A theory of curriculum development in the professions an integra

Antioch University AURA - Antioch University Repository and Archive Student & Alumni Scholarship, including Dissertations & Theses Dissertations & Theses 2007 A Theory of Curriculum Development in the Professions: An Integration of Mezirow's Transformative Learning Theory with Schwab's Deliberative Curriculum Theory Shelley Ann Chapman Antioch University - PhD Program in Leadership and Change Follow this and additional works at: https://aura.edu/etds Part of the Educational Assessment, Evaluation, and Research Commons, Higher Education Commons, and the Leadership Studies Commons Recommended Citation Chapman, S. A Theory of Curriculum Development in the Professions: An Integration of Mezirow's Transformative Learning Theory with Schwab's Deliberative Curriculum Theory.edu/etds/640 This Dissertation is brought to you for free and open access by the Student & Alumni Scholarship, including Dissertations & Theses at AURA - Antioch University Repository and Archive. It has been accepted for inclusion in Dissertations & Theses by an authorized administrator of AURA - Antioch University Repository and Archive. For more information, please contact hhale@antioch.edu, wmcgrath@antioch.

Transformative-Deliberative Curriculum Theory i Running head: TRANSFORMATIVE-DELIBERATIVE CURRICULUM THEORY A Theory of Curriculum Development in the Professions: An Integration of Mezirow’s Transformative Learning Theory with Schwab’s Deliberative Curriculum Theory A transformative-deliberative curriculum approach can lead to curricula that target transformation in curriculum processes, classroom experiences, and professional work. Shelley Ann Chapman Antioch University A DISSERTATION Submitted to the Ph. in Leadership & Change Program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy January, 2007 Transformative-Deliberative Curriculum Theory ii Signature Page This is to certify that the dissertation entitled: A THEORY OF CURRICULUM DEVELOPMENT IN THE PROFESSIONS: AN INTEGRATION OF MEZIROW’S TRANSFORMATIVE LEARNING THEORY WITH SCHWAB’S DELIBERATIVE CURRICULUM THEORY: A TRANSFORMATIVE-DELIBERATIVE CURRICULUM APPROACH CAN LEAD TO CURRICULA THAT TARGET TRANSFORMATION IN CURRICULUM PROCESSES, CLASSROOM EXPERIENCES, AND PROFESSIONAL WORK. Prepared by Shelley Ann Chapman is approved in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Leadership & Change.

Approved on January 21, 2007 by: Jon F. Wergin, Chair Laurien Alexandre, Committee Member Edward W. Taylor, Committee Member Ilene B. Harris, External Reader Transformative-Deliberative Curriculum Theory iii Acknowledgments To God be the glory.

Great things He has done. Fanny Crosby Be transformed by the renewing of your mind. Romans 12:2b I want to acknowledge the incredible expertise, insight, and generosity of my dissertation committee. Ilene Harris was a former student of Joseph Schwab, is an expert on deliberative curriculum inquiry, and is a nationally recognized leader in medical education.

Ilene helped me to understand Schwab’s work on a deep level. Edward Taylor is an expert on Jack Mezirow’s transformative learning theory, a leader in the field of adult education, and a passionate advocate for critical analysis and reflection. Ed challenged me to think in ways I had never thought before about power in the deliberative process. Laurien Alexandre, one of the architects of Antioch University’s truly innovative PhD in Leadership and Change program, is an expert on graduate professional education and critical theory.

Laurien provided a strong sense of emotional support while at the same time preparing me for a lifetime of rigorous, academic critique. Jon Wergin is a nationally acclaimed expert on higher education in general and graduate professional education in particular. He has researched and written extensively on leading and changing processes and systems in academe. I once heard him give a keynote speech at a national conference and secretly wished he could be my advisor.

Little did I know how blessed I would be when eleven months later he and I both met at Antioch, where he became my advisor, committee chair, and good friend. He led me each step of the way, giving pertinent direction, intriguing suggestions, and moral support. Jon even convinced me finally that I am not an imposter. Though I could not possibly name all the important people who should be acknowledged, I will mention a few others here.

Gloria John believed in me when no one else did, mentored me, Transformative-Deliberative Curriculum Theory iv taught me how to write, and directed me to Antioch. Amy Yerkes Schmaljohn, former Associate Dean of Academic Affairs at Johns Hopkins University, required me to pursue a doctoral degree, and provided me with a support structure that allowed me to work and study. Sara Hill, Doug Hough, and Lindsay Thompson, all of Johns Hopkins University, gave helpful feedback on the Curriculum Caucus Guide. Jennifer Smith’s incredible support, always given with a sweet spirit, will never be forgotten.

True friends prayed for me and encouraged me through my three-and-a-half-year journey—Adrienne, Anistine, B., Cathy, Claudia, Cora, Debbie, Faye, Gretel, Jeanne, Julie, Karen K, Karen L., Karin, Marti, Nancy, Sally, Sandy, Susan, and many others. I could not have completed this program without their support. I pray God’s blessing upon them. I want to acknowledge my 85-year-old mother, who was forced to leave school while in the tenth grade, but who instilled within me the drive to take advantage of the educational opportunities she never had.

Finally, I acknowledge my children, who were my personal cheerleaders and therapists. Though a high schooler, Lynn’s rock-like faith and patience with my work and study schedule made this dissertation possible. Besides Ann’s helpful critique on the new theory, her uplifting, positive spirit, and laughter always put a smile on my face. Tolu’s long and deep conversations about the graduate professional education he had experienced impacted this study.

It is to my wonderful children that I dedicate this dissertation. Transformative-Deliberative Curriculum Theory v Abstract A hundred years ago, the problem with professional education was that it lacked a sound scientific foundation and opportunities for clinical practice. Throughout the past three decades, discussions on graduate professional education have focused on how to improve the theory/practice continuum, either through new formats or strategies, or by emphasizing one over the other. However, with the new century, new problems have emerged within the professional education arena.

This dissertation has focused on two main problems in graduate professional education in the early 21st century: students are focusing too much on technical expertise and not enough on becoming transformed into authentic professionals who serve the public good; and educators are using technical expertise to plan for technical learning without intentionally planning for their students to transform into genuine professionals, or those who profess their expert knowledge for the public good. Both problems stem from deeply held assumptions that the rational, cause/effect linear approach is the best way to plan curriculum and the best way for students to learn. This dissertation demonstrates that both assumptions are flawed. This study proposes in a new theory, one which integrates the learning theory of Jack Mezirow with the deliberative curriculum theory of Joseph Schwab to break the technical/rational grip on curriculum work and professional education.

Graduate professional education needs to be transformative, and in order for that to happen, curriculum planning must be done in a deliberative fashion. The new transformative-deliberative approach to curriculum planning can be implemented by using the Curriculum Caucus Guide, a heuristic developed to help educators use this new approach to curriculum work and to begin to effect needed change. The electronic version of the dissertation is accessible at the Ohiolink ETD center http://www. Transformative-Deliberative Curriculum Theory vi A Theory of Curriculum Development in the Professions: An Integration of Mezirow’s Transformative Learning Theory with Schwab’s Deliberative Curriculum Theory Table of Contents Chapter 1: Introduction 1 Context Of Graduate Professional Education 2 Transformative Learning Theory And Deliberative Curriculum Theory 5 Transformative Learning Theory 6 Deliberative Curriculum Theory 9 The Study 13 Chapter Two: Literature Review 15 Chapter Three: Methodology 17 Chapter Four: The New Theoretical Model 20 Chapter Five: Implications 22 Chapter 2: Literature Review 23 Transformative Learning Theory 23 Brief History of Adult Learning 23 Transformative-Deliberative Curriculum Theory vii The Development of Mezirow’s Transformative Learning Theory 34 Research on Mezirow’s Theory 65 Deliberative Curriculum Theory 111 Definition of Curriculum 112 Brief History of Curriculum Theory 114 The Development of Schwab’s Deliberative Curriculum Theory 125 Research on Schwab’s Theory 142 The Relationship between Schwab’s Work and Program Planning 147 Graduate Professional Education 158 Definitions of Profession, Professional 158 Professional Education and Calls for Reform 164 Suggestions for Reform 168 Coda 184 Chapter 3: Methodology—Developing a Theory of Integration 186 The Importance of Theories 186 Transformative-Deliberative Curriculum Theory viii Historical and Philosophical Roots of Theoretical Paradigms 189 Theory Building 204 Framework for Theory Integration 225 Application of Framework to this Study 227 Assessing a New Theory 242 Positioning 244 Chapter 4: Integrating the Theories of Mezirow and Schwab 246 Phase 1: Establish the Theory-Builder’s Beliefs and Values 248 Phase 2: Choose a Theoretical Paradigm 249 Phase 3: Identify the Need 251 Phase 4: Choose the Type of Model to be Developed 252 Phase 5: Research the Theories 253 Phase 6: Reinvigorate the Theories 282 Phase 7: Reflect upon the Empirical Research 298 Phase 8: Reflect on Personal Experience 300 Transformative-Deliberative Curriculum Theory ix Phase 9: Develop a Metaphor and Heuristic 324 Phase 10: Assess the Theory and Heuristic 351 Chapter 5: Implications of the New Theory 357 Major Accomplishments 361 Problems Likely to be Encountered 363 Other Domains for the Heuristic 372 Evaluation of the New Theory 375 References 377 Appendix—Copyright Permissions 400 Transformative-Deliberative Curriculum Theory 1 A Theory of Curriculum Development in the Professions: An Integration of Mezirow’s Transformative Learning Theory with Schwab’s Deliberative Curriculum Theory “There has never been a time when the quality of professional education was more important, or more subject to question, than the present” (Sullivan, p.

Chapter 1: Introduction Professional education is in a critical period. The historical connotation of the term professional with a commitment to the public good has been gravely influenced by the notion of technical professionalism or careerism. Students in graduate professional schools often learn specialized knowledge and technical skills without a deep and transforming experience that leads them to understand what it means to “profess” their values, beliefs, passions, and concerns for the public good. Being professional also means being able to listen carefully and to be able to question their stereotypes and assumptions about their work (Sullivan, 2005, p.

Pedagogy and curriculum design processes have come from the paradigm of technical rationality, caught in a hopelessly unending pendulum swing between theory and practice. The focus of change has often been to introduce new teaching strategies or delivery formats, which usually emphasize one need over the other—knowledge or skills, rigor or relevance, science or application. Trying to find the right balance has hindered educators from seeing a deeper need to plan for learning that includes knowledge and skills, but takes students to a higher level, that of transformation into professionalism. Reforms have been suggested continually throughout the past three decades.

However, Sullivan said as recently as last year “Professional renewal has to begin in professional education, or it will have no lasting future. Also during the past three Transformative-Deliberative Curriculum Theory 2 decades two theories have emerged, that if brought together, can help educators effect the type of change necessary for graduate professional education. The purpose of this study is to integrate transformative learning theory with deliberative curriculum theory in order to propose a heuristic that can contribute to the reform of graduate professional education. CONTEXT OF GRADUATE PROFESSIONAL EDUCATION Almost a hundred years ago, one of the most significant events in the history of graduate professional education took place.

Flexner (1910) conducted an exhaustive study of medical schools in the U. and Canada that served as a wake-up call for many of them. The findings were not without merit. Many medical schools, so-called, had arisen throughout the two nations by the 1870s, but often with few resources other than professors, and the teaching was for the most part didactic.

For some of the schools, the curriculum often lasted only nine months, and no applicant who could pay his fees or sign his name was turned away. While a good number of the schools had loose university affiliations, many did not.