Integrated teaching in modern primary schools

Lj., Vesna Minić; Jovanović, Mira

doi:10.5937/bastina30-25930

Cited by 10 publications

(3 citation statements)

References 5 publications

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“…Some teachers suggested that integration of HL into other learning areas could help to mitigate the barrier of time. An integrated, rather than siloed approach to teaching and learning connects different areas of study simultaneously ( Moss et al , 2019 ; Minić and Jovanović, 2020 ) and facilitates meaningful learning experiences that are contextually appropriate to students ( Moss et al , 2019 ; Minić and Jovanović, 2020 ). This is particularly relevant to education that develops HL, given the contextual nature of the asset.…”

Section: Discussionmentioning

confidence: 99%

HealthLit4Kids: teacher experiences of health literacy professional development in an Australian primary school setting

Otten

2022

Health Promotion International

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Summary Health literacy (HL) is a critical asset for 21st century learners to possess given its positive impact on health outcomes and educational attainment. Concerningly, HL is an area that primary school teachers report having a lack of understanding, confidence, and ability to teach. The HealthLit4Kids initiative aimed to address this issue through a series of teacher professional development (PD) workshops. To evaluate how teachers experienced the PD, teacher evaluations collected at the completion of each of the workshops were analysed using a mixed methods approach. According to the teachers, the PD had improved their understanding of HL, including how to implement it into their practice. The study also found that the teachers perceived that collaborative practice was a key strength of the programme, and that at the end of the PD, teachers described valuing HL more in their practice. Teachers reported time as a major barrier to them implementing the professional learning and suggested further resources could help to mitigate this barrier. Additional research is required to help substantiate the claims made in this research. This study also highlights the critical need for additional HL resources for primary school teachers.

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Section: Discussionmentioning

confidence: 99%

HealthLit4Kids: teacher experiences of health literacy professional development in an Australian primary school setting

Otten

2022

Health Promotion International

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“…For example, a lesson looking at energy density of certain foods could teach mathematical, literacy and HL skills simultaneously. Integrated teaching models have been recognised as key strategies in facilitating meaningful and contextually relevant learning experiences (Minić and Jovanović, 2020). Teachers have also confirmed that supporting an integrated approach to learning is a strength of the HealthLit4Kids program (Otten et al, 2022).…”

Section: An Ethical Evaluation Of Healthlit4kidsmentioning

confidence: 99%

The imperative to develop health literacy: An ethical evaluation of HealthLit4Kids

Otten

Moltow

Kemp

et al. 2022

J Child Health Care

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An imperative exists to promote health literacy (HL) development in today’s young people. Included in curricula worldwide, health literacy has been recognised as a social determinant in its own right, which has the potential to redress inequity and positively impact health and educational outcomes. While it has been shown that schools provide an ideal setting to support HL development, available evidence suggests that health may be undertaught in primary schools, and further resources are required to support educators’ inclusion of HL in their lessons. The aims of this paper were to (1) highlight the ethical imperative to promote HL through schools and (2) provide an ethical evaluation of an existing HL intervention. Spike’s (2018) four principles for public health ethics were employed as a framework for evaluating a program’s ethical status and suitability in the school setting. In this paper, one program, HealthLit4Kids, is evaluated according to Spike’s framework, and shown to be an ethically acceptable approach to foster HL in young people. These results model how other HL programs may be evaluated and offer critical insights concerning how HL could be promoted in an ethically acceptable manner in the classroom.

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“…Integrated approaches to teaching and learning have long been advocated in experiential education (Beane, 1991; Beane, 1995; Jacobs, 1989; Miller, 2006) and continue to be a recommended strategy in discussions for educational reform, to engage students with curriculums that are locally relevant and authentic (Kaufman et al, 2008; McDowall & Hipkins, 2019; OECD, 2019; Pluim et al, 2020; UNESCO, 2021). In primary education, integration is well‐established, including as a means for introducing innovation (Eteokleous‐Grigoriou & Psomas, 2013; IBO, 2014a; Lenoir et al, 2000; Minić Vesna & Jovanović Marija, 2020). However, subject integration is less common in secondary schools (Lam et al, 2013; Venville et al, 2008), the stage of schooling when students begin to encounter teachers whose pedagogy will be guided from the disciplinary perspectives of the subjects they teach (De Brabander, 2000).…”

Section: Introductionmentioning

confidence: 99%

Framing, classification, and conceptual linkages: What can interdisciplinary practice in small secondary schools contribute to the curriculum conversation?

Termaat

2023

The Curriculum Journal

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This article reports on the design of interdisciplinary units in five International Baccalaureate schools in Norway and Denmark, each with fewer than 100 students in their Middle Years Programme. The mixed methods study describes subject combinations and time frames of 37 enacted units and 111 hypothetical interdisciplinary units, and the qualitative perspectives of nine teachers, representative of the curriculum frameworks' eight subject groups, on the contribution of these school‐based units to student learning. In the special context of schools with logistically simple staffing structures, interdisciplinary units were consistently conceived and enacted as substantial units, typically implemented over 8 weeks. Subjects were usually paired using a common Key Concept and differentiated by Related Concepts. Although framing and classification were considerations in interdisciplinary planning, the quantitative data found nearly every pairing of the subject groups was feasible. Interdisciplinary units were consistently valued by teachers for helping students connect disciplinary knowledge and developing metacognitive skills that supported their future learning, and for enriching teachers' own pedagogical practice. As a pragmatic, sustainable approach that resolves the tensions posed by assessment of disciplinary and interdisciplinary perspectives, the strategies reported in this study suggest a ‘middle way’ for countering the disciplinary fragmentation associated with junior secondary education.

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Integrated teaching in modern primary schools

Cited by 10 publications

References 5 publications

HealthLit4Kids: teacher experiences of health literacy professional development in an Australian primary school setting

HealthLit4Kids: teacher experiences of health literacy professional development in an Australian primary school setting

The imperative to develop health literacy: An ethical evaluation of HealthLit4Kids

Framing, classification, and conceptual linkages: What can interdisciplinary practice in small secondary schools contribute to the curriculum conversation?

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