research10.1007/BF03216857

Relevant, challenging, integrative and exploratory curriculum design: perspectives from theory and practice for middle schooling in Australia

Abstract

Integrative curriculum design, or student-centred curriculum integration, promises much for middle grades teachers wishing to develop classroom programmes that will encourage early adolescents to actively engage in their learning (Beane 1990, 1997). Integrative designs are highly responsive to the educational and developmental needs of young people. In contrast, student-centred multidisciplinary curriculum designs (Jacobs 1989) may result in significant but largely unrecognised drawbacks when they are applied to the middle grades. This paper critically examines the integrative and the multidisciplinary models of curriculum integration with respect to the educational and developmental needs of students in the middle grades. It draws its data from a doctoral study that traced a century of development of curriculum integration in the USA: from John Dewey's Laboratory School a century ago through to contemporary middle schools

Similar works

Full text

thumbnail-image

University of Southern Queensland ePrints

Provided a free PDF
oai:eprints.usq.edu.au:23871Last time updated on 9/25/2013View original full text link

This paper was published in University of Southern Queensland ePrints.

Having an issue?

Is data on this page outdated, violates copyrights or anything else? Report the problem now and we will take corresponding actions after reviewing your request.