Special issue: exploring educator values alignment strategies in an intervention context: the emergence of the beacon strategy

Research output: Contribution to journalArticleResearchpeer-review

Abstract

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 recognise 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.
Original languageEnglish
Number of pages22
JournalECNU Review of Education
DOIs
Publication statusAccepted/In press - 2020

Keywords

  • engagement
  • values
  • values alignment
  • mathematics education
  • teacher-student relationship
  • student-teacher interaction

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