NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ825015
Record Type: Journal
Publication Date: 2009-Jan
Pages: 8
Abstractor: ERIC
Reference Count: 66
ISSN: ISSN-0094-0771
In Overcoming Obstacles to Curriculum Integration, L.E.S.S. Can Be More!
Virtue, David C.; Wilson, Jennifer L.; Ingram, Nikki
Middle School Journal (J1), v40 n3 p4-11 Jan 2009
The process through which teachers transform the curriculum over time is best explained by incremental change theories. Teachers will tinker at the margins of the curriculum, effecting incremental change, until they begin to feel comfortable with the dissolution of disciplinary boundaries, and they are willing to cede control of some curricular decisions to their students. Curricular change does not have to be sudden or revolutionary, nor does it have to involve an entire team of teachers. Individual teachers in a single classroom and teams unaccustomed to collaborative efforts can take incremental steps toward integrative curriculum. In short, when it comes to curricular change at the middle level, sometimes L.E.S.S. is more. In this article, the authors share some examples of incremental steps their teams have taken to develop and implement more integrative learning experiences for their students. Several vignettes that represent various approaches to middle level curriculum design are also presented. (Contains 1 figure.)
National Middle School Association. 4151 Executive Parkway Suite 300, Westerville, OH 43081. Tel: 800-528-6672; Tel: 800-528-6672; Fax: 614-895-4750; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Adult Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A