Award Date

1-1-2008

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Psychology

First Committee Member

Kendall Hartley

Second Committee Member

Peggy Perkins

Number of Pages

94

Abstract

The purpose of this quantitative study was to determine the degree of curriculum integration within dental schools in North America. The intent of the study was to determine how an adaptation of the Fogarty (1991) framework of integration exhibits itself in dental education; An electronic survey conducted of the Academic Deans of dental schools in the United States and Canada resulted in a response rate of 54.09% (33/61). Frequencies, chi-square and Spearman rho (p) correlation coefficient were used for the statistical analyses of data; All survey respondents reported that their curricula include all levels of integration which comprise the adapted integration framework. Six demographic variables were selected for analysis: (a) age of the school, (b) years of faculty teaching experience at that specific school, (c) faculty gender, (d) faculty employment status, (e) number of departments, and (f) average class size. Based on the data collected, statistically significant findings were indicated in only one level of integration. Within Level 4, within and across learners, significant findings were detected between genders; Additionally, the findings of this study indicated that there was very little, if any correlation, between the level of integration and the combined use of technology and research at responding schools.

Keywords

Approach; Curriculum; Curriculum Integration; Dental Curriculum; Dental Education; Education; Gender Differences; Integrated; Model; Systematic

Controlled Subject

Curriculum planning; Educational psychology; Dentistry

File Format

pdf

File Size

1495.04 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Permissions

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Identifier

https://doi.org/10.25669/y47g-szes


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