The Use of Regression to Model Expressed Curriculum Content Preferences: A Measurement Methodology and Example

Abstract

To improve the correlation between curriculum design and implementation preferences, the designer-manager of a curriculum ought to have, as part of the management information base, a knowledge of the actual preferences of teachers. Such knowledge can be used to minimize implementation biases and maximize the effects of individual teacher enthusiasm and creativity through the strategic placement of teachers. This paper explores a measurement methodology of curriculum preferences. The procedure consisted of an experiment in which subjects were presented with alternative curriculum designs, each consisting of different time allocations among various segments of the program. Subjects were asked to rate the designs. Regression analysis was used to estimate models which predict the preferences of subjects for different programs. Tests which should be applied to the models to evaluate their validity are explored. An experimental application of the method to the design of physical education programs at the junior high school level is described.