Interdisciplinary curricula in middle and high school classrooms. Case studies of approaches to curriculum and instruction.

Autor/inn/en	Applebee, Arthur N.; Adler, Mary; Flihan, Sheila
Titel	Interdisciplinary curricula in middle and high school classrooms. Case studies of approaches to curriculum and instruction.
Quelle	In: American educational research journal, 44 (2007) 4, S. 1002-1039Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0002-8312; 1935-1011
DOI	10.3102/0002831207308219
Schlagwörter	Empirische Untersuchung; Unterrichtsbeobachtung; Curriculum; Kalifornien; Schule; USA; Unterrichtsbeobachtung; Fächerübergreifender Unterricht; Interdisziplinarität; Schule; Lerninhalt; Curriculum; Fächerübergreifender Unterricht; Interdisziplinarität; Kalifornien; New York, N.Y.; USA
Abstract	This study examines 11 interdisciplinary teams involving 30 teachers and 542 students in New York and California. The teams represented an array of approaches to interdisciplinary curricula, ranging from simple correlation to major reconstrual of the contributing disciplines. Teams that engaged in the most reconstrual of traditional content also tended to use instructional approaches that emphasized cognitively engaging instruction, including an emphasis on envisionment-building activities and extended discussion of significant ideas, but individual members of teaching teams still varied considerably in teaching style. The study concludes that interdisciplinary coursework is neither a problem nor a solution in efforts to increase student achievement; rather, it involves a number of tradeoffs that need to be considered at the school site. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2008/4