A comparison of administrator and research expectations for the twenty-first century middle school science and mathematics programs in Texas

Abstract

The purpose of this study was to compare the responses of selected Texas school administrators and researchers to expectations for middle school science and mathematics programs in the twenty-first century. The responses of the two groups of professionals were obtained with the Delphi method and analyzed based on central tendency and variance to determine what level of correlation existed. Major research findings for the study indicated: (1) Administrators and researchers are expecting the middle school science and mathematics classes in Texas in the next century to be based on promoting interdisciplinary and thematic hands-on problem solving activities involving process skills in a real world context and application for all students. (2) The participants in the study expect the focus to be on topics that offer positive, exciting, and realistic science/mathematics experiences with the use of state of the art calculators, computers, and other technology in all aspects of the curriculum. (3) Analysis of central tendency, variance, and correlation indicate a close correlation of agreement between the responses of both groups of professionals. The research supports the premise that administrators appear to be prepared to implement reforms in science and mathematics education which will help Texas school children. Based on the findings of the study, recommendations include: (1) The results of this study should be made available to science and mathematics coordinators and directors of research projects so as to assist planning officers in systematically coordinating efforts to implement curriculum reform. (2) Texas school districts should provide meaningful inservice aimed at providing knowledge and skills needed by school administrators for the role of educational leader. (3) The Texas Education Agency should make every effort to provide necessary resources needed for science and mathematics education reform, including up to date technology. (4) Future-oriented administrators should become involved in collaboratives with innovative university professors in developing educational strategies for science and mathematics instruction. (5) A similar Delphi study should be conducted comparing the results of this study with the expectations of business and industry with the objective of determining a level of correlation and to obtain support from business and industry.