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Proposal Part 2

The 5 Dimensions
My project idea mainly focuses on the first dimension mentioned in the article,
Different Levels: Macro- to Micro- Perspective. A specific classroom is the focus of my
project for curriculum research. There may also be some focus on the interactions
between teachers and students with the compilation of reflections by the students and
myself, and also the conversations we will have together. The focus of the project will
be much more geared toward the micro level of curriculum research.
The second dimension in the article focused on the Different Perspectives on the
Character of Educational Situations, which can relate to my project at the micro level
because I am providing information to all students in the classroom. I will be creating
a unit for the curriculum that will make certain knowledge available and to create,
maintain, monitor and assess student progress (page 24).
The third dimension, Different Perspectives on Educational Events as Objects of Study,
can relate to my project because I will be acting reflexively. I will be continually
reflecting on my practice and taking student reflections into consideration. I will most
likely continually change and tweak topics on how I present them, as any educator
does also.
Different Degrees of Emphasis on Education as Distinctly Human and Social is the
fourth dimension mentioned in the article. This does not really fit with my current
project layout. I will be accumulating what could be considered qualitative and
quantitative data, but it will not be used in a type of scientific experiment as with the
physical sciences.
The fifth and last dimension of the article, Different Degrees of Intervention by the
Researcher in the Situation Being Studied, discusses the role the researcher will have
on the classrooms. As I will be doing research in my own classroom I will not be a
passive observer but rather an observant participator/ facilitator.
Curriculum Research and Professional Competence
The Common Sense Approach is what my project would be modeled after; not as much
routed in philosophical views but on how practices can be refined and what works.
In our own teacher development programs at school we frequently have teachers
present a lesson to other teachers so we can see what is happening in their classroom.
The Practical Approach also can apply to my project as well as I will be doing a

reflective approach to my own research through my teaching, not based on theoretical


knowledge. The Critical View is the one I am undecided if it applies to my research but
I will not know until my project continues to progress.
The Philosophical View and Applied Science View do not fully apply to my own project.
Technical, Practical, and Strategic Views
This section I had the most trouble trying to piece together how all three were
distinctly different or how they related to my project any differently than the views
described previously. It appears all three views have pieces of the others melded in
together. A researcher who uses the Strategic View plans thoughtfully, acts
deliberately, observes the consequences of action systematically, and reflects critically
on the situation constraints and practical potential of the strategic action being
considered (page 40). A Technical View researcher subscribes to the thought
education is essentially a process or an activity it takes place in social situations of
great complexity (page 36). A Practical View researcher believes that teaching and
curriculum treats educational provision as a set of means to given ends (page 35). All
three could apply to my project, as I believe education can be a means to an end, as it
is a process or activity and I will act deliberately and reflect on the situations.