The influence of teacher value orientations on curriculum planning within the parameters of a theoretical framework.

The study examined the extent to which teachers' value orientations mediate their responses to inservice training in a particular framework as measured by changes in their lesson planning skills. Twenty-five elementary physical educators' value orientations were classified using the Values Orientation Inventory (VOI). Teachers completed seven inservice sessions based on the Logsdon theoretical approach to children's physical education. Data were analyzed using three univariate ANOVAs. The .05 alpha level was adjusted using an experiment-wise error rate of less than .017. Results indicated that weak disciplinary mastery and strong social reconstruction teachers included more opportunities for shared decision making than did other teachers. Most teachers changed their planning to include more opportunities for cognitive involvement. Thus, while some concepts appeared to be acceptable to most value orientations, others were value sensitive.