The Influence of Value Orientations in Curriculum Decision Making

Catherine D. Ennis
1992 Quest (National Association for Physical Education in Higher Education)  
Value orientations play an important role in secondary physical education curriculum decision making by influencing the teacher's curriculum content priorities relative to student needs and interests, school context, and subject matter goals. Five value orientations mediating curricular decisions in middle and high school settings have been identified as disciplinary mastery, learning process, self-actualization, social reconstruction, and ecological integration. Curriculum research conducted
more » ... examine the value orientations of secondary teachers supports the diversity of educational value orientations in physical education. Diversity may be reflected in teachers' goals for student learning and expectations for performance. Sensitivity to the diversity in teachers' educational belief systems may enhance preparation of future secondary teachers and encourage in-service teachers to become more actively involved in planning and teaching with an increased focus on student learning. Middle and high school physical education teachers are continually involved in a deliberate process of planning and teaching that affects both the content taught and the extent to which it is learned. The process, both conscious and intuitive, takes into consideration interrelated factors that may facilitate or constrain learning. These factors include student characteristics, the learning context or situation, and the teacher's judgments, perceptions, and beliefs about the educational process. Although the formal physical education content is officially articulated in the curriculum guide, guides are not often designed to portray teaching complexity. They provide a broad array of possible content but rarely help teachers set cumcular priorities. Thus, either intentionally or by default, the primary responsibility for cumculum decision making is relegated to the physical educator. The last 30 years have brought dramatic changes in both the students and the school contexts in which secondary physical educators teach. In most public school districts desegregation required them to adjust their planning and teaching to include students from diverse cultural backgrounds. Teachers restructured their programs as a result of Title IX to accommodate coeducational classes. Public
doi:10.1080/00336297.1992.10484058 fatcat:qldjve7bajgt7jyiuojgu2bos4