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1 Ecological Integration
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1 Background to study
The way in which teachers interpret our curriculum (Revised Curriculum for Northern
Ireland) leads to different beliefs
...
Eisner
(1992) (in Ennis, 1995) reports that value orientations describe educational belief
systems that influence curricular decision-making
...
According to Ennis
(1992) value orientations represent educational perspectives that influence the
teachers' relative emphasis on the learner, the context, and the body of knowledge
...

My personal interest developed through being on placement in different schools
throughout my teacher training programme
...
These values have been
researched in the past and assessed using mainly the VOI-2 (value orientation
inventory-2 revised version) paper-pen instrument in order to ascertain if there is a
predominant value or value orientation amongst teachers
...
The
research utilised the existing and current VOI-2 instrument to establish the value
orientations of sixty different Key Stage Two teachers in Belfast
...

1
...
Recognising that curriculum value
orientations impact on many aspects of teaching Physical Education, they may to a
certain extent, influence the manner in which our curriculum is delivered and
interpreted by teachers
...
As there is little research carried out in Northern Ireland to
date on value orientations I feel it is an important area which isn’t given the
recognition that it deserves
...
3 Aims and Objectives
The main aim of this research paper is to ascertain the differences in value
orientations between male and female teachers in Belfast
...
Distribution will involve visiting
individual schools and speaking to teachers currently teaching at Key Stage Two

3

level
...

Based on these results I will be able to determine if there is a dominant orientation
for female teachers compared to male teachers, or if gender is an area of little
importance in determining differences in value orientations
...
BACKGROUND
2
...
Nespor’s (1987) beliefs may
be described as episodic, unbounded by logic and as colouring our perception of
knowledge
...

2
...
Parajes sought to find the differences between beliefs, values and
knowledge and therefore, the question is raised as to whether or not knowledge can
exist outside of some form of evaluation or judgement
...
As a result of this, values should influence every person and the
decisions that they make in everyday life
...
This definition includes most of
the agreed on key features of values
...

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2
...
As a result of this, specific
value orientations in Physical Education were created representing the beliefs that
teachers hold in planning and delivering lessons
...
The work of Ennis & Hooper (1988) developed a value orientation
Inventory instrument to help measure different teachers’ value orientations in an
educational context
...
These orientations can
be cited from the work of Ennis, C, & Chen, A
...


The Disciplinary mastery (DM) approach prioritizes mastering the subject matter
content
...
Their main concern is for pupil competence
...
Teaching children skills that will stay with them for life is seen as
vital and therefor teachers who favour the learning process prospective focus on
teaching problem solving skills
...
High emphasis is given to self-discovery, self-learning and
personal liberation
...


The Ecological integration (EI) approach emphasises the ‘personal search for
meaning’ and places the student at the centre of the learning process
...


The Social reconstruction (SR) approach states that effective schools should
emphasise the realisation of sociocultural goals, as schools are vehicles for improving
society
...

2
...
Twenty-five elementary
physical educators' value orientations were classified using the Values Orientation
Inventory (VOI)
...
The VOl
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allows the opportunity to examine the relative value that Physical Education teachers
place on the five value orientations
...
Following the creation of this value orientation Inventory, Ennis & Zhu
(1991) examined the value orientations of ninety working Physical Education
teachers in the United States and concluded that ninety seven percent of teachers
ranked one or more of the five value orientations as high or low on a consistent basis
and that there were no significant differences in value orientations based on school
level, gender or teaching experience
...
Curriculum activities are planned for a set of desired student learning
experiences and will be consistent with particular value orientations
...
Teachers
then, are likely to interpret the same curriculum in different ways to showcase their
personal beliefs and values in their teaching styles and strategies
...
For each
orientation teachers were assigned a high, neutral or low priority based on their VOI2
...
12% combining neutral and high priorities, disciplinary
mastery scored 71
...
32%
...


Reviewing value orientation research in Physical Education revealed different
research designs
...
Individual
teachers' value profiles were studied and compared with their teaching behaviour
(Solmon & Ashy, 1995) and their expectations, planning behaviour, goal orientations,
and their teaching content (Ennis & Chen, 1996; Ennis, 1994; Ennis, Mueller, &
Hooper, 1990; Ennis, Ross, & Chen, 1992)
...
The findings of this study indicated that teachers employed
in rural areas placed a higher priority on learning process and disciplinary mastery
than teachers working in rural schools
...

More recently (2006) the VOI-2 has been used in Taiwan (Liu & Silverman 2006) to
ascertain the educational values of their Physical Education teachers
...
The teachers surveyed all
came from different backgrounds of teaching Physical Education at the three
different levels, elementary, junior high and senior high schools
...


Curtner-Smith & Meek (2000) investigated how the requirements of the English
National Curriculum for Physical Education related to the value orientations of
specialist physical Education teachers as measured by the revised value orientation
Inventory (Ennis &Chen, 1993)
...
The main emphasis of these new texts
was deemed to be focused on pupils mastering the content within the six areas of
activities: dance, games, swimming, gymnastics, athletics and outdoor activities
...
If
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we look closely at our own curriculum, The Revised Curriculum for Northern Ireland
(2007) we can see that PE has been given its own separate section in the curriculum
...


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3
...
1 Design of the Study

The purpose of this study was to establish at the differences between the value
orientations of male and female teachers primary schools in Belfast
...
Permission was sought from the
school principals and from key stage two teachers to distribute the VOI-2 inventory
to be completed over a period of five days
...
etc
...
etc
...


3
...

The study was specifically directed at sampling teachers who were in service or
employed as full-time teachers, the reasoning behind this being they already had
experience in teaching Physical Education in schools and as a result should have been

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able to relate easily to each statement in the VOI-2
...
All teachers
with the exception of one male teacher had more than one year teaching experience
...
None of the
teachers that completed the VOI-2 were specialist PE teachers or PE co-ordinators
within the school and had varying years of service in the teaching profession
...
3 Procedures
Before any research was undertaken in schools the St Mary’s University Colleges
code of practice document, which highlights the correct manner in which research
should be undertaken from any student or lecturer in our college was accessed
...
With
this information in mind a meeting was sought with the school principal to firstly,
discuss chosen topics of research and to ask permission to carry out the study in her
school
...
The informed consent form was signed by each
participant, indicating their understanding of the research and their permission to
engage in the process of gathering the research
...
“A clear indication
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of the research aims and objectives should be provided to participants” BERA 2004
this was the reasoning behind the design of the cover letter
...
Bearing
this in mind I assigned individual teachers numbers instead of names
...


3
...
The
item that was used to collect the data was called the Revised value orientation
Inventory (Ennis &Chen 1993)
...
Respondents were asked to rank-order
the five statements in each set where 5= the highest priority and 1= the lowest
priority (see appendix 2)
...

After the scores had been totalled for each of the value orientations, the mean was
found for each individual orientation and summarised into table format for easier
viewing
...
I explained the

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content of the VOI-2 to each teacher prior to its completion and allowed them five
days to think carefully about the statements before returning the completed form to
myself
...


I teach students rules and strategies for efficient performance in games and sport
...


I guide students to find a balance between their personal abilities and the goals of the team
...


I teach students that disruptive behaviour limits others' abilities to learn
...


I teach students to select goals consistent with their unique abilities
...


I teach students to solve problems by modifying movements and skills based on the demands of a given
situation
...
5 Data Analysis
The data that was collected for the purpose of this research was collated into a
spreadsheet to give a fair representation of the males and females who took part in
the study
...
The scores for each of the
five values orientations were totalled separately for each individual teacher, (total
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number of sets) and compared with results from other researchers
...
In interpreting the results a two-tailed T-test was
used on the overall sample of sixty teachers to determine if the two participating
groups were statistically different from each other
...
The results of this
test can be viewed in chapter 4 of this paper

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4
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1 Descriptive Statistics
The research and observational findings from this comparative study were
numerous
...
Its purpose was to allow me to directly compare the scores of
each of the orientations giving me an indication as to the weight of each orientation
...
2

49
...
46

53
...
66
55
...
66

46
...
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Figure 2- The results presented in graph format

70
60
50
40

Male

30

Female

20
10
0
DM

LP

SA

EI

SR

KEY:
DM- Disciplinary Mastery

EI- Ecological Integration

LP- Learning Process

SR- Social Resconstruction

SA- Self-Actualisation

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Analysing these results from figures 1 and 2 required the use of the VOI-2 Codelist
created by Ennis (see appendix 3)
...
This score was
Ecological Integration amongst the males with a value of 62
...
45-100 outlined by Ennis
...
80 lies in the neutral bracket showing a clear difference in values between male
and female teachers in Belfast
...
The value for the females was higher at 63 compared with the male value
of 52
...
93-64
...


4
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1 Ecological Integration
Descriptive comparisons allow us to assess where differences lie amongst the beliefs
of the male and female teachers that were sampled for the purpose of this study
...
Ecological Integration received a much higher score amongst
the males (62
...
8 amongst the female teachers
...
Their
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results indicated that the scores were fairly close between the male and female
teachers for Ecological Integration 48
...
08 respectively; in addition of the five
value orientations, Ecological Integration also scored the lowest in this research
whilst remaining in the neutral band
...
8) but male scores were rated as a
high value (62
...
An explanation for this might be due to the introduction of the
new Revised Curriculum for Northern Ireland introduced in 2007 which explicitly tries
to move away from the previous approach of prioritising subject matter in Physical
Education (Disciplinary Mastery)
...


4
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2 Disciplinary Mastery
Disciplinary Mastery was the highest scoring value orientation amongst the female
teachers and the second highest amongst the male teachers having scores of 63 and
52
...
This is reflective of the old Curricula before 1992 which focused on
developing skills and health (DM) with little regard to the affective elements of
learning
...
Documents designed for this new curriculum suggested
that a variety of value orientations be accepted, nurtured and included in the new

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curriculum
...
31): “pupils
should be taught to plan and evaluate movement (Learning Process) as well as
perform it” (Disciplinary Mastery) whilst also “forging links between the school and
the community” (Ecological Integration)
Researchers have been interested in the facts surrounding curricular change over the
years
...
This is a
factor that could not be measured by the VOI-2 but whilst distributing this paper-pen
instrument to individual teachers it was clear that generally the male teachers were
younger in age than the female teachers
...

4
...
This enabled a comparison of the difference between the mean
scores in order to obtain a P-value (probability) that determined the statistical
significance of the results
...
001
(P<0
...
In both instances, the

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probability is much less than 0
...
35799E-12 for Disciplinary
Mastery and 1
...


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5
...
1 Conclusion
The purpose of this study was to investigate value orientations of male and female
teachers in primary schools in Belfast
...
Value orientations influence a teacher’s emphasis on the learner, one’s
curriculum decision making, goals for student learning and expectations for success
(Ennis et at, 1992), so it is important that they are acknowledged by all teachers
...
Males on the other hand have
given priority to the Ecological Integration orientation
...


5
...
The results in the males show a
move away from the “teaching skills” approach of past curricula towards developing

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areas such as teamwork, self-esteem and good health as outlined in the PE section of
the Revised Curriculum (2007)
...
After all
Hargreaves (1989) and Sparkes (1991) state that teachers are often resistant to
change
...
Other areas such as urban
schools versus rural schools and primary schools versus secondary schools would
provide a broader range of information for analysis
...


5
...
In some instances I had to call to the school a second time to
collect the relevant data which held back the analysis of my results
...
Teachers who completed the study were given no choice
but to rank-order statements
...

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6
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1 Informed consent form
You are invited to participate in a study of the differences in PE values between male and female key stage two
teachers
...
If you decide to participate, we will ask for your
cooperation in completing a paper-pen inventory to determine what you value most when teaching PE
(attached)
...
The completion of this Inventory should take no longer
than thirty minutes and each statement must be carefully thought through before deciding on its importance
...
Should you decide to participate, you are free to
discontinue participation at any time without prejudice
...
If you have any additional questions later,
please contact Patrick Muldoon at St Mary’s University College on pmuldoon-01@smucb
...
uk who will be
happy to answer them
...

You are making a decision whether or not to participate
...
You may withdraw at any time without prejudice
after signing this form should you choose to discontinue participation in this study
...
2 Value orientation Inventory-2 (Revised version)
Below you will find groups or sets of statements that describe goals for students in physical education
...
, we often have to make
hard choices about which goals are most important for students in our physical education classes
...

Although some items in the various sets may seem similar, they express different goals that physical
educators believe are important
...


Carefully read all of the statements in each set before answering
...


Consider the importance of each statement to you when planning and teaching
students in your physical education classes
...


Assign your priority (5 to 1) by ranking each statement
...

Place a "5" next to the statement that is most important in
your planning and teaching, a "4" next to the statement that is second
most important and so on through number "1" which is the statement
of least importance when compared to the others
...

Please give each of the statements in the set a different number, even when
this is difficult
...


I teach students rules and strategies for efficient performance in games and sport
...


I guide students to find a balance between their personal abilities and the goals of the team
...


I teach students that disruptive behaviour limits others' abilities to learn
...


I teach students to select goals consistent with their unique abilities
...


I teach students to solve problems by modifying movements and skills based on the demands of a given
situation
...


I teach students to use class content to work productively alone and in group situations
...


I teach students to work together to solve class problems
...


I teach students the processes associated with learning new skills
...


I teach students to select tasks that they value and enjoy
...


I teach students to move effectively when performing skill and fitness tasks
...


I teach students that differences in body size, height, and weight can lead to differences in performance
...


I encourage students to be the best they can be
...


I teach students to balance their own needs with those of their classmates
...


I require students to practice the skill, sport and fitness activities that I introduce in class
...


I evaluate students based on their effort in class
...


I teach students the basic concepts necessary for effective performance in games, sport or fitness
activities
...


I urge students to be patient with others who are learning new skills or strategies
...


I teach students to appreciate efficient performance in skill, sport and fitness activities
...


I teach students challenging activities that may foster lifetime participation
...


I teach students to complete tasks so they will learn responsibility
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I allow each student to express personal preferences for class activities
...


I teach students to think carefully about the rules to be sure that all students have an equal chance to
play
...


I plan classes so that students can select from different activities to find those that are meaningful to
them
...


I teach students to apply their understanding of basic movement, skill and fitness concepts to the
development of their own sport and exercise program
...


I include age-appropriate information about moving and exercise from such areas as anatomy,
kinesiology, and exercise physiology
...


I teach students to use the abilities of every member on their team
...


I encourage students to participate in a variety of activities to gain a greater understanding of
themselves
...


I teach students skills so they will enjoy playing sports and games
...


I teach students to observe their partners' movements and offer feedback to improve performance
...


I talk with students about problems they sometimes have with their classmates and help them to work
out solutions
...


I sequence tasks so that students can understand how each physical activity contributes to their fitness
or skill performance
...


I teach students to be positive and supportive when speaking with other students
...


I teach students games, sport, and fitness activities so they can participate with others
...


I teach students to select activities that are important to them
...


I teach students to share their knowledge to solve group problems
...


I teach students that group goals, at times, are more important than their own individual needs
...


I encourage students to enjoy learning skills, games and fitness activities
...


I teach students to look to the future and learn activities for participation after they finish school
...


I reward students who try to perform even when they are not successful
...


I teach students how to correct their own mistakes
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I plan so that students must combine several movements or skills to solve movement problems
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I teach students to work together to make our class a better place to be
...


I teach students about principles and concepts of exercise and movement that everyone needs to know
to lead a healthy life
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I teach students to make decisions about activities they would like to learn for the future
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I teach students to take responsibility for their own actions
...


I plan so that classes reflect an emphasis on social interaction, personal success and effective
performance
...


I teach students to appreciate the benefits of movement, skills, and fitness in an active, healthy lifestyle
...


I plan units so that students add new performance skills and knowledge to those that were learned in
earlier units
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I encourage students to experience new activities that they have never tried before
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I teach students to be aware of differences in ability in our class and help others who need assistance
...


I teach students to enjoy and protect the natural surroundings when we have class outside
...


I challenge students to learn new things about themselves
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I teach students to use many forms of feedback to improve their movement, skill and fitness
performance
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I teach students to create a better class environment by talking through problems rather than fighting
...


I teach students to become skilled and fit
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I teach students the most effective way to perform specific movements and skills
...


I teach students to work independently on activities
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I teach students that gradually increasing task difficulty will lead to improved performance
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I teach students to try new activities to find ones that they enjoy
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I plan so that lines, teams and groups in my classes include a mixture of boys and girls
...


I teach students to work positively with other students of different sexes, races or abilities
...


I teach students to find activities that they enjoy doing or find useful
...


I point out to students ways in which a new skill is similar to a skill we have already learned
...


I include activities that represent specific interests and abilities of students in my classes
...


I teach students to perform exercise skills and movement fundamentals correctly
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I teach students to test themselves to identify their own strengths and weaknesses
...


I create a class environment where students can feel physically and emotionally safe
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I teach students to monitor and improve their own performance based on specific criteria
...


I guide students to assume responsibility within our class community
...


I teach students why skills are best performed using specific techniques
...


I plan group activities so that students from different cultural backgrounds will learn to appreciate each
other
...


I require students to spend class time practicing games, skill and fitness activities emphasized in the
daily objectives
...


I talk with students about their concerns and help them participate in the activities they feel are most
important
...


I balance my curriculum so that students learn about their own capabilities as well as the capabilities of
others
...


I teach students to apply skills in appropriate game and exercise situations
...


I teach students to explore many alternatives to discover the right way to perform
...


I teach students to ask questions about content that is meaningful to them
...


I teach students about the positive effects of exercise on their bodies
...


I teach students to try difficult tasks to better understand their own abilities
...


I teach students that when they create rules that are not fair for everyone, they should stop and decide
how to change them to make them fair for all
...


I teach students to develop their own rules that are fair and safe for all
...


I teach students to perform complex skills by combining simple movements
...


I teach students to select the best option or strategy to balance their needs with those of their team
...


I teach students to work independently to complete movement, skill and fitness tasks
...


I plan so that students exercise at optimal frequency, intensity, and duration levels to improve their
fitness
...


I plan so that students are practicing skills, games or fitness tasks
...


I teach students how to break down movement, skill and fitness tasks to emphasize the most critical
components for learning
...


I teach students to question me and other classmates about what we are doing and why we are doing it
in a particular way
...


I teach students to use skills learned in class to help their team
...


I plan so that students may select the most challenging and relevant tasks from among several options
...
3 VOI-2 Codelist
VOI-2 Item Codes

This information is for use in your data analysis only
...


Catherine D
...
92 48
...
05

64
...
62 46
...
37

59
...
45 46
...
14

58
...
51 44
...
44

55
...
08 51
...
93

65
...
References

Behets, D
...
Value orientations of physical education preservice and inservice
teachers
...
The Northern Ireland Curriculum; Primary, CCEA Publications

Curtner-Smith, M
...
(2000)
...
European Physical Education Review
...
(1995)
...
London;
HMSO
...
(1994)
...
JTPE, 13, pp
...


Ennis, C
...
(1988)
...
Journal of Curriculum Studies, 20, pp
...


Ennis, C
...
(1990)
...
RQES, 61, pp
...
, & Zhu, W
...
Value Orientations: A Description of Teachers’ Goals for Student
Learning
...
33-40
...
, Ross, J
...
(1992)
...
RQES, 63, pp
...


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Ennis, C
...
(1993)
...
RQES, 64, pp
...

Ennis, C
...
(1995)
...
RQES, 66, pp
...

Ennis, C
...
A model describing the influence of values and context on student
learning
...
, & Ennis, C
...
Student learning in physical education:
Applying research to enhance instruction
...
, Il; Human Kinetics
...
(1989) Curriculum and Assessment Reform
...

Jewett, A
...
(1985)
...
Dubuque, IA;
Wm
...
Brown
...
E
...
E
...
L
...
D (1995) The curriculum process in physical education (2 nd
edn) (Madison, WI, Brown and Benchmark)
Liu, H-Y & Silverman, S
...
, & Smith, A
...
Values in Education In Northern Ireland
...
(1987)
...
Journal of Curriculum
Studies, 19, 317-328
...
(1992)
...
Review of Educational Research, 62, 307-332
...
(1994)
...
London; HMSO
Schwartz, S
...
Universals in the content and structure of values: Theoretical advances
and empirical tests in 20 countries
...
(Ed)
...
Vol
...
1-65
...

Solomon, M
...
(1995)
...
RQES, 66, (3),
pp
...

Sparkes, A
...
Armstrong
and A
...


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