Abstract

Curriculum integration is a unique approach to teaching. Twenty-first century skill approaches to curriculum integration train teachers in the process of curriculum integration, such that they are able to integrate various subject combinations in their teaching that produce new skills and dispositions in their students. Yet no scale to measure teachers' beliefs about the value of and efficacy beliefs towards implementing curriculum integration exists that is universal in the sense that it can be used any time any subject combination is integrated. Using a sample of 196 teachers at a professional development meeting in a mid-sized suburban school district in the Mountain West, this dissertation tests a scale that measures teachers' beliefs about the value of and efficacy beliefs towards curriculum integration and assesses its psychometric properties. The UCI21-T scale loaded as a bifactor model with one general factor and two specific factors. Conceptually and practically, however, the scale is best scored and reported as a two-correlated factor model. The scale demonstrated evidence of validity and reliability and shows promise for use by administrators and professional developers when assessing teachers' beliefs about the value of and efficacy beliefs towards 21st century curriculum integration.

Degree

PhD

College and Department

David O. McKay School of Education; Educational Inquiry, Measurement, and Evaluation

Rights

http://lib.byu.edu/about/copyright/

Date Submitted

2019-12-01

Document Type

Dissertation

Handle

http://hdl.lib.byu.edu/1877/etd11051

Keywords

curriculum integration, 21st century skills, elementary school, factor analysis

Language

english

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