ERIC Number: ED456093
Record Type: Non-Journal
Publication Date: 1999-Dec
Reference Count: N/A
"They Keep Asking Questions and Want To Know More": Enhancing Students' (and Teachers') Learning through Curriculum Integration.
As a pedagogy, curriculum integration has global and local significance, as the central focus in teaching this way is to enhance students' learning through the vehicle of personal concerns and social issues. These issues and concerns form the basis of a negotiated curriculum of direct relevance to the sociocultural world of young people in diverse settings. The challenge for research in curriculum integration is to investigate the learning process as it unfolds in all its complexity, and the role of the teacher in both scaffolding and promoting students' intellectual, social, and emotional growth. Teachers' professional development in curriculum integration is, therefore, crucial and includes a number of issues, such as: teachers need to recognize and understand the complexity of learning, both their own learning and the learning of children; teachers need to critique their own practice to bridge the gap between rhetoric and reality; and teachers need to make a commitment to power sharing when making curriculum decisions with students. (Contains 18 references.) (Author/SM)
Descriptors: Culturally Relevant Education, Elementary Secondary Education, Foreign Countries, Integrated Curriculum, Participative Decision Making, Student Participation
For full text: http://www.aare.edu.au/99pap/fra99181.htm.
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand