Curriculum Theory as Practiced: Case Studies of Operationalized Value Orientations
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Catherine D. Ennis, Professor (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
Abstract: This research was conducted to investigate the role of value orientations
in effective elementary physical educators' curricular decision making.
Educational value orientations served as the theoretical base for the research.
Three research questions were examined: (a) what were the learning goals
and expectations for student performance in each program, (b) why did
teachers value these goals, and (c) how well did students understand the
goals and expectations of the program? Data were collected through class
observations, teacher and student interviews, and the Value Orientation
Inventory. Data were analyzed using constant comparison. Results described
students' learning goals and academic and social performance expectations
within each teacher's value profile. Dynamical systems theory was used to
elaborate the influence of value orientations in the curriculum decision-making
process.
Curriculum Theory as Practiced: Case Studies of Operationalized Value Orientations
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Additional Information
- Publication
- Journal of Teaching in Physical Education, 1992, 11, 358-375
- Language: English
- Date: 1992
- Keywords
- Curriculum, Educational goals, Physical education, Elementary school, Values, Teachers, Attitudes, Student engagement