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ERIC Number: ED535628
Record Type: Non-Journal
Publication Date: 2011
Pages: 205
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-2670-5464-7
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
Ward, Jacqueline M.
ProQuest LLC, Ed.D. Dissertation, Jones International University
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. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001