Date of Award

Spring 4-12-2024

Degree Type

Dissertation

Degree Name

Executive Ed.D. in Education Leadership Management and Policy

Department

Education Leadership, Management and Policy

Advisor

Monica Browne, EdD

Committee Member

Daniel Gutmore, PhD

Committee Member

Charles Rowan, EdD

Keywords

Global Thinking, Hess' Cognitive Rigor Matrix, Artificial Intelligence, AI, Freire

Abstract

New Jersey consistently ranks as one of the top-performing states in the country when it comes to education. Most recently, it was ranked third in the nation. A look at the state standards in any subject shows the state works diligently to vertically align standards while also challenging students in order to better prepare them for the future and to be able to live in a global society. It is evident in looking at the New Jersey Department of Education’s standards that the planning they do is performed with an eye toward the future. The social studies standards are no exception. New Jersey has written social studies standards that look to help students develop the critical thinking skills they will need to solve the unknown problems of the future. This dissertation takes a look at the New Jersey student learning standards for social studies in Grades K–8. It assesses whether these standards, written with a mission and vision of promoting global thinking, actually accomplish this goal. The standards are assessed by using Hess' cognitive rigor matrix. They are assessed with the assistance of artificial intelligence (AI). Artificial intelligence was used as a coder, as well as a mentor assistant for the researcher. Together, the standards were reviewed to see if, in fact, when executed in the classroom, students' critical thinking and problem-solving skills were being developed, giving them the skills to be global thinkers.

The mixed-methods study first utilized AI, specifically ChatGPT, to code the standards based on Webb’s depth of knowledge in Levels 1 through 4. The standards were then reviewed by the researcher using the framework method and the Mayring step model. The findings reveal a purposeful progression in higher-order thinking and cognitive complexity. This approach ensures that New Jersey's students while sitting in a social studies class, do not simply absorb facts. These standards, when effectively delivered by educators and mastered by students, prepare them to engage with and contribute to solving local, regional, national, and global issues.

However, the review process was not without its challenges. The study captured some differences between AI and itself as well as the human coder. While not disparate, it does highlight the nuances of interpreting educational standards. The conclusion was clear: The New Jersey social studies standards are more than an academic requirement; they are a blueprint for cultivating informed, thoughtful, and proactive global citizens. As students progress from kindergarten to eighth grade, they are encouraged to view the world through a critical lens. They are tasked with asking meaningful questions and creating solutions that look beyond their local borders. This educational approach is ambitious both in scope and vision. It requires teachers to develop lessons that are more cognitively complex and allow students to engage with content using high-order thinking skills. If these standards are taught effectively and mastered by students, they promise to equip them with the intellectual tools necessary to face an ever- changing global landscape. To meet the challenges of a globalized world, this study advocates for policies, practices, and funding that support educational innovation. Only through this proactive three-pronged approach can educators bridge learning gaps that were exacerbated by the pandemic. The study is a call to action for educators, policymakers, and society in general to foster a generation capable of leading with empathy, critical thinking, and a deep understanding of their role in a global society.

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