A Multiple Case Study of Curriculum Integration by Selected Middle School Interdisciplinary Teams of Teachers.

Autor/in	Schumacher, Donna H.
Titel	A Multiple Case Study of Curriculum Integration by Selected Middle School Interdisciplinary Teams of Teachers.
Quelle	(1992), (37 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Curriculum Design; Curriculum Development; Curriculum Research; Elementary School Teachers; Integrated Curriculum; Interdisciplinary Approach; Intermediate Grades; Junior High Schools; Middle School Students; Middle Schools; Secondary School Teachers; Teamwork + Suchen Sie Ihr Suchwort? Lehrplangestaltung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Research; Curriculumreform; Forschung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Mittelstufe; Sekundarstufe I; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	Integration of curriculum has been a concern of educators since before the start of the 20th century, and today middle schools are embracing a variety of approaches to integrate the curriculum. The study reported in this paper began with a review of the relevant literature, which identifies a synthesized continuum with five levels of curriculum integration: Departmentalized; Parallel; Complementary; Webbed; and Integrated Themes. The report focuses on three research questions: (1) how does curriculum integration occur according to the selected middle school interdisciplinary teams of teachers? (2) what factors facilitate curriculum integration encountered by these teams? and (3) what barriers to curriculum integration are encountered by these teams? Initially 23 teams at 5 schools in a large school district in central Florida were interviewed. Five were selected, with each team closely representing one of the five levels of curriculum integration. This report focuses on two teams corresponding to the complementary and webbed levels of integration. The sources of data collection included document collection, interviews, and participant observation. An analytic induction approach was used for data analysis, and findings are reported in a qualitative descriptive manner, citing examples and comments from teams for each research question. Conclusions are offered for each team. Members of the complementary team occasionally worked on complementary activities, but they were as likely to be working in ways characteristic of other teams: departmentally, resequenced, and occasionally webbed. For the webbed team, the primary facilitator of curriculum integration was the common planning time and the combination of teachers. (Contains 28 references.) (RR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01