'It's Nice to Have Choices:' Influence of Purposefully Negotiating the Curriculum on the Students in One Mixed-Gender Middle School Class and Their Teacher

Autor/inn/en	Guadalupe, Tasha; Curtner-Smith, Matthew D.
Titel	'It's Nice to Have Choices:' Influence of Purposefully Negotiating the Curriculum on the Students in One Mixed-Gender Middle School Class and Their Teacher
Quelle	In: Sport, Education and Society, 25 (2020) 8, S.904-916 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Curtner-Smith, Matthew D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2019.1674275
Schlagwörter	Coeducation; Middle School Teachers; Middle School Students; Curriculum Development; Student Empowerment; Participative Decision Making; Physical Education; Gender Differences; Peer Relationship; Democratic Values; Masculinity; Feminism; Grade 7; Urban Schools; Low Income Students; Minority Group Students; Cooperative Planning + Suchen Sie Ihr Suchwort? Koedukation; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Studienberechtigung; Körpererziehung; Sportunterricht; Geschlechterkonflikt; Peer-Beziehungen; Männlichkeit; Feminismus; School year 07; 7. Schuljahr; Schuljahr 07; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	A growing body of research has suggested that teachers who give their students the opportunity to voice their opinions by purposefully negotiating the curriculum can improve engagement and realize a number of important affective goals. In this paper, we describe the study of one teacher, Jennifer, as she attempted to purposefully negotiate the curriculum with one middle school mixed-gender class. The goals of the study were to describe (a) the process of negotiation in terms of teacher and student thoughts, actions, and interactions and (b) the influence of negotiating the curriculum on the students and Jennifer. Constructs and concepts from feminist theory and hegemonic masculinity guided our work. We employed seven qualitative techniques to collect data during an 18-lesson unit taught by Jennifer to a class consisting of 45 boys and girls. We used standard interpretive methods to reduce the data to meaningful categories. Findings revealed the unit to be largely successful. As a result of the negotiation process, most of the students were empowered and able to think constructively about their own physical education. Less physically able boys and girls became reconnected with the physical education curriculum and many of the more able boys became reconnected with their less able peers. Relations between boys and girls also appeared to improve. Ironically, Jennifer did not recognize the extent of her success. Her own focus on state standards, skilled performance, and participation in health-enhancing physical activity blinded her, somewhat, to the fact that she was actually realizing all kinds of other affective goals in terms of enhancing students' self-confidence, cooperation, and enthusiasm for the subject matter. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01