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Teachers’ educational values appear to influence their decision-making, but they are not the only decision-makers in the classroom. Students are also actively deciding on courses of action, yet educators know very little about students’ values or the interaction of teacher and student values. The purpose of this study was to examine levels of congruence between students’ and teachers’ values, and between their values and the curriculum. A multiphase research design involving observations, interviews, and Q methodology examined the educational values of 4 urban high school teachers and their students. Observation and interview data were analyzed via constant comparison. Descriptive statistics were used to analyze the Q-sort data. Results indicated that teachers and students held potentially conflicting values about the educational and noneducational aspects of physical education, the role and value of social aspects, and the role of fun. Additionally, there was incongruence between participants’ values and the curricular model.
Cothran et al. (Wed,) studied this question.