References

BOOKS

Fogarty, R and Stoeher, J. (1994) Integrating Curricula with Multiple Intelligences: Teams, Themes and Threads. Australia: Hawker Brownlow Education.
This is a very worthwhile resource. It illustrates, through practical models, how teachers can integrate the curricula by making connections not only across year levels and different subject areas but also across the spectrum of human intelligences. The focus of this book is on how different theories, such as Gardner’s theory of multiple intelligences, can be brought into the practical realm through the implementation of Fogarty’s ten curriculum integration models. This is a hands on, easy to read guide that enables teachers to cater for students’ different intelligences by establishing teams, themes and threads that integrate curricula in a way that is relevant and meaningful for students.

Faire, Mary. Chapter 13: Thematic Approaches to teaching in The Curriculum in the Classroom.
This New Zealand article, while not specifically being on Curriculum Integration, does give an excellent overview of what is meant in New Zealand classrooms as thematic teaching. Many teachers believe that when they group some curriculum areas together around a common topic they have in some magical way created a thematic topic. This article sets out the pedagogical underpinnings of thematic studies, the practicalities of covering the curriculum requirements and provides excellent templates and suggestions on how to plan a thematic unit effectively, in plain common sense English. For teachers branching into curriculum integration some of the templates, planning ideas and strategies suggested here are well worth a read.

Paechter, Carrie Crossing Subject Boundaries- The Micropolitics of Curriculum Integration. Chpt. 2 Interpretations of ‘cross-curricular’: Who makes the Links? pp15-26
An English volume exploring the politics of curriculum integration through researched case studies of its implementation in the United Kingdom. This second chapter makes interesting reading as it explores from research data the relationship between teachers and the curriculum and students and their perceptions of curriculum. It raises many of the issues that teachers raise when the idea of curriculum integration is suggested and explores the political reasons for these questions and issues. The introduction of curriculum integration in classrooms is a threatening move and has teacher- student implications. Researched data on the effects of this is still rare, so this volume is a worthwhile addition to our understanding of how this change can impact on the culture of teaching and learning.

Stevenson, Chris. and Carr, Judy F. (eds.) (1993) Integrated Studies in the Middle grades: “Dancing Through Walls” Teachers College Press.
Almost compulsory reading for teachers thinking of starting a curriculum integration project. Part One sets out the theory of curriculum integration and provides useful planning advice for those starting the “dance” as they call it. Part Two explores the issue of the adolescent as an individual and how the integrated curriculum suits the learning style of the adolescent. Parts Three, Four and Five outline case studies of integrated projects that high light the issues and concerns expressed by Dr. Beane that the topics covered should be relevant to the pupils, build on their natural curiosity of the world and give the student a voice in determining their own learning. A well written easily read volume that will give teachers a wide range of ideas and practical ideas on how to proceed with curriculum integration.

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JOURNALS

Beane, James. A. (1992). Creating an Integrative Curriculum: Making the Connections NAASP Bulletin November, pp.46-54
This is a very difficult article to access but is well worth the search. In this article Dr. Beane sets out his pedagogical model of curriculum integration and in some ways this is a seminal article on this topic. He explains why it is important to dissolve subject lines, sets out some of the early thinking behind constructivist pedagogy, and introduces the concepts of democracy and human dignity as they pertain to an educational setting. The second section of the article explores how the theory can be transferred to the practice of the classroom, with the need to change assessment requirements and the way work is perceived by both the teacher and the student.

Beane, J.A. (1993). What is an Integrative Curriculum?” Journal of the New England League of Middle Schools, Fall, pp. 2-4.
This is a challenging, but essential read. Beane, a highly regarded proponent of curriculum integration, advocates that when integrating curricula, teachers must refrain from establishing connections between the present selection of separate subjects. Instead, he believes that teachers must establish collaborative working environments in which students can create their own authentic themes of study, that transcend separate subject approaches. Beane advocates that a truly integrative curriculum can only be established when the curriculum emerges from the issues and concerns that students themselves identify as being both relevant and real. In this way he believes the dignity of young people can be respected by responding seriously to their questions and concerns. Even though Beane overwhelmingly supports the integrative curriculum approach he also defines two other approaches called multi-subject or multi-disciplinary, and integration. He stresses the importance of teachers being able to differentiate between these terms so that they are fully aware of the full range of curriculum possibilities available to them. In short, he challenges teachers, when selecting an approach, to increase their willingness to negotiate with and engage students in the learning process.

Beane, James A. (1995). Curriculum Integration and the Disciplines of Knowledge. Phi Delta Kappan April pp 616-622
This is a scholarly article that explores the pedagogy of curriculum integration in some depth. In this article Dr. Beane works through a definition of curriculum integration and then the issue of why current separate subject disciplines fail to serve the needs of our current pupils. He disestablishes the current subject approach and then explains how knowledge creation occurs within the integrated approach.

Beane, James. A (1996). On the Shoulders of Giants! The Case for Curriculum Integration. Middle School Journal September, pp.6-11
This is one of two complementary articles that occur within this one journal. This is the reprint of an oral submission given by Dr. Beane, as part of a debate, at a NMSA conference. In this article he outlines the historical development of integration and current practice, as of that date, in American schools. It also sets out some of the criteria that he believes defines an integrated approach, the democratic choice of topic and the development of thinking skills. He concludes that curriculum integration requires a paradigm shift in educators thinking, rather than seeing curriculum integration as merely and extension of thematic studies.

George, P.S. (1996). The Integrated Curriculum: A Reality Check. Middle School Journal, September, pp.12-19.
As we know there are two sides to every story. In this article George explores some of the potential downsides to curriculum integration. He calls for caution when viewing curriculum integration as a panacea to the ills identified in the traditional subject teaching approach. Some of his concerns, however, have since been refuted. This article enables teachers responsible for implementing curriculum change to become familiar with both sides of the integration debate. It is important that teachers seriously consider George’s points and question the validity of each one. If they can dispute these points it will only serve to strengthen their resolve for the introduction of an integrated curriculum model.

Lewbel, Sam (1993). From an interdisciplinary to an integrative approach: The first year. Journal of the New England League of Middle Schools Fall 1993. pp12-15
One of the arguments given, in opposition to New Zealand developing integrative approaches, is that the Americans developed this strategy because of their single subject teacher approach in middle schools. This article explains that the integrative approach is much more than thematic study, it is a new approach to teaching. A further benefit is that the article is written as a case study of the first year of a development within a school, so it provides useful pointers for schools about to embark on the integrated journey.

Perkins, D.N. (1991). Educating for Insight: Integrating the Curriculum Educational Leadership October.
This American Journal is relatively easy to track down through the university libraries. This is an early article on integration and explores the need for teachers to provide students with the skills of understanding rather than merely coverage of knowledge. While the article is almost ten years old it addresses an issue that is relevant at this point in time. The articles synopsis states, “By using mental models, coaching for “understanding performances,” and teaching for transfer, teachers can promote thoughtful learning in their classrooms.”

Special Issue: Towards an Integrative View of Curriculum (1993). Journal of the New England League of Middle Schools Fall, Volume VI No.3 .
This edition of the journal is now out of print but copies are available from some university libraries. The entire journal is made up of eight articles that explore aspects of the integrated curriculum from an American perspective. A second American Journal dedicated to exploring the issue of Curriculum Integration is the Middle School Journal September 1996. This journal is readily available from most university libraries. It contains articles from three of the key American educationalists in this field of the 1990’s, James Beane, John Lounsbury and Paul George. It also sets out a section on current publications available on curriculum integration, recent research reviews of CI reports and a series of case studies from practitioners doing CI in American schools. In particular the two following articles explore two sides of the CI issue in some depth.

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CONFERENCE MATERIAL

Beane, J.A. (1998). Curriculum Design and Curriculum Culture.
Paper presented at the Annual Conference of the American Educational Research Association, San Diego, CA, April, 1998. Successful curriculum change relies on a tremendous amount of dedication and commitment from teachers and managers alike. However, Beane, in this article, argues that there is even more to the process of introducing curriculum integration. He stresses that any change to the curriculum also requires a change to the culture in which the curriculum is embedded. In other words, he believes that a shift from the traditional single subject based curriculum design to an integrated curriculum model requires a ‘re-culturing’ of the curriculum and a change in the values that are held by teachers, students and the parent community. He warns, this is because almost everyone in society has been schooled in the separate subject culture. For this reason, teachers and managers can be reluctant to make the shift from the separate subject curriculum, that identifies the teacher as master and the student as a novice apprentice, to an approach that identifies the teacher and student as participants in a collaborative learning situation. Advocates of curriculum integration must be prepared to encounter resistance to an approach that, in most cases, will contradict the dominant culture. To overcome this problem Beane acknowledges that teachers must see their work as being not only professional but also political. As such, it is essential that schools in the process of deciding to adopt an integrated curriculum ensure adequate opportunity for colleagues to redefine their roles and change their teaching philosophies. His views lead us to conclude that open and honest communication, professional support and development programmes are elements essential to the successful ‘re-culturing’ of the curriculum.

Relan, A and Kimpston, R. (1991). Curriculum Integration: A Critical Analysis of Practical and Conceptual Issues.
Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL, April 1991. There are many important issues to consider when designing an integrated programme. According to Relan and Kimpston, none are as important as the need for a school to have a clearly established philosophy and set of goals surrounding their approach to curriculum integration. Unless there is a consensus by all involved in the project they believe that any attempt to integrate curricula will lose its direction. As part of the implementation process they stress that schools must critique the different theories that underpin an integrated programme as well as the many different models of curriculum integration. The article supports schools, with the process of clarifying its goals, by identifying theories that promote the viability of an integrated curriculum, exploring the many different levels or degrees of integration and by questioning some of the assumptions curriculum integration is based on. In addition, they identify a number of practical considerations and issues surrounding the implementation of a successful integrated programme. Most importantly, they argue that schools must avoid, at all cost, curriculum integration becoming a ‘random combination of disciplines’ that fails to address the real learning needs of students.

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OTHER REFERENCES

Marshall, G. (1999). Curriculum and Innovation: A study of successful curriculum change in a sample of New Zealand secondary schools. Wellington: Ministry of Education.
This paper comprises fifteen snapshots of successful curriculum changes that have been implemented in New Zealand secondary schools. Marshall explores how these innovations have taken place in an environment influenced by current government regulations and international curriculum models. A number of these case studies specifically examine the introduction of an integrated studies programme. Marshall details the reasons as to why each school has adopted an integrated curriculum model as well as the process by which they have managed the change. Two of the schools featured have successfully implemented a junior integrated studies programme by integrating, under the one umbrella, a number of different curriculum areas, for example, English, social studies, and parts of the technology and health curricula. Several schools have instead introduced focus themes that serve to connect and explore a range of curriculum areas, while still retaining each individual subject. In a number of other schools integrated departments have been established, while in one school a faculty model of organisation has been formed in conjunction with the introduction of an integrated studies programme. The strength of this paper is that it explores a range of successful curriculum changes within New Zealand schools. The number of schools that have adopted integrated curriculum models is testimony to the success of the approach and the way such a change in curriculum delivery can benefit student learning. This paper was written by Graeme Marshall, Principal of Hutt Valley High School, while on secondment to the Ministry of Education during Term 4, 1999 and was prepared for the Learning and Evaluation Policy Section of the Ministry of Education.

Ministry of Education (1999) The Curriculum Integration Kit Copeland Wilson and Associates, Wellington, NZ.
The Curriculum Integration Kit includes a video and and a viewing guide. The kit was produced to help teachers and schools explore the process of implementing curriculum integration as an approach to learning and teaching. The video has four sections: What is curriculum integration; Why integrate; Meeting challenges and addressing issues; and, The change process. Section one describes what an integrated curriculum might look like and provides a continuum for curriculum integration. Section two explores some of the benefits and implications of curriculum integration. Section three looks at some of the issues such as how do the essential skills fit into curriculum integration, how do you ensure coverage of achievement objectives and how does one assess through an integrated curriculum. The viewing guide provides tasks for teachers to complete as they view the video in the school. After viewing each of the section professional development questions such as what is in it for students, what are the particular issues and challenges a school might face, etc.

For further information about the Curriculum Integration Kit please contact.
Learnig Media, Private Bag, Wellington New Zealand.

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SELECTED BIBLIOGRAPHY

Beane, J.A. (1996). "On the Shoulders of Giants! The Case for Curriculum Integration." Middle School Journal, September, pp. 6‚19.

Beane, J.A. (1993). "What is an Integrative Curriculum?" Journal of the New England League of Middle Schools, Fall, pp. 2‚4.

Beane, J.A. (1995). "Curriculum Integration and the Disciplines of Knowledge." Phi Delta Kappan, April, pp. 616‚622.

Brown, M.T. & Nolan, C.J.P. (1989). Getting it Together: Explorations in Curriculum Integration, Out of Class Activities and Computer Applications. Massey University, Palmerston North.

Caine, R.N. & Caine, G. (1997). Education and the Edge of Possibility. ASCD, Alexandria, Virginia.

Gardner, H. & Boix-Manzilla, V. (1994). "Teaching for Understanding in the Disciplines ‚ and Beyond." Teachers College Record, Vol. 96, pp. 198‚218.

George, P.S. (1996). "The Integrated Curriculum: A Reality Check." Middle School Journal, September, pp. 12‚19.

Haines, R.D. (1997). Burying the 20th Century. Business and Professional Publishing, Mona Vale, New South Wales.

Hamston, J. & Murdoch, K. (1996). Integrating Socially ‚ Planning Units of Work for Social Education. Heinemann, Portsmouth, New Hampshire.

Hursh, B., Haas, P. & Moore, M. (1983). "An Interdisciplinary Model to Implement General Education." Journal of Higher Education, Vol. 51 (1), pp. 42‚59.

Kain, D.L. (1993). "Cabbages ‚ and Kings: Research Directions in Integrated/Interdisciplinary Curriculum." Journal of Educational Thought, Vol. 27 (3), pp. 312‚332.

Klein, J.T. (1994). "Finding Interdisciplinary Knowledge and Information." New Directions for Teaching and Learning, No. 58, Summer, pp. 7‚32.

Klein, J.T. (1990). Interdisciplinarity. Wayne State University Press, Detroit.

Lauritzen, C. & Jaeger, M. (1997). Integrating Learning through Story. Delmar Publishers, Albany.

Lewbell, S. (1993). "From an Interdisciplinary to Integrative Approach." Journal of the New England League of Middle Schools, Fall, pp. 12‚15.

Martinello, M.L. & Cook, G.E. (1994). Interdisciplinary Inquiry in Teaching and Learning. Merill/McMillan College Publishing Company, New York.

Mourad, R.Jn. (1993). "The Case for Interdisciplinary Knowledge and Practice." The Review of Higher Education, Vol. 16 (2), pp. 229‚243.

Newell, W.H. (1992). "Academic Disciplines and Undergraduate Interdisciplinary Education." European Journal of Education, Vol. 27 (3), pp. 211‚221.

Nolan, C.J.P. & McKinnon, D.H. (1991). "A Case Study of Curriculum Integration in New Zealand: The Freyberg Project." Curriculum Perspectives, Vol. 11 (4), pp. 1‚10.

Richards, D.G. (1996). "The Meaning and Relevance of 'Synthesis' in Interdisciplinary Studies." The Journal of Education, Vol. 45 (2), pp. 114‚128.

Richardson, E. (1964). In the Early World. New Zealand Council for Educational Research, Wellington.
Roberts, P.L. & Kellough, R.D. (1996). A Guide for Developing an Interdisciplinary Thematic Unit. Merrill/Prentice Hall, Englewood Cliffs, New Jersey.

Society for Higher Values in Higher Education. (1990). "SVHE Task Force Report on Interdisciplinary Studies." Issues in Integrative Studies, No. 8, pp. 9‚33.

Tchudi, S. & Lafer, S. (1996). The Interdisciplinary Teacher's Handbook ‚ Integrated Teaching across the Curriculum. Boynton/Cook Publishers/Heinemann, Portsmouth, New Hampshire.

Wood, K.E. (1997). Interdisciplinary Instruction ‚ A Practical Guide for Elementary and Middle School Teachers. Merill/Prentice Hall, Upper Saddle River, New Jersey.