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AN EVALUATION OF INTEGRATED CURRICULUM AS IT EXISTS IN MATHEMATICS AND SCIENCE SSS AS WELL AS THE SUBSEQUENT SUPPORTIVE PRESENTATION OF THOSE STANDARDS IN EIGHTH GRADE MATHEMATICS AND SCIENCE TEXTBOOKS

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Date Issued:
2010
Abstract/Description:
This study attempted to verify points of intersection (POIs) between mathematics and science in the eighth grade Sunshine State Standards (SSS), and to develop a valid and reliable instrument to evaluate these POIs as they were presented in the respective mathematics and science textbooks approved for use in Florida public schools. Shannon and Weaver (1998) delineated a process for content analysis that informed the design of this analysis. The process began with an analysis of the SSS to uncover POIs between mathematics and science; considered effective strategies for presenting these points of intersection in the classroom; and examined the textbooks for a mutually supportive presentation of the POIs between the two domains. The criterion for textbook evaluation was synthesized from documents used by the National Research Council (NRC, 2004) and Project 2061 (Roseman, Kulm, Shuttleworth, 2001. These criteria were examined in terms of measureable elements of textbook design, vocabulary, inquiry and problem solving in order to create integrated objectives, which were then operationalized so that each objective could be evaluated using the Textbook Evaluation Document (TED). The validity of the TED was insured by the transparency of the process. Reliability was determined in two steps, first to determine the most reliable segments of the document and finally to confirm the reliability of those segments. It was determined that the vocabulary section of the TED consistently produced reliability scores above 70% with variation of Supportive Curriculum Scores (SCS) between textbooks. This indicated that a measure of supportive vocabulary could be generated for use in future studies for example correlating supportive curriculum with student achievement.
Title: AN EVALUATION OF INTEGRATED CURRICULUM AS IT EXISTS IN MATHEMATICS AND SCIENCE SSS AS WELL AS THE SUBSEQUENT SUPPORTIVE PRESENTATION OF THOSE STANDARDS IN EIGHTH GRADE MATHEMATICS AND SCIENCE TEXTBOOKS.
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Name(s): Gill, Clara, Author
Dixon, Juli, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2010
Publisher: University of Central Florida
Language(s): English
Abstract/Description: This study attempted to verify points of intersection (POIs) between mathematics and science in the eighth grade Sunshine State Standards (SSS), and to develop a valid and reliable instrument to evaluate these POIs as they were presented in the respective mathematics and science textbooks approved for use in Florida public schools. Shannon and Weaver (1998) delineated a process for content analysis that informed the design of this analysis. The process began with an analysis of the SSS to uncover POIs between mathematics and science; considered effective strategies for presenting these points of intersection in the classroom; and examined the textbooks for a mutually supportive presentation of the POIs between the two domains. The criterion for textbook evaluation was synthesized from documents used by the National Research Council (NRC, 2004) and Project 2061 (Roseman, Kulm, Shuttleworth, 2001. These criteria were examined in terms of measureable elements of textbook design, vocabulary, inquiry and problem solving in order to create integrated objectives, which were then operationalized so that each objective could be evaluated using the Textbook Evaluation Document (TED). The validity of the TED was insured by the transparency of the process. Reliability was determined in two steps, first to determine the most reliable segments of the document and finally to confirm the reliability of those segments. It was determined that the vocabulary section of the TED consistently produced reliability scores above 70% with variation of Supportive Curriculum Scores (SCS) between textbooks. This indicated that a measure of supportive vocabulary could be generated for use in future studies for example correlating supportive curriculum with student achievement.
Identifier: CFE0003010 (IID), ucf:48338 (fedora)
Note(s): 2010-05-01
Ed.D.
Education, Department of Educational Research Technology and Leadership
Doctorate
This record was generated from author submitted information.
Subject(s): Integration
Middle School
Mathematics Education
Science Education
Curriculum
Standards
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0003010
Restrictions on Access: public
Host Institution: UCF

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