This section of the curriculum integration site provides reference
descriptions for resources which could be useful when exploring
curriculum integration as an approach to learning an teaching. If you
know of a useful resources that you think should be added to this list
then please email dean.stanley@lea.co.nz
with the reference details.
BOOKS CONFERENCE
PAPERS JOURNAL
ARTICLES OTHER
Books
Fogarty, R and Stoeher, J. (1994) Integrating
Curricula with Multiple Intelligences: Teams, Themes and Threads.
Australia: Hawker Brownlow Education.
This is a very worthwhile resource.
It illustrates, through practical models, how teachers can
integrate the curricula by making connections not only across year
levels and different subject areas but also across the spectrum of human
intelligences. The
focus of this book is on how different theories, such as Gardner’s
theory of multiple intelligences, can be brought into the practical
realm through the implementation of Fogarty’s ten curriculum
integration models.
This is a hands on, easy to read guide that enables teachers to cater
for students’ different intelligences by establishing teams, themes
and threads that integrate curricula in a way that is relevant and
meaningful for students.
Conference
Papers
Beane, J.A. (1998). Curriculum
Design and Curriculum Culture.
Paper presented at the Annual Conference of the American
Educational Research Association, San Diego, CA, April, 1998.
Successful curriculum change relies on a tremendous amount of dedication
and commitment from teachers and managers alike.
However, Beane, in this article, argues that there is even more
to the process of introducing curriculum integration.
He stresses that any change to the curriculum also requires a
change to the culture in which the curriculum is embedded.
In other words, he believes that a shift from the traditional
single subject based curriculum design to an integrated curriculum model
requires a ‘re-culturing’ of the curriculum and a change in the
values that are held by teachers, students and the parent community.
He
warns, this is because almost everyone in society has been schooled in
the separate subject culture. For
this reason, teachers and managers can be reluctant to make the shift
from the separate subject curriculum, that identifies the teacher as
master and the student as a novice apprentice, to an approach that
identifies the teacher and student as participants in a collaborative
learning situation. Advocates of curriculum integration must be prepared to
encounter resistance to an approach that, in most cases, will contradict
the dominant culture. To
overcome this problem Beane acknowledges that teachers must see their
work as being not only professional but also political.
As such, it is essential that schools in the process of deciding
to adopt an integrated curriculum ensure adequate opportunity for
colleagues to redefine their roles and change their teaching
philosophies. His views
lead us to conclude that open and honest communication, professional
support and development programmes are elements essential to the
successful ‘re-culturing’ of the curriculum.
Relan, A and Kimpston, R. (1991).
Curriculum Integra tion:
A Critical Analysis of Practical and Conceptual Issues.
Paper presented at the annual meeting of the American
Educational Research Association, Chicago, IL, April 1991.
There are many important issues to consider when designing an integrated
programme. According to
Relan and Kimpston, none are as important as the need for a school to
have a clearly established philosophy and set of goals surrounding their
approach to curriculum integration.
Unless there is a consensus by all involved in the project they
believe that any attempt to integrate curricula will lose its direction.
As part of the implementation process they stress that schools must
critique the different theories that underpin an integrated programme as
well as the many different models of curriculum integration.
The article supports schools, with the process of clarifying its
goals, by identifying theories that promote the viability of an
integrated curriculum, exploring the many different levels or degrees of
integration and by questioning some of the assumptions curriculum
integration is based on. In
addition, they identify a number of practical considerations and issues
surrounding the implementation of a successful integrated programme.
Most importantly, they argue that schools must avoid, at all
cost, curriculum integration becoming a ‘random combination of
disciplines’ that fails to address the real learning needs of
students.
Journal
Articles
Beane,
J.A. (1993).
What is an Integrative Curriculum?”
Journal of the New England League of Middle Schools, Fall,
pp. 2-4.
This is a challenging, but essential read. Beane, a highly regarded proponent of curriculum integration,
advocates that when integrating curricula, teachers must refrain from
establishing connections between the present selection of separate
subjects. Instead, he
believes that teachers must establish collaborative working environments
in which students can create their own authentic themes of study, that
transcend separate subject approaches.
Beane advocates that a truly integrative
curriculum can only be established when the curriculum emerges from
the issues and concerns that students themselves identify as being both
relevant and real. In this
way he believes the dignity of young people can be respected by
responding seriously to their questions and concerns.
Even though Beane overwhelmingly supports the integrative curriculum
approach he also defines two other approaches called multi-subject or multi-disciplinary, and integration. He stresses the importance of teachers being able to
differentiate between these terms so that they are fully aware of the
full range of curriculum possibilities available to them. In short, he challenges teachers, when selecting an approach,
to increase their willingness to negotiate with and engage students in
the learning process.
George, P.S. (1996). The
Integrated Curriculum: A Reality Check.
Middle School Journal, September, pp.12-19.
As we know there are two sides to every story.
In this article George explores some of the potential downsides
to curriculum integration. He calls for caution when viewing curriculum
integration as a panacea to the ills identified in the traditional
subject teaching approach. Some
of his concerns, however, have since been refuted. This article enables
teachers responsible for implementing curriculum change to become
familiar with both sides of the integration debate.
It is important that teachers seriously consider George’s
points and question the validity of each one.
If they can dispute these points it will only serve to strengthen
their resolve for the introduction of an integrated curriculum model.
Other
Marshall, G. (1999).
Curriculum and Innovation:
A study of successful curriculum change in a sample of New Zealand
secondary schools. Wellington:
Ministry of Education.
This paper comprises fifteen snapshots of successful curriculum changes
that have been implemented in New Zealand secondary schools.
Marshall explores how these innovations have taken place in an
environment influenced by current government regulations and
international curriculum models.
A number of these case studies specifically examine the
introduction of an integrated studies programme.
Marshall details the reasons as to why each school has adopted an
integrated curriculum model as well as the process by which they have
managed the change.
Two of the schools featured have
successfully implemented a junior integrated studies programme by
integrating, under the one umbrella, a number of different curriculum
areas, for example, English, social studies, and parts of the technology
and health curricula. Several
schools have instead introduced focus themes that serve to connect and
explore a range of curriculum areas, while still retaining each
individual subject. In a number of other schools integrated departments
have been established, while in one school a faculty model of
organisation has been formed in conjunction with the introduction of an
integrated studies programme.
The strength of this paper is that it explores a range of successful
curriculum changes within New Zealand schools.
The number of schools that have adopted integrated curriculum
models is testimony to the success of the approach and the way such a
change in curriculum delivery can benefit student learning. This paper was written by Graeme Marshall, Principal of Hutt
Valley High School, while on secondment to the Ministry of Education
during Term 4, 1999 and was prepared for the Learning and Evaluation
Policy Section of the Ministry of Education.
Ministry of Education (1999) The Curriculum Integration Kit Copeland
Wilson and Associates, Wellington, NZ.
The Curriculum Integration Kit includes a video and and a viewing
guide. The kit was produced to help teachers and schools explore the
process of implementing curriculum integration as an approach to
learning and teaching. The video has four sections: What is curriculum
integration; Why integrate; Meeting challenges and addressing issues;
and, The change process. Section one describes what an integrated
curriculum might look like and provides a continuum for curriculum
integration. Section two explores some of the benefits and implications
of curriculum integration. Section three looks at some of the issues
such as how do the essential skills fit into curriculum integration, how
do you ensure coverage of achievement objectives and how does one assess
through an integrated curriculum.
The viewing guide provides tasks for teachers to complete as they
view the video in the school. After viewing each of the section
professional development questions such as what is in it for students,
what are the particular issues and challenges a school might face, etc.
For further information about the Curriculum Integration Kit please
contact the Curriculum Division of the Ministry of Education.
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