Analyzing Curriculum as Participant Perspectives
- 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: For this study, curriculum was defined as a holistic set of perspectives that
interact to create the educational environment. The Goodlad et al. (1979)
domain concept was used as the theoretical structure for the examination of
content in three elementary physical education programs. Two of the programs
used a movement education curriculum (Logsdon et d., 1984) while
the third was structured based on a traditional activity or sport and games
approach. Data collection consisted of an examination of documents (ideological
and formal domains), interviews with teachers and students (perceived
and experiential domains), and observation (operational domain). Data were
analyzed using constant comparison. The ideological domain was found to
be the most influential curriculum perspective in these programs. Major differences
were detected in the use of shared decision-making and in the students'
cognitive involvement with the content.
Analyzing Curriculum as Participant Perspectives
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Additional Information
- Publication
- Journal of Teaching in Physical Education, 9, 79-94
- Language: English
- Date: 1990
- Keywords
- Holistic education, Curriculum, Physical education, Movement education, Sports, Games,