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ERIC Number: ED405328
Record Type: RIE
Publication Date: 1996-Nov
Pages: 11
Abstractor: N/A
Elementary Teachers' Perceptions of Integration.
Collier, Sunya; Nolan, Kathy
This study illustrates how elementary teachers interpret and understand three curriculum models: integrated, thematic, and interdisciplinary. Prior to staff development on these models, inservice elementary teachers (n=22) completed a questionnaire in which open-ended items asked them to reflect upon their understanding of integrated, thematic, and interdisciplinary instruction. Answers were clustered and compared to determine theoretical disposition and understanding. Results indicated that inservice teachers are not in agreement as to the definition, application, or evaluation of integrated, thematic, and interdisciplinary instruction. In addition, they do not make distinctions among these models. Recommendations for teacher development programs include finding ways to target preservice and inservice teachers' theoretical conceptualizations as they impact curriculum choice. Addressing misconceptions of integrated, thematic, and interdisciplinary instruction during teacher preparation and staff development may enable teachers to select and use these curriculum models more effectively in the elementary school classroom. (Contains 11 references.) (Author)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Tuscaloosa, AL, November 7, 1996).