosophy
and the CSCOPEand the CSCOPETMTM
Curriculum ModelCurriculum Model
Realms ofRealms of
MeaningMeaning
CurriculumCurriculum
ModelModel
CSCOPECSCOPE TMTM
CurriculumCurriculum
ModelModel

29. The Realms of Meaning Curriculum ModelThe Realms of Meaning Curriculum Model

30. TheThe Six Realms of MeaningSix Realms of Meaning
SymbolicsSymbolics
EmpiricsEmpirics
EstheticsEsthetics
SynnoeticsSynnoetics
EthicsEthics
SynopticsSynoptics

31. SymbolicsSymbolics

32. EmpiricsEmpirics

33. EstheticsEsthetics

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

35. EthicsEthics

36. SynopticsSynoptics

37.  Integration of theIntegration of the
CurriculumCurriculum
 Alignment of theAlignment of the
Subject MatterSubject Matter
 Inclusion ofInclusion of
BackgroundBackground
Knowledge in theKnowledge in the
CurriculaCurricula
 Emphasis onEmphasis on
teacher andteacher and
studentstudent
relationshipsrelationships
 Emphasis onEmphasis on
making themaking the
curriculumcurriculum
meaningful in themeaningful in the
classroomclassroom
Philosophical Foundations ofPhilosophical Foundations of
CSCOPECSCOPETMTM
and theand the
ROM Curriculum PhilosophyROM Curriculum Philosophy

38. CSCOPECSCOPETMTM
and theand the
Realms of MeaningRealms of Meaning
Curriculum PhilosophyCurriculum Philosophy
offer aoffer a
Constructivist Approach to Learning,Constructivist Approach to Learning,
Alignment, and the CurriculumAlignment, and the Curriculum

39. Multiple Intelligence Theory and the
ROM
Linguistic Intelligence
Symbolics
Logical-Mathematical
Intelligence
Symbolics, Empirics,
and Synoptics
Musical Intelligence
Esthetics

40. MethodologyMethodology
OverviewOverview

41. Independent VariablesIndependent Variables
 TheThe independent variablesindependent variables for thisfor this
study included the types of schoolsstudy included the types of schools
being investigated and compared.being investigated and compared.
1.1. Schools that implement aSchools that implement a RealmsRealms
of Meaningof Meaning (ROM)(ROM) curriculumcurriculum
model.model.
2. Schools that2. Schools that do notdo not implement aimplement a
Realms of MeaningRealms of Meaning (non-ROM)(non-ROM)
curriculumcurriculum model.model.

42. 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, English
language arts, science, and sociallanguage arts, science, and social
studiesstudies Texas Assessment ofTexas Assessment of
Knowledge and SkillsKnowledge and Skills (TAKS(TAKSTM
).).

43. Descriptive StatisticsDescriptive Statistics
 Descriptive statistics were collectedDescriptive statistics were collected
from thefrom the Teacher CurriculaTeacher Curricula
Perceptions InstrumentPerceptions Instrument and extantand extant
data bases to describe participatingdata bases to describe participating
schools and to determine the capacityschools and to determine the capacity
CSCOPECSCOPETM
high schools werehigh schools were
functioning as ROM schools.functioning as ROM schools.

44. Comparative Scores
 t test for independent means wast test for independent means was
used to compare the TAKSused to compare the TAKSTMTM
scorescore
means of ROM and non-ROMmeans of ROM and non-ROM
schools.schools.
 A comparison was made using theA comparison was made using the
2008 11th Grade TAKS2008 11th Grade TAKSTMTM
data fordata for
math, English language arts, science,math, English language arts, science,
and social studies for identified ROMand social studies for identified ROM
and non-ROM schools.and non-ROM schools.

45. 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.

46. CSCOPECSCOPETMTM
Schools RepresentedSchools Represented
by Ten Region Centers Were theby Ten Region Centers Were the
Focus of this StudyFocus of this Study

47. Population
 231 Texas high schools were231 Texas high schools were
identified as implementing theidentified as implementing the
CSCOPECSCOPETMTM
curriculum.curriculum.

48. 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.
..

49. Matching schools were chosen byMatching schools were chosen by
random sampling utilizing therandom sampling utilizing the
Academic Excellence IndicatorAcademic 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 EnglishEnglish
proficient, and mobility.proficient, and mobility.

50. Conclusions and Recommendations

51. Conclusion One
 For the 2008 accountability year,For the 2008 accountability year,
there was no significant difference inthere was no significant difference 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 in
classroom instruction.classroom instruction.

52. ObservationObservation
 Figure 4.6Figure 4.6 Implementation dipImplementation dip
•http://www.dangerouslyirrelevant.org/2007/07/implementation-.html

53. Conclusion Two
 Teachers who understand theTeachers who understand the
principles of curriculum design andprinciples of curriculum design and
philosophy are more likely to workphilosophy are more likely to work
towards enthusiastically implementingtowards enthusiastically implementing
a district’s curriculum philosophy anda district’s curriculum philosophy and
curriculum model in the classroom.curriculum model in the classroom.

54. Conclusion Three
Teachers agree
that the following
Realms are
important to the
curriculum being
implemented in
their classroom.
 Symbolics
 Esthetics
 Synnoetics
 Ethics
 Synoptics

55. 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.

56. 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.

57. 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.

58. Recommendation Three
 Teachers should be allowed to have
professional input into curricular
decisions made at the high school
level.

59. 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.

60. Recommendation FiveRecommendation Five
 Educators should incorporate theEducators should incorporate the
Ways of Knowing Through theWays of Knowing Through the
Realms of MeaningRealms of Meaning in both thein both the
undergraduate and graduate levelundergraduate and graduate level
teacher preparation programs.teacher preparation programs.

61. Recommendation SixRecommendation Six
 Teachers should be taught how to
recognize, direct, and implement a
sustained and integrated approach
to learning in the classroom.

62. Recommendation Seven
 Educational leaders should continue
research on the effectiveness of
utilizing the Realms of Meaning
(ROM) curriculum philosophy
in the classroom.

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

64. Concluding RemarksConcluding Remarks
 Participants in this study haveParticipants in this study have
exhibited a strong capacity forexhibited a strong capacity for
understanding theunderstanding the RealmsRealms
philosophy. Through professionalphilosophy. Through professional
development and academic support,development and academic support,
these teachers have shown theirthese teachers have shown their
aptitude and willingness to “stay theaptitude and willingness to “stay the
course” in enacting change for theircourse” in enacting change for their
students, school, and district.students, school, and district.

65. Recommendations for
Future Research
 AA study could be conducted thatstudy could be conducted that
investigates how theinvestigates how the Ways ofWays of
Knowing Through the Realms ofKnowing Through the Realms of
MeaningMeaning curriculum modelcurriculum model affectsaffects
student learning for pre-school andstudent learning for pre-school and
elementary school students.elementary school students.

66. 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.

67. 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.

68. 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 learning
and academic achievement of diverseand academic achievement of diverse
student populations.student populations.

69. Recommendations forRecommendations 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.

70. 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 forCentre for
Strategic Education SeminarStrategic Education Seminar Series PaperSeries Paper
No. 157 (2006: 1-13)No. 157 (2006: 1-13)
Gardner, H. (2004), Frames of mind: TheGardner, H. (2004), Frames of mind: The
theory of multiple intelligences. New York,theory of multiple intelligences. New York,
NY: Basic Books.NY: Basic Books.

71. Kritsonis, W.A. (2007),Kritsonis, W.A. (2007), Ways ofWays of
Knowing Through the Realms ofKnowing Through the Realms of
MeaningMeaning,, Houston,TX: NationalHouston,TX: National
Forum Journals.Forum Journals.
Texas Education Service CenterTexas 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

72. Thank You!Thank You!