Gathering Data~ An "Output # 1" Update from my Online PLC - PME 810 My e-Journal Entry #14
Gathering Data My "Output" Update
"Philosophy provides [educators] with a framework for broad issues and tasks, such as determining the goals of education, subject content and its organization, the process of teaching and learning, and, in general, what experiences and activities to stress in schools and classrooms" (Ornstein, A., 1991, p. 102).
In my survey I was looking to gather information about participants' values and beliefs about the purpose of education as compared to the values and beliefs of the system within which they work.
My data shows that over 50% of respondents indicate that their systems are focused on and academic/rationalist curriculum conception with subject based designs. The focus is on subject matter.
In contrast, 0% of respondents indicate that they believe in a Cumulative Tradition of Organized Knowledge - Subject matter is the focus. This means that none of my participants believe in subject-centered curriculum designs and yet they work within systems that are dominated by this conception. The data collected shows that over 70% of respondents are guided by their beliefs in the conceptions of self-actualization or development of cognitive processes. They believe that the purpose of education is to focus on the learner and the development of thinking processes.
Almost all respondents indicated that they would have appreciated the ability to choose more than one conception. I was intentional on the design of my survey by creating the questions in restricted response form with only one allowable choice. I did this in an effort to create participants' reflection and commitment to a choice on the most dominant conception for the system within they work and their own personal/professional conception.
Below are some supporting participant quotations:
- "Seems a little odd to be forced to categorize as only 1, can't it be combinations of the types? shades of grey between?"
- "If I could select more than one? Will I ever find an organization whose curriculum conception matches mine?"
- "How can we balance all of those focus areas?"
As noted in the article by Ornstein, Philosophy as a Basis for Curriculum Decisions, "our philosophy of education influences, and to a large extent determines, our educational decisions, choices, and alternatives" (Ornstein, A., 1991, p.102). My survey data shows that there exists an extreme misalignment from participants' beliefs/values compared to their system beliefs/values, how might this impact the quality of education for learners?
In the article, Making Learning an Effect of Schooling, the author notes "A strong misalignment was apparent between the types of assessment tasks which teachers utilised and their stated pedagogical goals. Although they claimed higher-level skills, citizenship and academic excellence were pedagogical goals they valued, these goals were not reflected in the assessment task..." (Hayes, D., 2003, p. 229).
I wonder if educators are less likely to realize their beliefs and values in teaching and learning because they are required to align with the vision and values of their system? This notion is supported by the literature which supports the process of co-construction. "The central importance of co-constructing a shared vision for learning is that it provides a foundation for coordinated action, but there is no simple formula for such action, and the tendency for power and competing political agendas play out in these processes, at all levels.." (Hayes, 2003, p.230)
Below are some supporting participant quotations:
- "How can an educator teach the mandated curriculum if it does not align with their own philosophical beliefs?"
- "Expected mixing up order of a repeated list to prevent bias towards first in the list."
The results from my data collection include the following findings:
Survey responses were collected from a variety of educators, serving in a variety of roles, at a variety of levels within my online PLC, Higher Ed Learning Collective.
Figure 1 illustrates the sample of seventeen participants. The survey was completed with anonymity therefore I assume diversity in this data sample. 35.3 % and 35.3% of respondents' education beliefs are dominated by self actualization or the development of cognitive processes, respectfully. 23.5% of respondents beliefs are dominated by conception of social relevance and 0% of respondents believe are dominated by the cumulative tradition of organized knowledge, or the academic/rationalist conception.
Figure 2: Curriculum Beliefs & Values Survey Data
Figure 2 illustrates that 52.9% of respondents' systems beliefs are dominated by the cumulative tradition of organized knowledge, or academic rationalist conception. 29.4% of respondents work within systems where curriculum are guided by the development of cognitive processes and 6% of respondents indicated their systems have curriculum that are guided by self-actualization, technology as education, or social relevance.
Figure 3: Curriculum Beliefs & Values Survey Data
- "For system, I was not sure if the question was referring to the school division level or the provincial level. Also, for the last rating scale, I would have liked a description to explain the difference between very familiar and somewhat familiar. It was difficult to answer as personally I have a high-level and in some cases a detailed understanding of the curricular conceptions and this rating scale did not allow for a response on each conception."
- "I wondered where the choices came from."
Resources:
Hayes, D. (2003) Making learning an effect of schooling: aligning curriculum, assessment and pedagogy, Discourse: studies in the cultural politics of education, 24(2), 225-245.
Ornstein, A. C. (1990/1991). Philosophy as a basis for curriculum decisions. The High School Journal, 74, 102-109
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