Development and implementation of shared curricular decision-making with undergraduate physical education majors.

摘要

This study used action inquiry to investigate Shared Curricular Decision-Making (SCDM). Based on a professional struggle of the investigator and two educational theories, Progressive Education and Educational Humanism, the research-practitioner developed this approach. SCDM was an attempt to empower students by involving them in decisions about the course curriculum in order to provide more meaningful experiences. The study had two distinct purposes. The first purpose was to continue to refine the approach. The second purpose was to investigate the educational, interpersonal, and personal impacts of SCDM. The investigation took place in a physical education class required for teaching licensure. The general course objectives were to prepare students to play and teach tennis. Twelve students participated in the investigation. Primary data sources were an instructor journal, structured interviews, and a critical friend dialogue.; The analysis indicated that implementing SCDM had both advantages and disadvantages in regard to student learning. Providing students with choices and allowing them to make variations in the curriculum were educationally valuable. These processes reduced the quantity of information provided, but also reinforced what was delivered. Participation in the evaluation process was problematic. Student involvement in assessment meetings was very educational. Implementing improvement plans to address deficiencies was deemed potentially valuable, but increased organizational requirements limited its worth. Having students grade themselves was useful, but it was concluded that the extent of empowerment in this process needed to be lessened.; SCDM generally enhanced peer relationships and student-instructor relationships. Some students indicated their perception of and behavior with other instructors would be different. Most students indicated that they would be more likely to utilize choices and communicate more with their future students. Most students reported initial discomfort, but also increased enjoyment and motivation. Although the overall positive impact of SCDM was facilitated by a number of contextual variables and refinements seemed necessary, analysis provided validation of SCDM in this particular setting.