Abstract/Details

A Comparative Analysis of Meeting the Whole Child Initiatives through Standardized and Competency-Based Education Systems in Terms of Achievement and Meeting the Whole Child Initiatives: Comparing Professional Perceptions and Identified Measurable Results


2011 2011

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Abstract (summary)

Traditional education (TE) largely uses a standardized (SbE) approach while alternatives (nTE) tend to more of a competency (CbE), or student-centered approach. This comparative analysis examines essential aspects of such pedagogies in determining the effectiveness of schooling systems in meeting the Whole Child Initiative (Souza, 1999; Carter et al., 2007, p. 16, para. 1). The preliminary literary review of various professional education resources and the Department of Education, identified certain gaps between the professional and political The research was framed in the form of essential questions that examine if the ‘right things’ are being monitored under NCLB. These were the result of. By means of analyzing public compulsory data as well as the conduct of a three-tier Delphi process of surveys complimented by a Case Study. These results were depicted by Profile Analysis via Multidimensional Scaling (PAMs) charting measures to visualize whether the Whole Child Initiative and academic progress is better attained through SbE or CbE systems. A set of representative agencies were selected to participate through preliminary reviews of websites, narrowing options based on location, population served and articulated pedagogy. After initial selection and correspondence was exchanges, compulsory data were collected and categorized based on the essential questions being examined. The three-round Delphi surveys were conducted with results charted to provide graphic analysis to observe for patterns, nuances and critical aspects related to the deeper understandings of how success is measured and viewed by each system in terms of characteristics, beliefs and cultural norms. With the understanding that “what gets measured get done” (Williamson, 2006, p. 1), this project has shown that competency-based programs engage learners and instructors in the learning process through instruction that measurably improves learners’ readiness for post-secondary experiences while correlational data suggests improved attendance and lessened disciplinary concerns within the school community. The focus on the learner as opposed to content is likely attributable to these results. Educational professionals have been making every effort to articulate that how educational success is measured impacts learners; misplacing focus inevitably leaves many children behind. This project contributes support as Secretary Duncan seeks insights into revising NCLB toward a more proactive tool from which success can be facilitated.

Keywords: pedagogy, whole-child, competency, standardization, alternative education, traditional education, efficacy in education, mind mapping, successful education, purposeful education, defining education, challenging the status quo, establishing habits of the mind.

Indexing (details)


Subject
Educational evaluation;
Educational leadership;
Comparative analysis;
Children & youth;
Standardized tests;
School systems;
Academic achievement;
Professional development
Classification
0443: Educational evaluation
0449: Educational leadership
0456: Pedagogy
Identifier / keyword
Education; Competency; Efficacy in education; Pedagogy; Standardization; Successful education; Whole-child initiatives
Title
A Comparative Analysis of Meeting the Whole Child Initiatives through Standardized and Competency-Based Education Systems in Terms of Achievement and Meeting the Whole Child Initiatives: Comparing Professional Perceptions and Identified Measurable Results
Author
Ward, Jacqueline M.
Number of pages
204
Publication year
2011
Degree date
2011
School code
1590
Source
DAI-A 73/03, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9781267054647
Advisor
James, Alana
Committee member
Mitchell, Jeremy; del Rosario Sanchez Patino, Maria
University/institution
Jones International University
Department
School of Education
University location
United States -- Colorado
Degree
Ed.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3486963
ProQuest document ID
915125471
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/915125471
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