Date of Award
2001
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Programs for Higher Education
Advisor
Warren H. Groff
Committee Member
Rene E. Villa
Committee Member
David O. Remington
Keywords
2010, 21st Century, alternative delivery format, alternative evaluation format, assessment, competencies, content curriculum structure, continuing professional development, Curriculum Committee, curriculum plan, curriculum reform, Dallas Public Schools, development problem-solving methodology, dissemination, educational reform, educational restructuring, evaluation methods, formative committees, high school, implementation, induction program, instructional delivery, preservice teacher education, recommendations, research questions, secondary education, secondary public schools, staff development, student outcomes, students, summative committees, teacher education, technology integration, technology-related developments, Texas Christian University, University of North Texas, vocational training, workforce development
Abstract
Numerous issues will be important regarding education in the years ahead. Few issues, however, will be as important as the need to improve secondary education to prepare students to meet the challenges of the 21st Century. This project was ( a) to create a secondary school curriculum that would effectively address the needs of students in 2010 and (b) to develop a preservice teacher education program, an induction program and a staff development program based on the curriculum identified in the research to better assist teachers in preparing secondary school students to meet the challenges of the 21st Century.
This project used a development problem-solving methodology to answer the research questions. The first question was "What should be the content curriculum structure for the equivalent of high school grade levels in the year 2010?" The second research question was "What should be the alternative delivery format for high school youth?" The third research question was "What should be the alternative evaluation format to assess competencies in the year 2010?'' The fourth research question was "What should be the ideal teacher pre-service, induction, and continuing professional development programs in the year 201 0?
The first three research questions regarding the secondary content curriculum structure, the alternative educational delivery methods and the alternate evaluation methods were answered in Phase I of the development process. The fourth research question regarding the ideal preservice, induction, and continuing professional development programs for 2010 was answered in Phase II of the development process.
The research questions were answered through a procedure involving two sets of committees -- a Curriculum Committee, a Formative Committee and a Summative Committee -one set of committees participating in Phase I, and a different set of committees participating in Phase IL Committee membership for both Phase I and Phase II was balanced between internal and external positions, areas of responsibility and levels of responsibility to ensure a depth and breadth of expertise. The Curriculum Committee participating in Phase I was asked to research and assist in the development of the content and the design, as well as alternative methods of instructional delivery and assessment required of an effective 21st Century curriculum for the secondary public schools. The Curriculum Committee participating in Phase II was asked to research and assist in the development of the content, and the design for a teacher education program including pre-service, induction, and continuing development to meet the needs of the 21st Century secondary public schools. The products developed in both Phase I and Phase II then went through the development process using the formative and summative committees.
Five major conclusions were reached. It was concluded that the content curriculum structure for the equivalent of high school grade levels in the year 2010 required total reform. It was concluded that technology-related developments would be a driving force in educational reform and must be considered in any educational restructuring. It was concluded that methods used to deliver instruction should reflect and accommodate the changes in the curriculum and curriculum structure of a 21st Century curriculum. It was concluded that a 21st Century curriculum would require alternative forms of assessment in determining a student's mastery of skills. It was concluded that teacher education programs must be reformed and restructured to meet the needs of the 21st Century secondary public schools.
A total of 20 recommendations were made: (a) five general recommendations, (b) four recommendations for implementation, ( c) eight recommendations for dissemination, and ( d) three recommendations for further research. The first general recommendation was that the secondary public schools should identify a clear, concrete purpose to guide the development of a 21st Century secondary curriculum plan. The curriculum plan for the 21st Century secondary public school should integrate technology as a teaching tool; the plan should incorporate the needs of the 21st Century workforce and economic community and should include general education integrated with vocational training. The curriculum plan should include alternative methods of instructional delivery as well as alternative methods of assessment to evaluate student outcomes. The physical structure of education, including facilities, time, space and other resources will have to be restructured to meet the needs of the 21st Century secondary curriculum plan. A teacher education program should be developed to meet the needs of the 21st Century secondary public schools.
The results of this project were submitted to the assistant superintendent for Staff Development, and the assistant superintendent of Curriculum and Instruction of Dallas Pub lie Schools with the recommendation for implementation. The results of the project were also submitted to the dean of Teacher Education at the University of North Texas and the dean of Teacher Education at Texas Christian University with the recommendation for implementation.