By Paul W. Bennett
Surveying the public as well as stakeholders for their opinion is the latest trend in Canadian K-12 education policy. The release of Alberta Education Minister David Eggen’s curriculum survey results also demonstrates that unsuspecting citizens may need help in penetrating the official spin to get at the actual results.
Facing deep divisions in education, and not inclined to follow the research evidence, provincial authorities are more and more soliciting public opinion, utilizing surveys with pre-determined outcomes. Upon closer scrutiny, the Alberta survey seems wholly designed to confirm intended curriculum directions.
Alberta Education Minister Eggen’s curriculum survey looked, and sounded, skewed in the education department’s preferred direction — toward more of what is loosely termed “21st century learning.” In Alberta Education futuristic double-talk, the overarching goal is to produce students who “are agents of change to create the globe that they want to be part of.”
The survey, conducted in October and November 2016 and entitled Levelling the Playing Field, succeeded in attracting some 32,390 respondents, of whom only slightly over half (57 per cent) might be classed as “outside the system.”
The proposed directions were presented as amorphous curriculum “themes” where respondents are clearly led to certain conclusions.
You are, for example, asked whether you agree or disagree with this statement: “Through learning outcomes curriculum should support the development of literacy, numeracy and 21st century competencies.” It is impossible to answer if you think basic numeracy and literacy should take precedence over the ill-defined futuristic skills.
Conducting the survey was also further confirmation of the provincial strategy to thwart mathematics education reform. With the Alberta “Back to Basics” petition, initiated by Calmar parent Dr. Nhung Tran-Davies piling up 18,332 signatures, the survey attempts, in clumsy fashion, to override that hardened opinion.
The department’s summary of responses does its best to conceal the extent of resistance to current K-12 mathematics teaching and curricula. Sifting through the responses, teaching math facts, restoring step-by-step algorithmic thinking, limiting the use of computers, and mastering mental math far outweighed any preference for “21st century competencies” or its step-child, discovery math.
Instead of addressing these findings, Eggen cherry-picked one example of the desire for “relevance” — support for including financial literacy in Grade 4 to 9 classes. That, too, is a clear sign that parents want their kids to be able to balance a set of sums.
Albertans’ written responses to the open-ended questions are the clearest indication of their true inclinations. Out of the 15,724 respondents committed enough to do more than tick boxes, the largest segment, again (10 per cent), favoured refocusing on “math basics” and singled out “discovery math” as a problem. Combined with “learning the basics” (six per cent) and teaching practical skills (seven per cent), one in four who made comments targeted the lack of rigour in the curriculum.
Judging from the wording of questions, the entire survey also skewed in the direction of student-centred teaching methods. That’s strange because the recent PISA 2015 global results report demonstrated conclusively that “explicit instruction” produced much better student results than “minimally-guided instruction.”
The inherent bias pops up elsewhere. “This survey,” the official summary noted, “was intended to focus on the ‘what’ of current provincial curriculum not ‘how’ teachers teach it.” Serious curriculum analysts know it’s now virtually impossible to separate the two in assessing program effectiveness.
Provincial education authorities were, at one time, given explicit mandates based upon either firm political policy positions or best practice research. When governments are lost and searching for direction, they may turn to the public to find their bearings. In the case of Alberta, it looks more like surveying for confirmation of the edu-crats’ own pre-determined direction.