In Overcoming Obstacles to Curriculum Integration, L.E.S.S. Can Be More!

Virtue, David C.; Wilson, Jennifer; Ingram, Nikki

doi:10.1080/00940771.2009.11495581

Cited by 9 publications

(6 citation statements)

References 13 publications

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“…Several other studies (Basir et al 2008;Hockett 2009;Rule and Barrera 2008) described the high level of student motivation involved in integrated curricula. Additionally, goal setting, as noted by Virtue et al (2009) was also a part of preservice teacherstudent interactions, as shown in Table 5.…”

Section: Discussionmentioning

confidence: 99%

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Defining the Difference: Comparing Integrated and Traditional Single-Subject Lessons

Zhbanova

Rule

Montgomery

et al. 2010

Early Childhood Educ J

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Early childhood curricula should be authentic and child-centered, however, many teachers still rely on direct instruction lessons. To better define how an integrated curriculum meets the needs of students, this study examined teacher talk and actions during instructional activities with first and second graders under two conditions: (1) subject-integrated social studies lessons of an integrated curriculum unit (experimental condition); and (2) single subject-focused mathematics lessons of a traditional separate subject curriculum (control condition). The mixed-methods study sought to define and compare characteristics of both curriculum approaches. Fourteen hours of observations were collected in each setting. In the integrated curriculum setting, the teacher was a facilitator of teamwork, offering choices, and giving praise; students made choices, decisions, and worked collaboratively. In the traditional setting, the teacher delivered direct instruction and controlled behavior; students followed directions, recalled knowledge, and worked individually. Less teacher energy was expended for behavior management in the integrated curriculum setting, indicating intrinsic motivation of students. Implementation of integrated curricula is recommended because of the student-centered focus that results in greater motivation, ownership, and teamwork, along with deeper knowledge connections. Because many factors hinder implementation, teachers need support when first teaching with this approach.Effective early childhood education addresses the needs of the whole child in an authentic way. Four components of such ''authentic learning'' (Rule 2006) are real-world problems that engage learners in the work of professionals, inquiry activities that employ higher order thinking skills, discussions and collaborations among a community of learners, and student empowerment and ownership through choice. These elements come together well in an integrated curriculum. For example, Molenda and Bhavnagri (2009) showed that integrating children's literature with movement resulted in cooperation among a community of learners in the following ways: through social interaction when students discussed the stories, emotional involvement as they transformed the stories to physical movements, and effective communication as they gave verbal directions and cues to each other in preparation for a performance. The Reggio Emilia approach (Stegelin 2003; Lim 2004), a wellknown child-centered approach, emphasizes the organization of learning around discovery questions formulated by learners that reach into different subject areas, resulting in integrated curriculum projects. The positive aspects of such intriguing projects with multiple connections between concept areas seem obvious, but many teachers still employ

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Section: Discussionmentioning

confidence: 99%

“…These are not easy tasks. Virtue et al (2009) suggested ways for teachers unfamiliar with implementing an integrated curriculum to begin the process. They advised that teachers start small, with a short unit or two based on a problem related to the required curriculum, but using resources from the local community for real world connections.…”

Section: Discussionmentioning

confidence: 99%

Defining the Difference: Comparing Integrated and Traditional Single-Subject Lessons

Zhbanova

Rule

Montgomery

et al. 2010

Early Childhood Educ J

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“…The collaboration between teachers and students also demonstrated through interactive learning where students in learning activities are not only passive objects, but actively involved in reviving the learning atmosphere. This conditions make it possible: explicitly involve the questions and concerns of the people who actually carry out the unit, and the broader concerns that are clear and compelling, engage in a wide range of knowledge, skills, and resources, pose opportunities for in -dept and extended work, present possibilities for wide, present possibilities for personal and social action, both in school and outside school [9].…”

Section: The Collaboration Between Teacher and Studentsmentioning

confidence: 99%

The Factors That Inﬂuencing Curriculum Implementation in Sport Class of Public Senior High School I of Sewon, Bantul

Isbianti

2019

KSS

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Education is process that aims to produce competent graduates. A learning plan which is famous as curriculum is needed to produce competent graduates. Curriculum described as all materials and all experiences that provided to students during doing education process in school. The process to serve all the materials and also experiences to the students called curriculum implementation. The better quality of curriculum implementation, the better quality of school graduates. Therefore, the factors that influence curriculum implementation need to identified. For getting data about the factors that influence curriculum implementation, the author was conducted a qualitative study at sport class in The Public Senior High School I of Sewon, Bantul. This paper present the result of the study that the inhibiting factors of curriculum implementation include: the low of teacher commitment and the uniqueness of sport class student's characteristics. Meanwhile, the supporting factors of curriculum implementation includes: the teacher's competence, the teacher's commitment, the courage of sport class students, and the collaboration between teacher and students.

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“…However, the need to distinguish the dominant thematic approach to curriculum making in the IOK parlance, from the desired and much sought integrative approach for Islamization,, seems not to have received its deserved attention. The problem arising from this omission in the contemporary scholarship of Islamization is not unconnected with the concern expressed by Virture, Wilson andIngram (2009 cited in Fraser, 2011) who posit that "teachers transiting from a thematic curriculum to a fully integrated approach are likely to face some difficulties owing largely to the centrality of experience in cross-curriculum planning and negotiating with students, to the success of the integrated approach. Ssekamanya and Rosnani (2012) affirm that there are many lecturers in Islamic universities, IIUM inclusive who are not clear about the Islamization agenda.…”

Section: Figurementioning

confidence: 99%

The Challenge of Curriculum Integration for Islamic Universities: Setting the Principles of Curriculum Integration

Rufai

2016

IJES

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The Muslim world has witnessed remarkable developments in its educational system in the last four decades. Such developments include the founding of schools, establishment of universities, publication of journals, and organization of conferences and production of books, for the purpose of Islamization. It is obvious that knowledge is central to all these Islamizing initiatives as its integration is fundamental to the entire process of Islamization. Consequently, there are contributors to the curriculum integration level of Islamization by Muslim scholars across the world who have attempted to Islamize knowledge in their various areas. However, there is little attention to the professional requirements for integration of knowledge for Islamization especially at the university level. That informed the question, whose job is it to integrate the curriculum for Islamic universities? The purpose of this paper is to address this question. Utilizing a combination of the analytical method and creative synthesis, this paper is grounded in the scholarship of pragmatist philosophical foundations of the curriculum. It is hoped to provide guiding principles to the practice of integrating knowledge for Islamization. Such principles for curriculum development for Islamic universities, may also curb the growing trend of curriculum integration without the requisite professional curriculum-making considerations, portraying the Islamization of Knowledge (IOK) project as unsystematic.

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In Overcoming Obstacles to Curriculum Integration, L.E.S.S. Can Be More!

Cited by 9 publications

References 13 publications

Defining the Difference: Comparing Integrated and Traditional Single-Subject Lessons

Defining the Difference: Comparing Integrated and Traditional Single-Subject Lessons

The Factors That Inﬂuencing Curriculum Implementation in Sport Class of Public Senior High School I of Sewon, Bantul

The Challenge of Curriculum Integration for Islamic Universities: Setting the Principles of Curriculum Integration

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