TY - JOUR
T1 - Exploring educator values alignment strategies in an intervention context
T2 - the emergence of the beacon strategy
AU - Kalogeropoulos, Penelope
AU - Russo, James Anthony
AU - Clarkson, Philip
N1 - Funding Information:
Penelope Kalogeropoulos and James Russo were involved in conceptualizing, writing, and editing the paper. The four value alignment strategies previously identified in the mathematics education literature were re-evaluated and a fifth strategy was ascertained. The Beacon strategy suggests that educators could be purposefully pursuing value alignment even when they do not appear to take any active steps to move further towards their students' sets of values. Philip Clarkson supported Penelope in conceptualizing the broader research project and undertaking the actual research, whilst providing critical input and feedback into the paper, particularly in relation to the conclusions. The notions of values alignment and students' engagement is a vital area for educators as they continue to explore the craft of effective teaching. The author(s) received no financial support for the research, authorship, and/or publication of this article.
Publisher Copyright:
© The Author(s) 2021.
Copyright:
Copyright 2021 Elsevier B.V., All rights reserved.
PY - 2021/6
Y1 - 2021/6
N2 - Purpose: The purpose of this paper is to explore whether the four value alignment strategies available to educators (Scaffolding, Balancing, Intervention, and Refuge) previously identified in the mathematics education literature comprehensively capture educator value alignment strategies in an intervention context. Design/Approach/Methods: To this end, we analyse semi-structured interview data with two teacher-leaders involved in the Getting Ready in Numeracy (G.R.I.N.) intervention program through a value alignment lens. Findings: We ascertain that a fifth strategy, the Beacon strategy, is needed to describe the range of value alignment strategies employed by educators in the G.R.I.N. program. The Beacon strategy involves the educator digging in and reasserting their expectations until the student behaves in a manner that aligns with the educator’s values. In part it involves the educator being able to recognize their own values and clearly communicating these values to students. Originality/Value: This article further explores strategies that educators have at their disposal for aligning their values with those of their students. The uncovering of the Beacon strategy is particularly valuable as it suggests that educators could be purposefully pursuing value alignment even when they do not appear to take any active steps to move further towards their students’ sets of values.
AB - Purpose: The purpose of this paper is to explore whether the four value alignment strategies available to educators (Scaffolding, Balancing, Intervention, and Refuge) previously identified in the mathematics education literature comprehensively capture educator value alignment strategies in an intervention context. Design/Approach/Methods: To this end, we analyse semi-structured interview data with two teacher-leaders involved in the Getting Ready in Numeracy (G.R.I.N.) intervention program through a value alignment lens. Findings: We ascertain that a fifth strategy, the Beacon strategy, is needed to describe the range of value alignment strategies employed by educators in the G.R.I.N. program. The Beacon strategy involves the educator digging in and reasserting their expectations until the student behaves in a manner that aligns with the educator’s values. In part it involves the educator being able to recognize their own values and clearly communicating these values to students. Originality/Value: This article further explores strategies that educators have at their disposal for aligning their values with those of their students. The uncovering of the Beacon strategy is particularly valuable as it suggests that educators could be purposefully pursuing value alignment even when they do not appear to take any active steps to move further towards their students’ sets of values.
KW - engagement
KW - values
KW - values alignment
KW - mathematics education
KW - teacher-student relationship
KW - student-teacher interaction
UR - http://www.scopus.com/inward/record.url?scp=85106423129&partnerID=8YFLogxK
U2 - 10.1177/2096531120923127
DO - 10.1177/2096531120923127
M3 - Article
AN - SCOPUS:85106423129
SN - 2096-5311
VL - 4
SP - 327
EP - 348
JO - ECNU Review of Education
JF - ECNU Review of Education
IS - 2
ER -