Department of Curriculum and Instruction

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The affects of a middle grades teacher education program on preservice teachers choice of teaching strategies and mathematical understanding.
(2006-04-19T16:13:33Z) Eddy, Colleen M.; Wilkerson, Trena.; Curriculum and Instruction.; Baylor University. Dept. of Curriculum and Instruction.
This study investigated how mathematical knowledge, mathematics pedagogy, and knowledge of students' understanding in mathematics impacted middle grades preservice mathematics teachers' lesson planning and teaching strategies implemented in a mathematics classroom who have either high or low teacher efficacy. The participants were four middle grades preservice mathematics teachers in their third year of an intensive field based teacher education program. All participants completed Tschannen-Moran and Hoy's (2001) Teachers' Sense of Efficacy Scale Instrument, mathematics questionnaire, pre and post interviews, and teaching observations. Mathematical knowledge was derived primarily from the mathematics courses but mathematics pedagogy courses did reinforce mathematical concepts. Mathematics pedagogy was impacted by mathematics courses for participants' perception of how mathematics was taught and mathematics pedagogy courses for lesson planning and teaching strategies. The classroom teacher in the field experience was a major influence for determining the flexibility the participants perceived they had for lesson planning and teaching strategies. Knowledge of students' understanding in mathematics derived primarily from the field experience courses. All the participants were able to have experiences incorporating aspects of a conceptual lesson including student collaboration, evaluating student preconceptions, and problem solving. The gains in teacher efficacy by the participants with low teacher efficacy may be attributed to multiple field experiences in a year long teaching experience that allowed them to make connections with their mathematics and mathematics pedagogy courses. The data suggests that teacher education programs consider providing: 1) middle grades preservice mathematics teachers opportunities to make connections with the field experience, mathematics, and mathematics pedagogy courses by taking them simultaneously, 2) multiple field experiences for middle grades preservice mathematics teachers in a mathematics classroom so that the preservice teachers have opportunities to implement different teaching strategies, and 3) field placements for middle grades mathematics teachers with classroom teachers who support the sound learning and teaching practices of the teacher education program.
The Accelerated Reader program and students' attitude towards reading.
(2006-04-24T18:03:32Z) Focarile, Deborah Ann.; Sharp, Patricia Tipton.; Curriculum and Instruction.; Baylor University. Dept. of Curriculum and Instruction.
This study explores the relationship between the use of the Accelerated Reader Program, a computerized reading management program marketed by Advantage Learning Systems, Inc., and student's attitudes towards reading while specifically focusing on the difference in attitudes toward reading between low achieving and high achieving students. In addition, this study describes the relationship between reading achievement and the use of the Accelerated Reader Program. This study is quasi-experimental in nature since it does not use a random sample or random assignment to groups. In order to assess student attitudes toward reading, the Heathington Attitude Scale (intermediate version) was employed. The Heathington Attitude Scale is a Likert scale, or summated rating and gives feedback about school-related reading activities such as free reading and organized reading, reading at the library, reading at home, other recreational reading, and general reading. The Gates-MacGinitie Reading Tests was used to assess reading achievement. These test, published by Riverside Publishing Company, are standardized achievement of reading from the end of Kindergarten through Grade 12. Each level test consists of two tests: a vocabulary test and a comprehension test. The reading passages include a balance of different genres of writing. Results of the study suggest that there is no significant relationship between the use of the Accelerated Reader Program and student interest toward reading. Likewise, the study showed that the Accelerated Reader program did not have a significant impact on the reading interest of low achieving students when compared to high achieving students. Similarly, the data indicated that there was not a significant relationship between the use of the Accelerated Reader Program and student reading achievement. Finally, recommendations have been presented for further research of the following: the study should be conducted using a larger sample of participants and a comparison of the increase or decrease in student interest in reading during the school year between the students using the Accelerated Reader Program and those who do not.
Lesson study: the effects on teachers and students in urban middle schools.
(2006-05-28T01:06:21Z) Meyer, Rachelle D.; Wilkerson, Trena.; Curriculum and Instruction.; Baylor University. Dept. of Curriculum and Instruction.
This multiple case study examined the effects lesson study had on middle school mathematics teachers and students in a large urban school district. The participants for this study consisted of 13 middle school mathematics teachers who formed three lesson study groups. The research questions were: (1) What effects does lesson study have on middle school mathematics teachers? (2) What effects does lesson study have on middle school students? (3) Does the participation in lesson study as a form of professional development serve as a catalyst for the growth and continuation of lesson study within the middle school mathematics community? This qualitative research used nine measures to gather data which consisted of the following: two baseline surveys; transcripts from planning and reflection sessions; observation notes; lesson plans; teacher logs; students' work; a district nine-week assessment; and electronic discussions. Analysis of the data revealed lesson study did impact teachers' instructional strategies in the areas of self-reflection, incorporating problem-solving activities, and encouraging cooperative learning. Evidence also indicated that teachers' content knowledge did improve for two of the three case studies as a result of teacher collaboration. The impact lesson study had on students' understanding and achievement was limited. Students' achievement in mathematics for two participating middle schools appeared to improve; however, caution must be excercised when attempting to generalize the impact lesson study had on students. There was, however, evidence to support that lesson study had a positive impact on students' engagement in mathematics. In addition, over 50 percent of the participating teachers elected to engage in a second lesson study with some recruiting additional teachers from their campuses.
Analysis of the impact of a ten-year technology initiative on students’ outcome.
(2006-07-29T17:22:09Z) Li, Wenxue.; Wilkerson, Trena.; Curriculum and Instruction.; Baylor University. Dept. of Curriculum and Instruction.
Results from this study indicate that this research model is capable of examining the long-term effect of a teacher technology training initiative. Further research with an extensive data management design and larger sample size is recommended.
Passionate teacher/virtuous teaching: exploring the relationship between teacher passion, teacher calling, and character education.
(2006-07-30T22:57:23Z) Jones, Laurie Ann.; Talbert, Tony L.; Curriculum and Instruction.; Baylor University. Dept. of Curriculum and Instruction.
Inculcating character and morality to our nation's school children has been of vital importance since the beginning of the first public school in America. Questions as to what morals and values should be taught and what the best way to teach these values and morals remain unanswered. Further, there is no explanation as to why some schools and teachers successfully implement character education and why others seem to have little effect on the children. This research study addressed whether or not the passion and calling of the classroom teacher affected the successful teaching of character education. This grounded theory, single case study examined this relationship at a rural school district in central Texas. Twenty-three classroom teachers participated in the research project. Teachers shared their points of view regarding how they perceived teaching — as a calling, job or profession. They then shared their beliefs on the teaching of character to their students. The responses gained from the study were informative as well as insightful. Six propositions for further research are presented from the findings.
An examination of the relationship of Accelerated Reader implementation, secondary reading programs, and TAKS reading pass rates for ninth grade students in selected Central Texas school districts.
(2008-06-09T11:41:04Z) Williamson, Amy M.; Conaway, Betty J.; Curriculum and Instruction.; Baylor University. Dept. of Curriculum and Instruction.
Accelerated Reader (AR) is a reading management program designed by Advantage Learning Systems, Inc. to increase students’ reading motivation and to increase reading comprehension skills. The AR program is based on the premise that students will take a test to determine their reading level, read books on their designated level, and then take quizzes on the books they have read. Students are awarded points for good quiz grades and may then cash in points for rewards. This research studied ten ninth grade student populations of 175 or less. Five of the schools in the study implemented the AR program, and five did not. Schools that used the AR program were closely matched with schools that did not use AR based on ninth grade student population, demographics, and socioeconomic status. Ninth grade Reading TAKS pass rates were compared between schools using AR and those who did not. A Wilcoxon Rank Sum test indicated that the AR program did not make a difference in Reading TAKS scores. Campus representatives from each of the ten schools chosen for the study were interviewed about the school’s ninth grade reading program. Questions were asked about additional reading instruction for struggling readers, content area reading emphasis, English classroom reading strategies, and incentives for extra reading. No specific strategy or program emerged as key in raising reading achievement on the Reading TAKS test.
John Dewey and Mortimer Adler on curriculum, teaching, and the purpose of schooling : how their views can be incorporated within a Christian philosophy of education.
(2008-10-02T18:53:38Z) Cimpean, Claudiu.; Null, J. Wesley, 1973-; Curriculum and Instruction.; Baylor University. Dept. of Curriculum and Instruction.
In this dissertation, I explore the topics of curriculum, teaching, and the purpose of schooling in the philosophies of John Dewey and Mortimer Adler. The work evaluates the educational philosophies of these two prominent thinkers for internal consistency, and then evaluates the two philosophers from a Christian perspective. This study also seeks to incorporate their views on curriculum, teaching, and the purpose of schooling within a Christian educational philosophy. Finally, the project includes a practical, forward-looking aspect that connects the study to contemporary topics in curriculum, teaching, and schooling in the United States. The thesis of this dissertation is that the philosophies of John Dewey and Mortimer Adler with regard to curriculum, teaching, and the purpose of schooling cannot be integrated fully into each other, but some of their views can be incorporated within a Christian philosophy of education. This dissertation does not attempt to synthesize the philosophies of Dewey and Adler as a whole; Dewey’s pragmatism and Adler’s Neo-Aristotelianism are rooted in opposing as well as irreconcilable metaphysical, epistemological, and axiological conceptions. These differences render impossible any attempt to synthesize their views into one another. Both thinkers, however, promote specific ideas regarding curriculum, teaching, and the purpose of schooling that can be incorporated into Christian education. Thus, this study will first evaluate these conceptions from a Christian perspective and then will include only those aspects of Dewey’s and Adler’s views that are compatible with Christianity.
Qualities of effective secondary science teachers : perspectives of university biology students.
(2008-10-15T14:54:53Z) McCall, Madelon J.; Conaway, Betty J.; Curriculum and Instruction.; Baylor University. Dept. of Curriculum and Instruction.
This research was an attempt to hear the student voice concerning secondary science teacher effectiveness and to share that voice with those who impact the educational process. It was a snapshot of university freshmen biology students’ opinions of the qualities of effective secondary science teachers based on their high school science experiences. The purpose of this study was to compile a list of effective secondary science teacher qualities as determined through a purposeful sampling of university second semester biology students and determine the role of the secondary science teacher in promoting interest and achievement in science, as well as the teacher’s influence on a students’ choice of a science career. The research was a mixed methods design using both quantitative and qualitative data obtained through the use of a 24 question electronic survey. There were 125 participants who provided information concerning their high school science teachers. Respondents provided information concerning the qualities of effective secondary science teachers and influences on the students’ present career choice. The quantitative data was used to construct a hierarchy of qualities of effective secondary science teachers, divided into personal, professional, and classroom management qualities. The qualitative data was used to examine individual student responses to questions concerning secondary science teacher effectiveness and student career choice. The results of the research indicated that students highly value teachers who are both passionate about the subject taught and passionate about their students. High school science students prefer teachers who teach science in a way that is both interesting and relevant to the student. It was determined that the greatest influence on a secondary student’s career choice came from family members and not from teachers. The secondary teacher’s role was to recognize the student’s interest in the career and provide encouragement, motivation, and success in support of the chosen career.
Effect of a smaller learning community on students in a large high school.
(2008-11-10T22:06:39Z) Cox, Herbert Carleton.; Conaway, Betty J.; Curriculum and Instruction.; Baylor University. Dept. of Curriculum and Instruction.
This study is an investigation into the impact that Smaller Learning Communities might have on students in a large high school. It is a single site study that occurred over the course of three years. Three separate groups of students were involved in this study: Advancement Via Individual Determination (AVID) students, randomly selected students who had never taken a Pre-Advanced Placement or Advanced Placement course, and randomly selected students who had taken Pre-Advanced Placement or Advanced Placement courses. The Smaller Learning Community that had been applied at this high school was the Advancement Via Individual Determination or AVID program. The three different groups of students were compared in six separate categories: achievement scores on the state mandated Texas Assessment of Knowledge and Skills on the Math test as well as on the English Language Arts test, attendance rates, the number of disciplinary incidents received, class rankings, and grade point averages (GPAs). These categories were then assessed with a statistical analysis of simple or one way analysis using the ANOVA tool for comparison. Statistical significance was found to be present in five of the six categories studied. The AVID program was begun in California in the mid-1980s, and coupled with the recent emphasis on Smaller Learning Communities by the Bill and Melinda Gates Foundation, programs like AVID have come to the forefront of educational solutions. The high school involved in this study was a large 5-A high school located in central Texas. Their enrollment was just over 2,300 students at the time of the completion of this study. According to the research, any student body of larger than +/-1,000 students is in danger of “losing” kids due to feelings of disconnection with their schools. Applying treatments such as the AVID program to these large high schools is an attempt on the part of educators to provide for all students within the walls of their schools, in an earnest attempt to “leave no child behind.”
Investigating the cultural identity of the Bahamas through a study of Bahamian primary education.
(2010-02-02T20:10:20Z) Walkine, Jennette Felicia Louise.; Glanzer, Perry L. (Perry Lynn); Curriculum and Instruction.; Baylor University. Dept. of Curriculum and Instruction.
Thirty-six years ago, the Bahamas attained independence from Britain. With this change, the nation’s leaders determined that a core element in building an independent nation was forming a sense of cultural identity among its people. Since then, there has been a continual effort by the government to develop cultural identity among its citizenry, particularly through education. The purpose of this study was to investigate how curriculum and instruction in Bahamian public primary schools are presently serving to develop cultural identity among Bahamian students. Oral traditions are considered to be a significant part of Bahamian history and culture. Moreover, Bahamians widely practice and depend on oral forms of communication. For these reasons, the cultural expression chosen to facilitate this investigation of Bahamian cultural identity was oral traditions. The theoretical framework of this study was based on the ideologies of cultural literacy and multicultural education. Although these ideologies are usually seen as opposites within the discourse of American education, I propose that these two approaches may actually be used in conjunction with each other as a means to develop cultural identity within the Bahamian context. Based on this premise, this study explored how a select number of primary school teachers use Bahamian oral traditions in several content areas to help primary school children develop a sense of cultural identity. This study used an ethnographic case study design, which included document analysis, questionnaires and interviewing. Findings from this investigation revealed that oral traditions were integrated across several content areas to various degrees, but received the greatest support in language arts and social studies curricula and instruction. Other observations included the use and influence of Bahamian dialect in the practice of oral traditions, and the prevalence of native oral traditions in mostly indigenous learning resources. Implications of these results are discussed in relation to the development of cultural identity among schoolchildren. I offer several suggestions for improving the present practice of content integration, alternative means to produce more native learning materials to stimulate increased pedagogical inclusion of oral traditions, and discuss possible effects of social attitudes towards Bahamian dialect on oral traditions instruction.
Effects of the implementation of the "Rally to Read" program : a tier 3 approach within the response to intervention process.
(2010-06-23T12:17:49Z) Bott, Kevin Matthew.; Conaway, Betty J.; Curriculum and Instruction.; Baylor University. Dept. of Curriculum and Instruction.
This study was a mixed-method, quasi-experimental investigation that evaluated the implementation of the “Rally to Read” remediation program, designed by the Center for Learning and Development (CLD), as a Tier 3 intervention method within the Response to Intervention (RTI) process. This study compared the progress of a Tier 3 student group on Campus A, who received “Rally to Read” services, with the progress of a Tier 3 student group in a nearby school, Campus B, who did not receive “Rally to Read” services, during the 2008-2009 school year. The Tier 3 student groups in these two schools were compared based on achievement on the Imagination Station (I-station) progress monitoring program. Comprehension and fluency scores from the I-station program were the primary methods of gauging Tier 3 progress for these two schools. The researcher analyzed and compared I-station usage time and student disciplinary referral averages between these groups. In addition, the teachers who were involved with the “Rally to Read” program provided survey feedback of their perceptions of the program. Their responses were analyzed in five categories: adult program training, program effects on student behavior, program curriculum, adult relationships with students, and overall program effectiveness. As a whole, the “Rally to Read” program was shown to be a successful Tier 3 intervention on Campus A of this study. Quantitative data demonstrated statistically significant differences for the I-station assessments and I-station usage times. Responses from the adult participants in the “Rally to Read” program supported the “Rally to Read” curriculum, relationship-building elements, program training, and overall program performance. The academic and behavioral accomplishments of the students on Campus A also spoke to the validity and reliability of the “Rally to Read” program.
Tiered instruction couched within the five block schedule : an alternative to the Sheltered Instruction Observation Protocol model.
(2010-06-23T12:21:00Z) Hancock, Leslie A.; Browning, Larry Jack.; Curriculum and Instruction.; Baylor University. Dept. of Curriculum and Instruction.
The purpose of this study was to examine the effectiveness of a model of instruction for English language learners that may serve as an alternative to the Sheltered Instruction Observation Protocol model. This potential alternative instructional model followed the tenets of tiered instruction couched within the Five Block Schedule. English language learners enrolled in English for Speakers of Other Languages I and II courses in two secondary schools participated in the study. For a period of six weeks, the participants in one school received instruction taught according to the tenets of the Sheltered Instruction Observation Protocol (control group) while the participants at the other school received tiered instruction couched within the Five Block Schedule (experimental group). Participants' English language proficiency at both schools was assessed using the Woodcock-Munoz Language Survey-Revised before and after this six week period and the scores were subjected to statistical analysis. Results indicated that the control group did not make any significant gains in any of the facets of English proficiency assessed by the Woodcock-Munoz Language Survey-Revised over the course of six weeks of instruction following the Sheltered Instruction Observation Protocol model. The experimental group made significant gains in all facets of English proficiency assessed by the Woodcock-Munoz Language Survey-Revised after six weeks of tiered instruction couched within the Five Block Schedule. A comparison of the control group and experimental group's gains in English proficiency revealed that the experimental group made significantly greater gains in the ability to identify letters and decode words, write, and follow directions in English as well as use English as the medium for content knowledge acquisition.
A study of professional learning communities and science achievement in large high schools.
(2010-06-23T12:22:24Z) Kincannon, Susan D.; Conaway, Betty J.; Curriculum and Instruction.; Baylor University. Dept. of Curriculum and Instruction.
The purpose of this study was to compare the science achievement and high school completion rates of students in a large high school implementing professional learning community concepts and practices with two large high schools not participating in professional learning community concepts and practices. The primary methodology employed was a causal-comparative quanititative study. Information regarding student achievement and professional learning community concepts and practices was also collected. The data collected included: archived 2008 and 2009 Texas Academic Knowledge and Skills (TAKS) scores obtained from Confidential Student Rosters provided by the Texas Education Agency, archived high school completion rate data obtained online from the Texas Education Agency's Academic Excellence Indicator System for 2008 and 2009; and survey responses from science teachers, administrators, science instructional facilitators and science department heads. The following conclusions were derived based on the data analysis in this study: 1. Professional learning community concepts and practices identified by DuFour et al. (2006) were being implemented in large high schools with 2,000 or more students with and without a formal implementation plan; 2. Large high schools with 2,000 or more students with identified professional learning community implementation plans have a higher level of implementation of concepts and practices identified by DuFour et al.; 3. Professional learning community concepts and practices positively affect student science student achievement in large high schools with 2,000 or more students; 4. The implementation of professional learning communities in large high schools with 2,000 or more students does not appear to have an impact on students' Commended performance on the science Texas Assessment of Knowledge and Skills (TAKS); 5. The high school completion rate for all students is higher for large high schools with 2,000 or more students implementing a formal professional learning community plan than it is for large high schools not implementing a formal professional learning communities plan.
Career-focused field trips as experienced by at-risk rural students : a case study.
(2010-10-08T16:19:52Z) Hutson, Tommye L.; Talbert, Tony L.; Curriculum and Instruction.; Baylor University. Dept. of Curriculum and Instruction.
A lack of recent research focused on field trips as pedagogy in K-12 settings established the foundation for this work. The research design followed multiple-case case study model. The participants were four male students from a small rural high school in central Texas. Each participant, previously labeled as academically "at-risk", had identified an inability to describe connections between academic science content as presented in their common classes and future jobs, vocational training, and/or careers requiring higher education. Because the participants had no directed field excursions addressing this desirable knowledge and/or skill, a career-focused field trip was designed to address the self-identified deficit reported by the participants. The specific research questions were: 1. How does the ability to describe connections between academic science content (biology, chemistry, and physics) and future careers change as rural students experience a purposeful excursion to a post-secondary facility providing vocational training? 2. When do the connection(s) between content and future careers become evident to students? 3. What effect or impact do newly discovered connections have on rural students' aspirations with regard to future career or higher education options? Data were gathered using existing school records, an initial survey, one-to-one interviews conducted before and after the field trip, focus groups conducted before and after the field trip, and observations during the field trip. Data analysis revealed that all participants were able to describe various connections between academic content and careers after the field trip, as well as identify a specific incident that initially established those connections. In addition, all of the participants reported discovering options for careers during the field trip not previously realized or considered. Each participant indicated that they found field trips to be effective. As a result of their singular experience, they collectively voiced a belief that career-focused field trips should be included in all required science classes starting in late middle school and continuing through at least the 10th grade.
The impact of science teachers' epistemological beliefs on authentic inquiry : a multiple-case study.
(2010-10-08T16:20:14Z) Jackson, Dionne Bennett.; Conaway, Betty J.; Curriculum and Instruction.; Baylor University. Dept. of Curriculum and Instruction.
The purpose of this study was to examine how science teachers' epistemological beliefs impacted their use of authentic inquiry in science instruction. Participants in this multiple-case study included a total of four teachers who represented the middle, secondary and post-secondary levels. Based on the results of the pilot study conducted with a secondary science teacher, adjustments were made to the interview questions and observation protocol. Data collection for the study included semi-structured interviews, direct observations of instructional techniques, and the collection of artifacts. The cross case analysis revealed that the cases epistemological beliefs were mostly Transitional and the method of instruction used most was Discussion. Two of the cases exhibited consistent beliefs and instructional practices, whereas the other two exhibited beliefs beyond their instruction. The findings of this study support the literature on the influence of contextual factors and professional development on teacher beliefs and practice. The findings support and contradict literature relevant to the consistency of teacher beliefs with instruction. This study's findings revealed that the use of reform-based instruction, or Authentic Inquiry, does not occur when science teachers do not have the beliefs and experiences necessary to implement this form of instruction.
An analysis of alternative school effectiveness on student achievement.
(2010-10-08T16:22:50Z) Moger, Scott Douglas.; Conaway, Betty J.; Curriculum and Instruction.; Baylor University. Dept. of Curriculum and Instruction.
This study is a comparative analysis investigating student achievement, attendance rates, grade point average and credit earned by at-risk students attending an alternative high school of choice, at-risk students attending a traditional high school and at-risk students attending a Disciplinary Alternative Education Placement Campus within the same school district. Three separate groups totaling 180 students were involved in this study. Each of the three groups consisted of 60 at-risk students from one of the three campuses. All of the students participating in the study were students labeled "at-risk" of not graduating from high school and had a minimum of three or more at-risk indicators attached to each student. None of the students used in the study were in a special education program. The three different groups of at-risk students were compared in five separate categories: raw scores on the state mandated Texas Assessment of Knowledge and Skills (TAKS) on the individual Mathematics and Reading tests, attendance, credit accrual, scale scores on the TAKS Mathematics and Reading tests, and grade point averages (GPAs). In applying a test of significance a simple or one-way analysis of variance (ANOVA) was applied to the data sets of each campus used in the study. Statistical significance was found to be present in 7 of 13 data sets within the five categories studied. The school district involved in the study was a large 5-A district located in central Texas with an enrollment of over 8,900 students at the completion of this study. According to the research, student TAKS scores vary from year to year and tended to increase in the second year regardless of the campus students attended. Students who attended a tradition high school campus had higher attendance rates than students who attended alternative campuses. Students with three or more at-risk indicators accrued credits at a slower rate and were not likely to graduate in four years. Students with three or more at-risk indicators were successful at passing the TAKS Reading Test. Students with three or more at-risk indicators were unsuccessful in passing the TAKS Mathematics test. Students with three or more at-risk indicators and who attended an alternative high school of choice tended to have a higher GPA when compared to students attending the other campuses.
The effect team learning has on the development of creativity in a college classroom : an intergrated case study.
(2010-10-08T16:27:40Z) Simpson, Mary E., 1954-; Talbert, Tony L.; Curriculum and Instruction.; Baylor University. Dept. of Curriculum and Instruction.
This study looked at the triadic relationship between the creative and design processes, team learning, and this triad's influence on the student's finished project. While the typical design student works independently with very little conscious feedback or interaction from their peers, this research has shown this approach limits the student's success. Two purposeful samples were selected from female undergraduate students with a declared major in apparel design or merchandising. The first sample consisted of ten juniors and seniors. The second sample of ten individuals was selected from sophomores and freshmen. Individuals from each of the groups were further divided into two different subgroups of five people using a randomization process. Quantitative data was collected through the Torrance Tests of Creative Thinking and a created rubric. Qualitative data was collected through observations, interviews, and online journal entries from each student. Findings indicated collaborative learning expanded the student's creative thinking process and enhanced their cooperative mentality. Intrinsic motivation within the teams was higher and the teams found it a supportive experience to have a specific group they could discuss their "problems" or "design challenges" with. The research indicated the longer the teams were together, the more successful the collaborative team effort and the more the individual's creative thinking process developed, suggesting teams be kept constant through several projects. Students in teams became more proficient in obtaining information from team members by asking "what if" and "how questions". The lower division students were more receptive to the collaborative team learning approach, suggesting this process begins at, as early of an age level as possible. The research showed a relationship between the final product, the creative and design processes, team learning, and the interconnectivity and influence of the person, press (environment), process, and product. Team members were more proficient in obtaining information from team members, were stronger listeners, effective in giving constructive criticism, developing analytical and divergent thinking skills, and strengthening their adaptive creativity. This study supports the position that creativity is a process in which an innovative product is incrementally developed. This development can be enhanced using teams and the collaborative learning process.
CSCOPE's effect on Texas' state mandated standardized test scores in mathematics.
(2011-09-14) Merritt, Brent Ross.; Conaway, Betty J.; Curriculum and Instruction.; Baylor University. Dept. of Curriculum and Instruction.
The purpose of the study was to examine standardized test scores of school districts in the state of Texas that have implemented CSCOPE, a popular curriculum management system, in an effort to determine what effect, if any, its implementation has had. The standardized test used in the state of the Texas is titled the Texas Assessment of Knowledge and Skills (TAKS). This study used a sample size of 56 school districts and included test scores from over 125 individual campuses. Archival TAKS data were collected from the 2007-2008, 2008-2009, and 2009-2010 school years for grades 3-8 to compared mean passing percentages between those schools that had used CSCOPE for three consecutive years and those schools that did not. The study also collected TAKS data from grades 3-11 to compare commended performance percentages between those schools that had used CSCOPE for three consecutive years and those schools that did not. The results of this study discovered that CSCOPE had a statistically significant (p < .05) effect on mathematics TAKS scores when comparing the mean passing percentages of all students in grades 3-8. The study also revealed that CSCOPE appeared to have a statistically significant (p < .05) effect in grades 7 and 8 when the TAKS data was disaggregated into individual grade levels. Interestingly enough, in grade 3, the schools that did not use CSCOPE significantly outperformed (p < .05) those schools that had utilized CSCOPE as their curriculum management tool. The results of the study showed mixed results in the mean percentages of students attaining commended performance. While the mean percentages of the All Students, Hispanic, and White sub-groups for the schools using CSCOPE had a higher mean commended performance percentage than the schools that did not, the differences were not statistically significant. While the results of the study were mixed, there does seem to be significant data that suggests the use of CSCOPE has improved TAKS scores of the schools that have utilized it for three consecutive years.
AVID students' perceptions of intelligence : a mixed methods study.
(2012-08-08) Becker, John Darrell.; Talbert, Tony L.; Curriculum and Instruction.; Baylor University. Dept. of Curriculum and Instruction.
Students' perceptions of intelligence have been shown to have an effect on learning. Students who see intelligence as something that can be developed, those with a growth mindset, often experience academic success, while those who perceive intelligence to be a fixed entity are typically less likely to take on challenging learning experiences and tend to respond negatively to setbacks in learning. The purpose of this study was to assess whether a college preparatory intervention known as Advancement Via Individual Determination (AVID), through its system of academic and social supports for students, has an effect on participating students' perceptions of intelligence. Participants in the sequential, embedded, mixed methods study were 54 students participating in the AVID program, and 43 demographically similar non-AVID students at a Central Texas high school. Participating students' perceptions of intelligence was measured in an online environment using Carol Dweck's three-item survey, which comprised the quantitative data. Qualitative data collection involved participating students answering open-ended questions related to the curriculum and instruction in the AVID classroom that influence students' perceptions of intelligence. AVID students whose score indicated a growth mindset were selected for qualitative data analysis. Quantitative results showed no statistical difference between AVID and non-AVID students' perceptions of intelligence, including students with two or more year's exposure to the AVID program. However, the qualitative data revealed that AVID students are hearing messages and participating in activities consistent with the growth mindset, and they report that AVID has affected their perceptions of what it means to be "smart."
The impact of an informal science program on students' science knowledge and interest.
(2012-08-08) Zandstra, Anne Maria.; Cooper, Sandra Bennett.; Curriculum and Instruction.; Baylor University. Dept. of Curriculum and Instruction.
In this sequential explanatory mixed methods study, quantitative and qualitative data were used to measure the impact of an informal science program on eleventh grade students’ science knowledge and interest. The local GEAR UP project has been working for six years with a cohort of students who were in eleventh and twelfth grade during the time of the study. Participants of this study were 122 eleventh grade students from this cohort. In the first, quantitative phase, state standardized test scores and a modified version of the Test of Science Related Attitudes (TOSRA) were used to measure participants’ science knowledge and interest respectively. The findings of the quantitative phase revealed a small but significant correlation between students’ attendance at the program elements (in total number of hours) and their science knowledge. In addition, small but significant correlations were found between (1) students’ attendance at the mathematics program element and their total interest scores, (2) their mathematics attendance and the career interest subscore, and (3) their total attendance and the normality of scientist subscore. The qualitative data in the second phase consisted of focus group interviews with fourteen of the participants. Results of this phase showed that the majority of the focus group participants agreed that they had learned something from the GEAR UP field trips and half of them thought the field trips had impacted their grades and test scores. Furthermore, a majority of the focus group participants concurred that their experiences in the field trips had increased their interest in science. The purpose of the qualitative phase of this study was to provide explanations for the results of the quantitative phase. Explanations for the correlation between attendance and knowledge were that the field trips covered the same content as the formal science classes and that students learned more because they perceived the field trips as fun and hands-on. The correlations between attendance and interest were explained by the fact that students had the opportunity to see interesting aspects of science and interact with real scientists during the field trips.

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