debra watkins, dissertation, dr. william allan kritsonis, dissertation chair

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

A Dissertation

by

DEBRA DENISE WATKINS

Submitted to the Graduate SchoolPrairie View A & M University

in partial fulfillment of the requirements for the degree of

DOCTOR OF PHILOSOPHY

July 2009

Major Subject: Educational Leadership

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

A Dissertation

by

DEBRA DENISE WATKINS

Approved as to the style and content by:

____________________________________________________ William Allan Kritsonis, Ph.D.

(Dissertation Chair)

____________________________________ __________________________________ David E. Herrington, Ph.D. Solomon G. Osho, Ph.D. (Member) (Member)

____________________________________ __________________________________ Clarissa Gamble Booker, Ed.D. Lisa Horton, Ph.D.

(Member) (Member)

___________________________________ _________________________________ Lucian Yates III, Ph.D. William H. Parker, Ed.D. Dean DeanThe Whitlowe R. Green College of Education Graduate School

July 2009

ii

ABSTRACT

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

(July 2009)

Debra Denise Watkins, M.Ed. – Prairie View A&M University

B.A. - University of Houston

Dissertation Chair: William Allan Kritsonis, Ph.D.

Student learning and academic achievement are the primary

goals of all educational endeavors and educational institutions.

Therefore, what a student learns and to what degree of mastery

subject matter is comprehended is not only of vital importance to the

educational community, but also to society itself. Educational leaders,

parents, and teachers have sent a clarion call to those in educational

authority that our students must be able to perform better in the realm

of academic achievement in order to be competitive in the 21st century

educational and workforce communities. To meet these challenges,

students must be taught to succeed academically and to master

complex academic subject matter. To help students accomplish these

goals, schools must provide the tools necessary for all students to

succeed; therefore, a strong curriculum framework must be in place.

iii

This study builds upon the framework of the Ways of Knowing

Through the Realms of Meaning curriculum philosophy as

demonstrated through the philosophy and curriculum model of the

CSCOPETM model for classroom instruction and curricula. Through this

study, a deeper and more prolific understanding of the effect a

curriculum philosophy can have on student learning will be examined

to better inform educational leaders, elected government officials,

teachers, and students on what effect a curriculum philosophy and

model can have on student achievement and academic success in the

classroom.

iv

DEDICATION

“Every great dream begins with a dreamer. Always remember, you have within

you the strength, the patience, and the passion to reach for the stars to change the

world.” Harriet Tubman

Pursuing any dream or aspiring to any high or lofty goal does not come without

sacrifice, struggle, hardship, and commitment. In my case, I have been supported by my

husband and family in this quest for knowledge and the higher degree of learning

represented by the completion of the Doctor of Philosophy degree at Prairie View A & M

University. My husband has been my greatest supporter during this academic

commitment, challenge, and adventure. He is the “giant” that has allowed me to

complete my education. Without my husband’s commitment and support, this task could

not have been completed. Yet, through his belief in me and his support in allowing me

the time and energy to complete this task, I am forever grateful. Whether it has been on

one of our many day trips involved in interviewing or delivering instruments to would be

participants in this study or simply as a confidante to talk to in times when I needed real

help and encouragement, my husband has been there as an unbuckling and staunch

supporter and cheerleader. Without his love, support, and personal sacrifice, this project

could never have been completed. Therefore, this academic work is dedicated to my

husband on behalf of his unwavering support and camaraderie during this project and

engagement. I also want to thank my two sons, Derek Dean Watkins and Dustin Steele

Watkins, my mother Carol Ann Stewart, and mother-in-law Bobby Beal Watkins for their

continued support and understanding as I have worked diligently to complete this goal.

v

ACKNOWLEDGEMENTS

"Treat people as if they were what they ought to be and you help them become what they

are capable of becoming." – Goethe

Just as Goethe challenged others to create dreams and ideas in others, I too have

had the opportunity to be inspired and challenged by an outstanding faculty and staff at

Prairie View A & M University. My time at Prairie View A & M University has been

enhanced by the wonderful camaraderie of my peers and the exceptional and outstanding

leadership of my professors and friends at Prairie View A & M University. I did not

realize when I began this program what a tremendous impact the studies would have on

my future life and career. So to the faculty and staff, I humbly and gratefully cite this

acknowledgement on your behalf. Thank you for the program you are creating and the

“over and beyond” support you continue to give all of your students on a daily and

consistent basis. I am deeply indebted to Dr. William Allan Kritsonis for introducing me

to the Ways of Knowing Through the Realms of Meaning curriculum philosophy and

providing the impetus and foundation for this research investigation. I also would like to

thank the members of my dissertation committee for their encouragement and support:

William Allan Kritsonis, Ph.D., Chair; David Herrington, Ph.D., member; Clarissa

Gamble Booker, Ed.D., member; Lisa Horton, Ph.D., member; and Solomon G. Osho,

Ph.D., member. In addition, a strong supporter of this work and a “guide along the way”

has been my friend and colleague, Teresa Ann Hughes, Ph.D., and first doctoral graduate

of the Prairie View A & M University Educational Leadership program.

vi

TABLE OF CONTENTS

Page

ABSTRACT………………………………………………...................................iii

DEDICATION…………………………….............................................................v

ACKNOWLEDGEMENTS……………………………........................................vi

TABLE OF CONTENTS…………………………………………………..........vii

LIST OF TABLES ..........................................................................................xix

LIST OF FIGURES…………...............................................................................xx

CHAPTER I. INTRODUCTION…………………...…………………………….1

Purposeful Education...................................................................................2

Curriculum Choice: Guidelines and Objectives.........................................3

Statement of the Problem….........................................................................4

Research Questions…..................................................................................6

Quantitative Research Questions.....................................................6

Qualitative Research Questions.......................................................7

Null Hypotheses...............................................................................7

Null Hypothesis One............................................................8

Null Hypothesis Two...........................................................8

Null Hypothesis Three.........................................................8

Null Hypothesis Four...........................................................8

Purpose of the Study....................................................................................8

Significance of the Study.............................................................................9

Assumptions ............................................................................................13

vii

Limitations of the Study….........................................................................14

Delimitations of the Study.........................................................................15

Definition of Terms....................................................................................16

Organization of the Study..........................................................................19

CHAPTER II. REVIEW OF THE LITERATURE...............................................20

Overview ............................................................................................20

Historical Foundations of Learning...........................................................21

Examining the Need for a Rigorous and Effective Curriculum Model... . .25

Educational Leadership and the Curriculum…............…………………..26

Curriculum Contributions to Student Success...............................27

The Superintendent’s Role in Curriculum Selection.....................28

The Principal’s Role as Curriculum Leader...................................29

Government Regulations and the Curriculum...............................30

Education’s Responsibility: Accountability and Viability.......................31

Accountability and the Curriculum............................................................32

Education: A Diffusion of Knowledge for the Good of the State.............33

Local, State, and Federal Accountability...................................................34

The Consequence of Accountability..........................................................35

The Goldilocks Standard of Student Learning

and Accountability ............................................................35

Texas Assessment of Knowledge and SkillsTM Test......................36

The Importance of a Strong Academic Curriculum...................................38

Curriculum Choice.....................................................................................39

viii

Coherency and Integration.............................................................41

Characteristics of a Viable Curriculum Design for Student Learning.......41

Student Diversity and Educational Needs..................................................43

Leveling the Playing Field through Understanding Diversity in the

Classroom......................................................................................44

Addressing the Intellectual Needs of all Students.........................45

Multiple Intelligences and the ROM Curriculum Model...........................45

Principles for Curriculum Mastery............................................................50

The Order and Design of the Curriculum..................................................52

The Complex Unity of the Ways of Knowing Through the

Realms of Meaning Curriculum Model..........................................53

Meaning and the Curriculum.....................................................................56

Curriculum Implementation and Application............................................57

Theorists, Theories, and Curriculum Models............................................58

Jean Piaget.....................................................................................58

Constructivism and the Learning Process......................................59

Postmodernism and the Framework for Student Learning and Success....61

Objectivism ............................................................................................63

The Five Disciplines and the Ways of Knowing Through the Realms

of Meaning ............................................................................................64

Personal Mastery and the Synnoetics Realm.................................66

A Shared Vision and the Synoptics Realm....................................67

Mental Models and the Symbolics Realm......................................67

ix

Team Learning and the Empirics Realm.......................................68

Systems Thinking and the Empirics, Esthetics, and Ethical

Realms................................................................................................

69

Patterns of Influence and Design...............................................................68

Analyzing the Effect of a Curriculum Model in the Classroom................70

Change Theory...............................................................................70

Flawed Change Theory..................................................................71

Premises of Change: Seven Effective Rules

for Academic Change....................................................................71

Developing a Moral Purpose in Learning......................................72

Theories of Merit and the Ways of Knowing Through the Realms

of Meaning Curriculum Philosophy...............................................73

Philosophy of the Curriculum....................................................................74

The Ways of Knowing Through the Realms of Meaning

Curriculum Philosophy of Learning..............................................77

Understanding the ROM Curriculum Philosophy......................................79

The First Realm of Meaning: Symbolics.......................................79

The Second Realm of Meaning: Empirics....................................81

The Third Realm of Meaning: Esthetics.......................................82

The Fourth Realm of Meaning: Synnoetics..................................85

The Fifth Realm of Meaning: Ethics............................................87

The Sixth Realm of Meaning: Synoptics......................................88

x

Application and Selection of the ROM Philosophy and Curriculum

Selection.........................................................................................90

Selecting a Parallel Curriculum Model Utilizing the Ways of Knowing

Through the Realms of Meaning Curriculum Philosophy.............91

Parallel Models of Philosophy and Instruction: CSCOPETM and

the ROM Curriculum Model..........................................................93

Curriculum Alignment...............................................................................94

Pedagogical Parallelism.............................................................................95

Curriculum Design and Curricular Alignment..........................................97

Foundational Principles of the CSCOPETM Model and the

ROM Curriculum Philosophy........................................................98

Background Knowledge and Information......................................98

The Unified Perspectives of CSCOPETM and the ROM

Curriculum Philosophies....................................................99

Curriculum Integration: CSCOPETM and the Realms

of Meaning Curriculum Philosophy.................................100

The Importance of Structuring the Curriculum...........................101

A Unitary Philosophy of the Curriculum.....................................101

Classifying Meaning in CSCOPETM and the ROM Curriculum

Philosophy .......................................................................103

Representative Ideas....................................................................103

Curriculum Selection and Organization: CSCOPETM and the

Realms of Meaning..........................................................104

xi

Curriculum Content Selection......................................................104

Course Selection, Sequence, and Scope......................................105

The Four Principles of Curriculum Instruction........................................106

Disciplined Inquiry......................................................................106

Comprehensive Methods of Inquiry............................................108

Inspiration, Participation, and Imagination..................................108

Curriculum and Socializations.....................................................110

State Requirements, CSCOPETM, and the Realms...................................110

The CSCOPETM 5 E Model and the ROM Curriculum Model................111

Principle One: Engage................................................................111

Principle Two: Explore...............................................................112

Principle Three: Explain.............................................................112

Principle Four: Elaboration.........................................................113

Principle Five: Evaluate..............................................................114

Curriculum Alignment: CSCOPETM and the ROM Curriculum

Model ..........................................................................................114

Horizontal and Vertical Alignment..............................................115

Related Research Studies: Best Practice Models....................................117

Texas High School Best Practice Study.......................................118

Study Goals..................................................................................119

Case Study: Significant Findings................................................119

Taylor High School – Katy Independent

School District ................................................................119

xii

Lopez High School - Brownsville Independent

School District.................................................................120

Fredericksburg High School - Fredericksburg

Independent School District.............................................121

Breckenridge High School - San Antonio Independent

School District.................................................................122

Significant Study Findings...........................................................122

John Henney’s “Academic Research: Curricula Perceptions

Research”.....................................................................................123

Conclusion ..........................................................................................124

CHAPTER III. METHODOLOGY....................................................................127

Introduction ..........................................................................................127

The Conceptual and Theoretical Framework of this Study.....................131

Research Questions..................................................................................132

Quantitative Research Questions.................................................132

Qualitative Research Questions...................................................133

Null Hypotheses...........................................................................133

Null Hypothesis One....................................................................133

Null Hypothesis Two.......................................................133

Null Hypothesis Three.................................................................134

Null Hypothesis Four...................................................................134

Method of Procedure................................................................................134

Research Methods....................................................................................135

xiii

Quantitative Data.........................................................................137

Qualitative Data...........................................................................137

Research Design.......................................................................................137

Quantitative Data.........................................................................137

Identification of the Population...................................................139

Instrumentation........................................................................................143

Pilot Study ..........................................................................................146

Research Procedures................................................................................146

Data Collection and Recording....................................................149

Data Analysis...............................................................................150

Qualitative Data.......................................................................................150


Research Design...........................................................................151

Subjects of the Study...................................................................152

Instrumentation............................................................................153

Pilot Studies.................................................................................156

Validity and Reliability................................................................156

Procedures....................................................................................157

Data Collection and Recording....................................................158

Data Analysis...............................................................................159

Summary ..........................................................................................161

CHAPTER IV. ANALYSIS OF DATA.............................................................162


xiv

Quantitative Research Questions.................................................165


Null Hypotheses.......................................................................................166

Findings ..........................................................................................167

Results ..........................................................................................169

Research Question One ...............................................................169

Research Question Two...............................................................171

Research Question Three.............................................................172

Research Question Four...............................................................174

Research Question Five...............................................................176

Realm One: Symbolics....................................................176

Realm Two: Empirics.....................................................177

Realm Three: Esthetics...................................................178

Realm Four: Synnoetics..................................................179

Realm Five: Ethics..........................................................179

Realm Six: Synoptics......................................................180

Research Question Six.................................................................181

Logic of Sequence Average Representations..............................182

Scope of Curriculum Average Perceptions..................................183

The Use of Disciplines.................................................................184

Representative Ideas....................................................................185

Methods of Inquiry......................................................................186

Summary......................................................................................187

xv

Qualitative Research Question.....................................................188

Research Question Seven.............................................................188

Discussion....................................................................................190

CHAPTER V. SUMMARY, CONCLUSIONS, IMPLICATIONS, AND

RECOMMENDATONS..........................................................................193

Introduction ..........................................................................................193

Summary of the Study……………….....................................................193

Statement of the Problem.............................................................193

Purpose of the Study....................................................................194


Quantitative Research Questions.............................................................194

Qualitative Research Questions...............................................................195

Null Hypotheses.......................................................................................195

Method of Procedure................................................................................196

Quantitative Methods...............................................................................197

Qualitative Methods.................................................................................198

Summary of Findings...............................................................................202

Quantitative Research Findings...................................................202

Research Question One................................................................202

Research Question Two...............................................................203

Research Question Three.............................................................203

Research Question Four...............................................................203

Research Question Five...................................................204

xvi

Research Question Six.................................................................205

Conclusions ..........................................................................................208

Conclusion One............................................................................208

Conclusion Two...........................................................................211

Conclusion Three.........................................................................212

Conclusion Four...........................................................................213

Implications ..........................................................................................214

Recommendations for Practical Implementations of this Study..............221

Recommendation One..................................................................221

Recommendation Two.................................................................222

Recommendation Three...............................................................223

Recommendation Four.................................................................223

Recommendation Five.................................................................224

Recommendation Six...................................................................224

Recommendation Seven...............................................................225

Recommendation Eight................................................................225

Recommendations for Future Research...................................................226

Pre-School and Elementary Recommendations for

Future Research...............................................................226

Middle School and High School Recommendations for

Future Research...............................................................226

Special Populations Recommendations for Research Based on the

Ways of Knowing Through the Realms of Meaning

xvii

Curriculum Philosophy....................................................226

College and University Recommendations for Future

Research Studies..............................................................227

REFERENCES........................................................................................228

APPENDICES.........................................................................................232

Appendix A - Teacher Curricula Perceptions Instrument.........233

Appendix B - Letter to District Superintendents........................250

Appendix C - Cover Letter to Campus Administrator................252

Appendix D - Cover Letter to Teachers.......................................254

Appendix E - Demographic Teacher Profile and Teacher Response Instrument..........................................256

Appendix F - Notice of Second Opportunity for Teacher

Participation……………………………...…………...…259

Appendix G - Certificate of Participation………...……………..261

VITA………….……………………………………………………………..…..263

INTERNAL REVIEW BOARD DOCUMENTATION…………………………265

xviii

LIST OF TABLES

Table Page

2.1 Comparative Learning Styles and the ROM Curriculum Model……………….47

2.2 Categories of Knowledge and the Realms of Meaning………………………...55

2.3 Theories of Action with Merit and the Realms Philosophy…………………....74

4.1 Group Statistics for Math 2008 TAKSTM Scores……………………………....170

4.2 Math t-Test for Independent Means…………………………………………....170 .4.3 Group Statistics for ELA 2008 TAKSTM Scores………………….……………172

4.4 ELA t-Test for Independent Means……………………………………………...172

4.5 Group Statistics for Science 2008 TAKSTM Scores………………………….…173

4.6 Science t-Test for Independent Means………………………………………….174

4.7 Group Statistics for Social Studies 2008 TAKSTM Scores……………………...175

4.8 Social Studies t Test for Independent Means…………………………………....175

xix

LIST OF FIGURES

Figure Page

2.1 A Comparative Diagram of Multiple Learning Theories and the Realms…….. 49

2.2. A Comparison of the Five Discipline Model and the Realms of Meaning…… . 65

3.1 The Conceptual and Theoretical Framework for this Study .............................135

4.1 Symbolics Average Representations ……………………...……………………..177

4.2. Empirics Average Representations……………………………………………...178

4.3 Esthetics Average Representations… …………………………………………..178 4.4 Synnoetics Average Representations…………………………………………....179

4.5 Ethics Average Representations…………………………………………...…....180

4.6 Synoptics Average Representations……..……………………………….……....180

4.7 Overall Perceptions of the Realms of Meaning Curriculum Philosophy in the

Classroom………………………………………..…………………………….....182

4.8 Logic of Sequence Average Representation…….……………………………..…183

4.9 Scope of Curriculum Average Representation…………………………………...184

4.10 The Use of Disciplines Average Representation………………………………. .185

4.11 Representative Ideas Average Representation……………………………….…...186

4.12 Methods of Inquiry Average Representation……………………………….…….187

xx