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TITLE: Creating Integrated Curriculum:
Proven Ways To Increase Student Learning.
AUTHOR: Drake, Susan M.
PUBLICATION DATE: 1998
ABSTRACT: This book offers detailed descriptions of different
approaches to curriculum integration
and applies them to elementary, middle, and high school settings.
Eight chapters in the book include: (1) "What Is Integrated
Curriculum and Why Is It Important?" which sets the current
context, and, by applying the story model, concludes that education
is moving forward with a new vision. This chapter also offers
a rationale for why integrated approaches currently offer an
ideal teaching approach; (2) "Does Integrated Curriculum
Work?" which reviews the available research on the integrated
approach to curriculum, and challenges the use of standardized
tests to measure the success of these programs; (3) "Creating
Multidisciplinary Programs," which emphasizes multidisciplinary
approaches that interconnect different subject areas; (4) "Using
Interdisciplinary Approaches," which details the differing
approaches of Robin Fogarty, Roger Taylor, Heidi Hayes Jacobs,
and Lyn Erickson that integrate common themes and emphasize
different aspects of curriculum; (5) "Exploring Transdisciplinary
Approaches," which presents several transdisciplinary models:
problem-based learning, the narrative curriculum developed by
Carol Lauritzen and Michael Jaegar, the Story model (Drake et
al. 1992), negotiating the curriculum (Boomer, 1992), James
Beane's collaborative planning model, and Marion Brady's conceptual
framework of reality; (6) "Connecting Standards to Curriculum,"
which explores how to connect standards to integrated curriculum
and analyzes typical standards; (7) "Aligning, Teaching,
Learning, and Assessment," which presents the principles
of learning embedded in the curriculum innovations described
in the previous chapter; and (8) "Overcoming the Obstacles
and Finding Success," which identifies potential roadblocks
to implementing integrated curriculums and offers solutions.
(Contains 183 references and descriptive lists of books, videos,
newsletters, and programs.)
AVAILABILITY: Corwin Press, Inc., 2455 Teller Road, Thousand
Oaks, CA 91320.
TITLE: Integrated Curriculum: A Reflection of Life. PREL
Briefing Paper.
AUTHOR: Simanu-Klutz, Luafata
PUBLICATION DATE: 1997
ABSTRACT: This briefing paper discusses integrated curriculum,
an approach to curriculum that educators believe will help students
draw upon their school learning when facing everyday challenges.
Integrated curriculum refers to the fusion of knowledge from
different disciplines; the approach to learning and teaching
from a variety of world views, strategies, and resources; and
the tapping of real-life situations for problem solving and
critical thinking in the classroom. There is only limited research
to substantiate the success of curriculum integration, though
existing models seem to confirm that it is a natural road for
curriculum reform to take. Curriculum integration has mainly
been accomplished by blending content knowledge from different
disciplines around a common theme. Three approaches to curriculum
integration include coordinated curriculum, project-based learning,
and thematic curriculum. Integrated curriculum can help students
in the Pacific Island region, who face issues related to cultural
relevance in their education. Using integrated curriculum based
on real-life tasks related to Pacific Island cultures can help
them make sense out of their education. Many examples of successful
curriculum in Pacific Island schools exist. Adopting integrated
curriculum means preparing the faculty well, promoting teacher
collaboration, developing new evaluation methods, and sharing
resources. (Contains 12 references.)
AVAILABILITY: Pacific Resources for Education and Learning,
828 Fort Street Mall, Suite 500, Honolulu, HI 96813-4321.
TITLE: Concept-Based Curriculum and Instruction: Teaching
Beyond the Facts.
AUTHOR: Erickson, H. Lynn
PUBLICATION DATE: 1998
ABSTRACT: This book, which is for K-12 teachers, teacher
educators, administrators, and staff developers, explores concept-based
learning. Chapter 1, "Interpreting and Aligning National,
State, and Local Standards," reviews the national content
standards through a set of concept-based questions to highlight
the differences between concept-based and topic-based design
models. Chapter 2, "Ensuring Coherence in Curriculum,"
discusses critical components for a concept-process curriculum
in the context of a systems design. This chapter also examines
the need for a balance between process and content expectations
and the requirements for each strand. Chapter 3, "Designing
Integrated, Interdisciplinary Units: A General Academic Model,"
presents a detailed plan for designing concept-process integrated
units. Examples from school districts illustrate the role of
concepts in moving thinking beyond the facts and maintaining
the integrity of different disciplines in the integration process.
Unit planning pages show the integral relationship between critical
content, essential understandings, essential questions, and
student activities. Chapter 4, "Integrating Curricula in
School-to-Work Designs," considers the value of a concept-process
curriculum integration model in school-to-work programs, examining
the concept at the elementary, secondary, and postsecondary
levels. Chapter 5, "Tips from Teachers: Creating Concept-Process
Integrated Units," presents ideas from teachers who break
new ground in the design and implementation of idea-centered
teaching and learning. (Contains tables and charts, additional
resource information, a glossary, and 17 references.)
AVAILABILITY: Corwin Press, Inc., A Sage Publications
Company, 2455 Teller Road, Thousand Oaks, CA 91320; World Wide
Web: http://www.corwinpress.com.
TITLE: The Connections Project. Year 2. Annual Report.
AUTHOR: Topp, Neal W.; Grandgenett, Neal; Ostler, Elliott;
Pawloski, Robert; Bundy, Lawrence S.
PUBLICATION DATE: 1998
ABSTRACT: This annual report for budget year October
1, 1997-September 30, 1998 describes year 2 of the Connections
Project within the Seward, Nebraska public schools. This project
(a technology challenge grant) provided four major activities
to help Nebraska middle and high school teachers, mentors, and
community members enhance student learning through integrated
curricula supported by technology. The activities included professional
development for teachers to support their use of integrated
curriculum and technology, curriculum development activities,
community connections programs, and statewide and national dissemination
of 400 project curriculum models and resources through a website
and CD-ROM. The project was intended to increase the capacity
of educators to teach effectively through integrated curriculum
reflecting Nebraska frameworks, the creation of a cadre of 600
teachers able to help colleagues in effective use of curriculum
integration and technology, improved achievement by high risk
students, and creation of a national and statewide learning
community of middle and secondary school teachers. Attached
to the report are copies of project planning, funding, implementation,
and evaluation materials.
SPONSORING AGENCY: Department of Education, Washington,
DC.
TITLE: Rethinking Curriculum
Integration by Expanding the Debate.
AUTHOR: Pena, Robert A.; Brown-Adams, Candace; Decker,
Shannon
PUBLICATION DATE: 1999
JOURNAL CITATION: Research in Middle Level Education
Quarterly; v22 n4 p25-40 Sum 1999
ABSTRACT: Analyzes discussions on curriculum integration
in terms of rationales for integration and effects of combining
curriculums in middle schools. Finds that curriculum integration
describes combining ideas and generating knowledge; considers
pro and con opinions. Suggests that discussions represent a
struggle for control over what is taught in public schools and
that middle school educators' perspectives are generally not
included.
TITLE: Curriculum Integration: Essential
Elements for Success.
AUTHOR: Melnick, Steven A.; Schubert, Marie B.
PUBLICATION DATE: 1997
ABSTRACT: Through a Pennsylvania statewide curriculum
integration project involving 11 school districts, this research
examines the curriculum reform process and determines which
factors, or combination of factors, are absolutely essential
for successful curriculum reform. Comparing programs and their
respective levels of success makes it clear that only a subset
of factors are essential elements. The research used a qualitative,
multisite, modified analytic induction design. Twenty-three
factors thought to be essential for curriculum reform were identified,
and a systematic curriculum integration framework was developed
for use in the 11 districts. The factors were categorized into:
(1) resources; (2) teacher teaming; (3) administrative involvement;
(4) curriculum issues; and (5) communication. Exploration of
these areas shows that resources are an essential component,
and that all involved need to find creative ways to reallocate
both financial and human resources. Teacher teaming is another
necessary and evolving process, because shared ownership is
crucial to success. Administrative involvement is basic to the
success of the team. Curriculum revisions drive the reform process,
and they must express clear goals that are owned by everyone.
Communication to all constituencies is another essential.
NOTE: 15p.; Paper presented at the Annual Meeting of
the American Educational Research Association (Chicago, IL,
March 24-28, 1997).
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