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ERIC Number: EJ1125148
Record Type: Journal
Publication Date: 2017-Jan
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1694-609X
Teachers' Perspectives: Factors That Impact Implementation of Integrated Curriculum in K-3 Classrooms
Fu, Yao; Sibert, Susan
International Journal of Instruction, v10 n1 p169-186 Jan 2017
The purpose of this study was to uncover the factors that may influence K-3 in-service teachers' implementation of integrated curriculum (IC). To provide a consistent research base, the broad definition of IC and Jacob's model were adopted to clarify the controversial concept of IC. Survey data were collected from forty-two teachers from ten school districts in Ohio. Results showed that most teachers implemented IC on a regular basis; however, they preferred to use less integrated forms of the curriculum. In addition, the study revealed that though teachers overwhelmingly believed in the effectiveness of IC and their own knowledge and skills on IC, their agreement levels about other factors that might affect IC implementation varied. Teachers' planning time and compatible working hours with their colleagues were identified as the significant predictors affecting teachers' frequency of using IC. Community support, colleague support and teachers' knowledge and skills of implementing IC were found to moderately influence the form of IC most frequently adopted by those K-3 teachers. Educational implications and recommendations for future research are discussed.
International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ohio
Grant or Contract Numbers: N/A