FRAME FACTORS

Chapter 8 (pg 189 - 201)

Doyle (1992) and Walker (1990) state “A curriculum is not implemented until a teacher uses it to teach students; that is, implementation must take the realities of teaching into consideration.” (pg 192)

Chapter 8 introduces us to five tasks to which teachers must attend and the major kinds of frame factors that restrain these tasks. The factors which constrain the teachers are:

1. Temporal Frames—the amount of content to be delivered vs the students’ mastery of said content; seasonal constraints such as statutory holidays, vacations etc., time set aside for each subject both in elementary and secondary schools.
   
2. Physical Frames—consists of the physical space in which teachers teach as well as the materials with which they teach—“the existing physical frame, regardless of the purposes for which it was intended, makes certain curricular forms likely, others unlikely, and still others impossible.” (pg 195)
   
3. Political-Legal Frames—refers to the government’s involvement in the testing of knowledge i.e. standards testing—“as might be expected, the greater the pressure for accountability, the greater the influence of the test.” (pg 196) This ultimately leads to teaching to the test rather than exploring other methods of teaching. These standards are also linked to cultural frames (see below)
   
4. Organizational Frames—based on the school district’s selection of teaching materials (textbooks) as well as the division of students into grade levels (both individual and mixed-level classes). Other factors to consider are referred to as “proximal” and consist of class size, ability levels, and streams (academic vs. vocational). Infrastructures such as school size would be considered to be “distal”.
   
5. Personal (or Personnel) Frames—include the characteristics of teachers, students, administrators, custodians and other support staff. Although these personnel may change over time, the characteristics of the replacement staff can still be rather predictable. The most salient point here is that teachers will shape the curriculum in place based on their own personal beliefs and values. The areas of subjects taught are based on the perspectives of the teachers. “The issue that you need to address is not whether teachers will accept or reject the curriculum, but how they might shape it as they attempt to make it fit their belief systems.” (pg 198)
   
6. Economic Frames—ultimately, the bottom line. How much are things going to cost in the long run? What are the benefits which need to be taken into account? There are factors such as student morale, the learning which takes place, extra-curricular activities, time and commitment by teachers, outside factors such as parental and community support. “A curriculum analysis includes an estimate of the probable costs and benefits associated with the curriculum change, including a determination of who will likely bear the costs and experience the benefits.” (pg 199)
   
7. Cultural Frames—“A curriculum depends on two different sets of cultural factors, the culture within the school and the culture of the community in which the school exists.” (pg 200) Curriculum is chock full of values and values conflicts, both internally and externally; through the culture of the school and the culture of the community.
   
   QUESTIONS:
   
   Can you, as educators, think of any other factors which might not have been considered as part of the curriculum frame?
   
   Which do you feel are the most important factors affecting the curriculum framework? How can those who set the curriculum come to understand and implement a curriculum which would be based on the needs of those doing the learning, as well as, the needs of society and big industry?