Abstract
The focus of this action research project was to discern elementary students’ views regarding the goal or purpose of their education. Participants included 24 students in a grade four/five split classroom from a middle class neighbourhood in Toronto, Ontario, Canada. Students were asked to voluntarily complete a researcher made survey regarding their perception on education. The survey required the students to reflect on four major areas; school for the purpose of citizenship, school for the purpose of building a better personal future, attitudes toward curriculum, and student attitudes about their own academic performance. The results of this study indicated that students strongly believed that school plays a large role in preparing them for the future and in building citizenship. However, the students expressed a generally negative attitude toward personal academic performance academics and curriculum. Implications for educators are discussed in light of student responses.
Highlights
In Canada, formal education has existed since the early years of the 19th century, and since that time the role of education has continually adapted to fit the changing needs of the Canadian people (Baldwin, 2008)
These sentiments are echoed in a 1959 address Bruner delivered at the Rhode Island College of Education, where he discussed the unique position of teachers and teaching
Survey questions were developed from four central themes; school for the purpose of citizenship, school for the purpose of building a better personal future, attitudes towards curriculum, and student attitudes of their own academic performance
Summary
In Canada, formal education has existed since the early years of the 19th century, and since that time the role of education has continually adapted to fit the changing needs of the Canadian people (Baldwin, 2008). The current document set forth by the Ontario government outlines all elements of the educational sphere within the province. It encompasses everything from finances, attendance, and organisation of school boards, teacher education, new teacher induction, and curriculum. Bruner aligned education with the anthropological idea that changes in culture is directly related to change in thought (Bruner, 1971) These sentiments are echoed in a 1959 address Bruner delivered at the Rhode Island College of Education, where he discussed the unique position of teachers and teaching. For Bruner this relationship hinges on the fact that one of the primary functions of the teacher is to utilise error in an instructive way (Bruner, 2006)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
