A Sample of Literature

a

Alleman, T. and Brophy, J. (1993) Is Curriculum Integration a Boom or a Threat to Social Studies? Social Education 57(6) 1993, pp. 287-291.

Disentangles curriculum integration processes and practices: those which assist learning in social studies, those which assist learning in other subject areas but not social studies, and those which hinder learning in most, if not all, subject areas.

Anderson, J., Reder, L., and Simon, H. (1996) 'Situated learning and education', Education Researcher, 25, 4, pp 5-11.

Argues that the transferability of skills from one context to the next depends on factors such as the number of symbolic components that are shared, where attention is directed and the relationship between new and former experiences.

b

Bailin, S., Case, R., Coombs, J., and Daniels, L. (1999) 'Common misconceptions of critical thinking', Journal of Curriculum Studies, 31, 3, pp 269-283.

Dismisses the view that a set of generic skills can be applied in any context, pointing to the work of McPeck, Facione and Barrow on the link between domain-specific knowledge and critical thinking skills.

Beane, J. (1995) Curriculum Integration and the Disciplines of Knowledge. Phi Delta Kappa, April 1995, pp. 616-622.

Argues that there is a clear distinction between 'disciplines of knowledge' (the boundaries of which are fluid) and their misrepresentation as 'subject areas' in schools. Suggests that curriculum integration is seen as a threat to the institutionalisation of subject areas because positions and professional identities are symbiotically related to them.

Beane, J. (1991) The Middle School: The Natural Home of Integrated Curriculum. Educational Leadership 49(2), October 91, pp. 9-13.

Argues that curriculum areas are territorial spaces carved out by subject specialists.

Benton DeCorse, C. (1996) Current Conversations. Teachers and the Integrated Curriculum: An Intergenerational View. Action in Teacher Education, Spring 1996, Vol XVIII, No. 1.

Describes some of the perceived obstacles to, and benefits of, curriculum integration. Relates the observations of five teachers on their ability to accomplish the task of curriculum integration. Implications for curriculum integration and teacher education are described.

Boidy, T. and Moran, M. (1994) Improving Students' Transfer of Learning Among Subject Areas Through the Use of an Integrated Curriculum and Alternative Assessment. Dissertation/Thesis. Saint Xavier University, IL., USA.

Reports on an intervention program for Year 3 and 5 students where two strategies were used to improve their transfer of learning between subject areas: i) integrated curriculum programming and ii) the use of alternative assessment. The report indicates that the teachers interviewed believed that students were unable to transfer learning between subjects due to curriculum fragmentation, time constraints and the teacher's preference for traditional subject-based curriculum programming. The evaluation of the program showed that as a result of the intervention strategies the lack of connection between subjects was reduced and that students were better able to transfer learning among subject areas.

Boreham, N. (1999) 'Key skills, transfer and contexts of competence', paper presented at the British Education Research Association Conference, 1999.

Draws on various research studies to suggest that skills do not transfer easily from one context to another.

Brandt, R. (1991) Overview: The Outcomes We Want. Educational Leadership 49(2), Oct 91, p 3.

Suggests that a thoughtful definition of outcomes-based education requires a cross-disciplinary approach to curriculum.

Brandt, R. (1991) On Interdisciplinary Curriculum: A conversation with Heidi Hayes Jacobs. Educational Leadership, October 1991, pp. 24-26.

Suggests that curriculum integration requires cultural change within subject disciplines and argues that good planning can result in the elimination of repetition in separate subject areas and therefore increased efficiency.

Bredekamp, S. (1996) 'Reaching potentials of young children through national curriculum standards: Panacea or pipedream?' Paper presented at the First Years of School Conference, Hobart, 1996.

Argues that an obvious example of a generative process that is fundamental to one discipline but applicable to many is the scientific method. She suggests that formulating hypotheses, making observations, collecting data and revisiting hypotheses are processes that define project work of all kinds. Learning to use the scientific method may be a goal of the science curriculum, but it also applies to mathematics, health studies, social studies and other areas that require problem solving.

Brooks, Sandra R., Freiburger, Susan M., Grotheer, Debra R. (1998) Improving elementary Engagement in the Learning Process through Integrated Thematic Instruction. Action Research project Saint Xavier University and IRA/Skylight

The problem of non-engaged learning was documented by means of observation of class participation, a student attitude survey, and assessments of student academic performance. Analysis of the data revealed deficits in motivation and thinking skills as well as current teaching strategies that contributed to non-engaged learning. Solution strategies resulted in an intervention focusing on thematic integrated unit, student assignment choices, and problem solving.

Burnaford, G. (1993) The Challenge of Integrated Curriculum. Music Educators Journal, Vol 79, No. 9

Defines curriculum integration, finding common bonds between subject areas.

c

Carter, C. and Mason, D. (1997) A Review of the Literature on the Cognitive Effects of Integrated Curriculum. Paper presented at the Annual Conference of the American research Association, Chicago, March 24-28, 1997.

Reviews empirical research (1986-1996) on the effects of integrated curriculum. Categorises approaches in the literature into four types: intradisciplinary, interdisciplinary, infused and correlated. Concludes that comparisons between integrated or non-integrated approaches show little difference in relation to increased student learning. More and better research is needed, it is asserted, before either proponents or critics of integrated curriculum can make their claims with any validity.

Collier, S. and Nolan, K. (1996) Elementary Teachers' Perceptions of Integration. Paper presented at the Mid-South Educational Research Association Annual Meeting, Tuscaloosa, Alabama, November 1996.

Reports on a study of how primary teachers interpret and understand three different curriculum models: integrated, thematic and interdisciplinary. The paper states that teachers made little distinction made between these models.
Results indicated that inservice teachers are not in agreement as to the definition, application or evaluation of integrated, thematic and interdisciplinary instruction. Staff development to help them make distinctions among these models may enable teachers to select and use these curriculum models more effectively.

Coutts, L. and others. (1996) Missouri's Framework for Curriculum Development in Mathematics K-12. Missouri State Dept of Elementary Education, Jefferson City.

The frameworks provide indicators of what students should know and be able to do in Mathematics by the end of grades 4, 8 and 12. Many of the suggested activities encourage an integrated, interdisciplinary curriculum and there is a discussion of how school districts might begin to explore the advantages of curriculum integration.

d

Deketelaere, Ann and Kelchtermans, Geert (1996) Collaboratice Curriculum Development: an encounter of different professional knowledge systems teachers and Teachning: theory and practice, Vol 2, No 1, 1996.

Analysis of collaborative curriculum development as the encounter of different professional knowledge systems which implies certain tensions and specific difficulties, but at the same time it offers rich opportunities to benefit from 'complementary competence' of the different collaborating professionals.

 

Drake, S.M. (1991) How Our Team Dissolved the Boundaries. Ibid, pp. 20-22.

Reports that unnatural barriers (subject divisions) can be removed through multidisciplinary, interdisciplinary and transdisciplinary approaches.

f

Fleischer, C., Koch, R., Lewis, J. and Roop, L. (1996) Learning to Walk It, Not Just Talk It: Standards and Michigan's Demonstration Sites. Language Arts, Vol. 73, January 1996.

Reports on the professional development of teachers from four districts regarding standards and the integration of language arts.

g

Grisham, D. (1995) Exploring Integrated Curriculum (Research into Practice). Reading Psychology, 16, 2, pp 269-279.

Provides an account of classroom observations of the teaching of integrated units. Includes a set of suggested requirements for effective integration.

h

Henschke, M. (1996), Curriculum Integration. Department for Education and Children's Services, Curriculum Division, South Australia.

This paper provides an overview and analysis of curriculum integration as a strategy for maximising student learning outcomes and managing curriculum balance. Four models of curriculum integration are presented, issues and current practices are discussed and a rationale to support curriculum integration is provided.

Hoffman, J. V. and others. (1996) Literature-based Reading Instruction: Problems, Possibilities, and Polemics in the Struggle to Change. Reading Research Report No. 67, National Reading Research Center, Athens, GA., National Reading Research Center, College Park, MD.

A longitudinal study of first-grade teachers and literature-based teaching. Research relating to curriculum integration and literature-based teaching indicated that approaches varied widely and demonstrated a need for more inservice training.

Hurd, P. D. (1991) Why We Must Transform Science Education. Ibid, pp. 33-35.

Argues that integrating the disciplines, modernising content, teaching for change and higher order thinking are essential for replacing an obsolete science curriculum.

i

Integrated Learning Approaches Using Student Outcome Statements. (1997) W.A. Cross-Sectoral Consortium, Commonwealth of Australia.

Integrated examples of work developed by teachers trialling the Student Outcome Statements. Working Edition (1994).

Integrating Curriculum within and across Subjects. (1996) Missouri's Framework for Curriculum Development. Missouri State Dept of Elementary and Secondary Education, Jefferson City.

Provides teachers with information and strategies for integrating the curriculum described in each separate framework.

j

Joyce, B. and others. (1997) Inquiring and Collaborating at an Exemplary School. Educational Leadership, May 1997.

Describes Hempshill Hall Primary School, Nottingham, England. The curriculum is organised around related concepts, not topics. The performance of students on a national assessment was almost double the national average.

k

Kain, D (1993) Cabbages - and Kings: Research Directions in Integrated / Interdisciplinary Curriculum. The Journal of Educational Thought 27(3), pp. 312-331.

Examines past research into integrated/interdisciplinary studies and identifies future research possibilities. The paper is based around four focus questions: Why integrate curriculum? What constitutes integrated studies? Who benefits from curriculum integration? and What pedagogical changes accompany integrated studies? The paper concludes with a warning that there will be tension for some time between those who advocate for an interdisciplinary approach and those who share the views of the broader community in relation to the traditional subject divides.

Klein, M. (1992) Integrating the Curriculum: Re-examination of a Near Truism. Yearbook of the American Reading Forum, pp. 141-150.

Argues against the curriculum integration movement, which, Klein suggests, accuses distinct subject disciplines of fragmenting teaching content and process.

l

Lapp, D. and Flood, J. (1994) Integrating the Curriculum: First Steps. The Reading Teacher 47(5), February 1994.

Suggests that an integrated approach should not try to encompass everything but should be relevant to the educational goals determined beforehand.

Lolli, E. M., (1996) Creating a Concept-based Curriculum. Principal, September 1996.

Discusses the way in which an inquiry classroom using a concept-based curriculum requires teachers to step beyond thematic teaching. 'The integrated curriculum of the 21st century will be based not on themes but on broad and unchanging concepts. Questions will be "how" and "why", not "where", "what" and "who".

Lonning, Robert A., DeFranco, Thomas C. (1998) Development of Theme-based, Interdisciplinary, Integrated Curriculum: A theoretical Model School Science And Mathematics October 1998 Issue 6, p312.

Presents information as it pertains to the development of interdisciplinary integrated curriculums, with emphasis on mathematics, science and social studies curriculum.

m

Mathison, S. and Freeman, M. (1997) The Logic of Interdisciplinary Studies. Paper presented at the Annual Conference of the American research Association, Chicago, March 24-28, 1997.

Examines three approaches: interdisciplinary, integrated and integrative curriculum. The paper acknowledges that although the proponents of each approach report positive experiences, there is little evidence that positive outcomes actually occur.

Miletta, M. M. (1996) A Multiage Classroom: Choice & Possibility. Heinemann.

Discusses how teachers can plan and develop a multi-age program, expand the choices offered to children, integrate the arts into the curriculum and effect change in their schools.

Miller, K. A. (1995) Curriculum: To Integrate or Not to Integrate. Youngstown State University

Argues that teachers who use cooperative, integrated methods will produce students more competent in using problem-solving techniques, in communicating effectively and in working cooperatively.

Misko, Josie (1995) Transfer: Using Learning in new contexts National Centre for Vocational Education Research, Leabrook Australia.

A review of literature on the extent to which knowledge, skills and attitudes learned in one area transfer to another for the purpose of identifying issues. The review focused on whether training for transfer makes a difference, the importance of context-specific knowledge, factors that facilitate or hinder transfer, techniques for teaching transfer and models for testing transfer by assess cognitive skill.

Missouri Department of Elementary and Secondary Education. (1996) Integrating Curriculum Within and Across Subjects: Missouri's Framework for Curriculum Development. Missouri Department of Elementary and Secondary Education, Jefferson City, Missouri, USA.

A guide for integrating the curriculum using the Missouri curriculum 'Show-Me Standards'. The document is in five sections: I) what curriculum integration is; ii) how to get started; iii) development of integrated units, projects and activities; iv) reasons for integrating the curriculum; and v) assessment of student performance.

Moore, J. (1996) East School: Movement and Growth. A Case Study for the Vermont Institute of Science, Math and Technology. Paper presented at the Annual Meeting of the American Educational Research Association, 1996.

A case study report on changes brought about by a principal in a K-2 school. Though the case study deals with a number of matters related to leadership, change and school organisation, the use of an integrated teaching framework was central to the study. The report includes a checklist for those looking to bring about change using integrated curriculum.

n

Nuyen, A. (1998) Theory and Practice: The Queensland Experience in Testing Generic Skills. Paper presented at the Australian College of Education 1998 National Conference, Canberra, September 1998.

In an analysis of Queensland's generic skills, Nuyen suggests that the major difference between 'generic skills' and 'core skills' is one of transferability. Nuyen posits that while core skills are content- and context-specific, generic skills are embedded in well-designed, balanced curriculum - they transcend subject areas.

p

Peppard, J. (1997) A Guide to Connected Curriculum and Action Research. Wisconsin State Department of Public Instruction, Madison.

This project used action research to study curriculum connections. This guide provides basic information on connected curriculum and action research, and explains the processes that underlie them.

r

Rothman, R. (1996) Linking Standards and Instruction: HELPS is on the way. Educational Leadership 53(8), May 1996.

Suggests that curriculum integration assists and supports standards-based education.

s

Shanahan, T., Robinson, B. and Scheider, M. (1995) Integrating Curriculum: Avoiding Some of the Pitfalls of Thematic Units. The Reading Teacher, Vol. 48, No. 8, May 1995.

Argues that curriculum integration is more effective when considered in terms of 'themes' rather than 'topics'.

Schmidt, W., Roehler, L., Caul, J., Buchman, M., Diamond, B., Solomon, D. and Cianciolo, P. (1985) The Uses of Curriculum Integration in Languages Arts Instruction: A Study of Six Classrooms. Curriculum Studies 17(3), pp. 305-320.

Looks at the work of six teachers. The study reports that although the majority of these teachers indicated support for an integrated approach, their practice did not, in fact, reflect an integrated approach.

Stasz, C., Ramsey, K., Eden, R., Da Vanzo, J., Farris, H. and Lewis, M. (1994) Classrooms that work: teaching and learning generic skills, Rand Publications, Santa Monica, Cal., USA.

Reports on the findings from eight classroom-based studies involving generic skills. Stasz et al identified access to expert knowledge, modelling and scaffolding of techniques, and situated learning as being conducive to student achievement.

t

Travis, Dennis B., Pickard, Dawn, Lang, Debra (1999) Promoting Staff Collaboration and Curriculum Integration: An Evolving District Model, ERS Spectrum: Vol 7 No 3 pp34-40 Win 1999.

Describes a learning model developed by a Michigan School working to foster an evolving process of staff collaboration and curriculum integration. Supportive professional-development activities include staff-planned and - facilitated workshops, staff writing and sharing of learning activities, and local university partnerships requiring collaborative action research.

v

Vars, G. (1991) Integrated Curriculum in Historical Perspective. Ibid, pp. 14-15.

Argues that curriculum integration has a historical context which 'waxes and wanes' as educational priorities change.

 

Venville, Grady Wallace, John (1998) The Integration of Science, Mathematics and Technology in a Discipline-Based Culture School Science and Mathematics, October 1998 Vol 98 Issue 6 pp294-303.

Examines the integration of science, mathematics and technology curriculums among ninth-grade students in Australian Middle schools.

w

Walker, D. (1996) Integrative Education. ERIC Digest, No. 101, January 1996, Clearing House on Educational Management, University of Oregon.

Draws on the literature to answer a number of questions: What is integrative education? Is integrative education new? Is integrative education more effective than traditional (single-discipline) education? How is integrative education implemented? and How can administrators support integrative education?