Date Approved
12-13-2024
Embargo Period
2-19-2025
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D.)
Department
Educational Leadership
College
College of Education
Advisor
Hajime Mitani, PhD
Committee Member 1
Beth Wassell, EdD
Committee Member 2
Jill Perry, PhD
Keywords
Curriculum Coherence;Curriculum Models;Educational Leadership;Mixed Methods Research;Student Learning Outcomes;World Language Curriculum
Abstract
This mixed-methods explanatory sequential study aimed to identify the most commonly used World Language curriculum models in New Jersey high schools, assess the level of curriculum coherence in Spanish programs, and examine their impact on student learning. Surveys and interviews with high school Spanish teachers revealed that, while theoretical curriculum coherence exists in most programs, it is not significantly associated with teacher or district characteristics such as experience, tenure, region, or type. A disconnect was also observed between the World Language curriculum models, perceived curriculum coherence levels, and their effects on student learning. Several themes that emerged from the qualitative analysis may have impacted the quantitative results as quantitative confounding variables. Despite the need for further investigation, this study offers valuable insights for educators and policymakers, providing a clearer understanding of the relationship between curriculum models, curriculum coherence, and student outcomes, and suggesting directions for future research in World Language curriculum studies.
Recommended Citation
Pratz, Thomas David, "Educators’ Perceptions of World Language Curriculum Models, Curriculum Coherence, and Student Learning in New Jersey High School Spanish Programs" (2024). Theses and Dissertations. 3318.
https://rdw.rowan.edu/etd/3318
