A deliberative case study of decision-making and action in a physical education curriculum development project
Thesis (M.P.E.)--Memorial University of Newfoundland, 1995. Physical Education and Athletics Bibliography: leaves [201]-238. Using a qualitative case study research methodology grounded in the interpretative and critical paradigm, a provincial physical education curriculum development project was ex...
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ftmemorialunivdc:oai:collections.mun.ca:theses2/264699 2023-05-15T17:23:27+02:00 A deliberative case study of decision-making and action in a physical education curriculum development project Brockerville, Gordon Thomas, 1953- Memorial University of Newfoundland. School of Physical Education and Athletics Canada--Newfoundland and Labrador 1995 x, 285 leaves : ill. Image/jpeg; Application/pdf http://collections.mun.ca/cdm/ref/collection/theses2/id/264699 Eng eng Electronic Theses and Dissertations (90.45 MB) -- http://collections.mun.ca/PDFs/theses/Brockerville_GordonThomas.pdf http://collections.mun.ca/cdm/ref/collection/theses2/id/264699 The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. Paper copy kept in the Centre for Newfoundland Studies, Memorial University Libraries Physical education and training--Newfoundland and Labrador--Curricula Curriculum change--Newfoundland and Labrador--Planning Curriculum change--Newfoundland and Labrador--Decision making Text Electronic thesis or dissertation 1995 ftmemorialunivdc 2015-08-06T19:17:32Z Thesis (M.P.E.)--Memorial University of Newfoundland, 1995. Physical Education and Athletics Bibliography: leaves [201]-238. Using a qualitative case study research methodology grounded in the interpretative and critical paradigm, a provincial physical education curriculum development project was examined to provide a comprehensive analysis of curriculum decision-making and action. Through observation, audio-taped meetings, journal and interview, the decision-making and action that transpired during the construction of a formal curriculum framework document was followed for 26 months. -- Several strategies were synthesized to analyze what happened in the project, how it happened, why it happened and whose interests were served. Using Kirk's (1988) features of curriculum inquiry (knowledge, context and interaction), a collection of 'knowledge' that formed the basis for the framework document was juxtaposed against the 'context' of former physical education curriculum development and contemporary educational reform. The 'interaction' of project participants (including the author as participant-researcher) in decision-making and action was analyzed using an adaptation of Walker's (1971a&b, 1975) System for Analyzing Curriculum Deliberations. A macro analysis of major episodes and a micro analysis of deliberative moves revealed four phases of decision-making that resulted in the construction of the framework document. The analysis disclosed a series of deliberative acts in response to contextual problems, issues and constraints. Also, the analysis showed an eclectic approach to planning, displaying elements of Walker's (1971a&b, 1975) naturalistic model of planning, Schwab's (1969, 1970, 1971, 1973) practical model, and Klein's (1991) conceptual decision-making model. -- Habermas' (1970a&b, 1978, 1979) criteria for competent dialogue was used as a normative screen - first to assess the discourse in the project, and second, to judge whether or not the decisions and actions were made in the best interest of teachers and students who will have to translate the framework into a functional curriculum (Dodds, 1983, 1985). This analysis revealed that the curriculum writers, as influential decision-makers, were explicit about their intentions. The participants, as critics of the curriculum framework document, communicated in an environment of mutual trust; however, they were constrained by the hierarchical structure of decision-making. A form of cognitive emancipation (Tinning, 1992) was the reward for the participant-researcher who intended to share the insight with stakeholders inside and outside the project. Thesis Newfoundland studies University of Newfoundland Memorial University of Newfoundland: Digital Archives Initiative (DAI) Newfoundland Canada |
institution |
Open Polar |
collection |
Memorial University of Newfoundland: Digital Archives Initiative (DAI) |
op_collection_id |
ftmemorialunivdc |
language |
English |
topic |
Physical education and training--Newfoundland and Labrador--Curricula Curriculum change--Newfoundland and Labrador--Planning Curriculum change--Newfoundland and Labrador--Decision making |
spellingShingle |
Physical education and training--Newfoundland and Labrador--Curricula Curriculum change--Newfoundland and Labrador--Planning Curriculum change--Newfoundland and Labrador--Decision making Brockerville, Gordon Thomas, 1953- A deliberative case study of decision-making and action in a physical education curriculum development project |
topic_facet |
Physical education and training--Newfoundland and Labrador--Curricula Curriculum change--Newfoundland and Labrador--Planning Curriculum change--Newfoundland and Labrador--Decision making |
description |
Thesis (M.P.E.)--Memorial University of Newfoundland, 1995. Physical Education and Athletics Bibliography: leaves [201]-238. Using a qualitative case study research methodology grounded in the interpretative and critical paradigm, a provincial physical education curriculum development project was examined to provide a comprehensive analysis of curriculum decision-making and action. Through observation, audio-taped meetings, journal and interview, the decision-making and action that transpired during the construction of a formal curriculum framework document was followed for 26 months. -- Several strategies were synthesized to analyze what happened in the project, how it happened, why it happened and whose interests were served. Using Kirk's (1988) features of curriculum inquiry (knowledge, context and interaction), a collection of 'knowledge' that formed the basis for the framework document was juxtaposed against the 'context' of former physical education curriculum development and contemporary educational reform. The 'interaction' of project participants (including the author as participant-researcher) in decision-making and action was analyzed using an adaptation of Walker's (1971a&b, 1975) System for Analyzing Curriculum Deliberations. A macro analysis of major episodes and a micro analysis of deliberative moves revealed four phases of decision-making that resulted in the construction of the framework document. The analysis disclosed a series of deliberative acts in response to contextual problems, issues and constraints. Also, the analysis showed an eclectic approach to planning, displaying elements of Walker's (1971a&b, 1975) naturalistic model of planning, Schwab's (1969, 1970, 1971, 1973) practical model, and Klein's (1991) conceptual decision-making model. -- Habermas' (1970a&b, 1978, 1979) criteria for competent dialogue was used as a normative screen - first to assess the discourse in the project, and second, to judge whether or not the decisions and actions were made in the best interest of teachers and students who will have to translate the framework into a functional curriculum (Dodds, 1983, 1985). This analysis revealed that the curriculum writers, as influential decision-makers, were explicit about their intentions. The participants, as critics of the curriculum framework document, communicated in an environment of mutual trust; however, they were constrained by the hierarchical structure of decision-making. A form of cognitive emancipation (Tinning, 1992) was the reward for the participant-researcher who intended to share the insight with stakeholders inside and outside the project. |
author2 |
Memorial University of Newfoundland. School of Physical Education and Athletics |
format |
Thesis |
author |
Brockerville, Gordon Thomas, 1953- |
author_facet |
Brockerville, Gordon Thomas, 1953- |
author_sort |
Brockerville, Gordon Thomas, 1953- |
title |
A deliberative case study of decision-making and action in a physical education curriculum development project |
title_short |
A deliberative case study of decision-making and action in a physical education curriculum development project |
title_full |
A deliberative case study of decision-making and action in a physical education curriculum development project |
title_fullStr |
A deliberative case study of decision-making and action in a physical education curriculum development project |
title_full_unstemmed |
A deliberative case study of decision-making and action in a physical education curriculum development project |
title_sort |
deliberative case study of decision-making and action in a physical education curriculum development project |
publishDate |
1995 |
url |
http://collections.mun.ca/cdm/ref/collection/theses2/id/264699 |
op_coverage |
Canada--Newfoundland and Labrador |
geographic |
Newfoundland Canada |
geographic_facet |
Newfoundland Canada |
genre |
Newfoundland studies University of Newfoundland |
genre_facet |
Newfoundland studies University of Newfoundland |
op_source |
Paper copy kept in the Centre for Newfoundland Studies, Memorial University Libraries |
op_relation |
Electronic Theses and Dissertations (90.45 MB) -- http://collections.mun.ca/PDFs/theses/Brockerville_GordonThomas.pdf http://collections.mun.ca/cdm/ref/collection/theses2/id/264699 |
op_rights |
The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. |
_version_ |
1766112443677802496 |