Moving beyond subject boundaries: Four case studies of cross-curricular pedagogy in secondary schools

Savage, Jonathan

doi:10.1016/j.ijer.2012.07.004

Cited by 11 publications

(10 citation statements)

References 5 publications

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“…Research has previously demonstrated the benefit of cross-curriculum integration, with students understanding the significance of learned knowledge as critical to their overall performance. [64][65][66] Integrating FL concepts with co-subjects, such as mathematics or science, is important for teacher engagement, sustainability, and meaningful acquisition of assets, and to overcome barriers associated with FL education within schools, such as limited time, few resources, and administrative burden. 64,67 Study investigators frequently discussed using creative activities, such as imaginative play, art, music, dance, and theater, in FL interventions, particularly those targeted at K-2 students.…”

Section: Discussionmentioning

confidence: 99%

Food Literacy Interventions in Elementary Schools: A Systematic Scoping Review*

Kelly

Nash

2021

Journal of School Health

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BACKGROUND: Childhood is a critical period for developing food-related skills and knowledge, known as food literacy (FL).Schools may be an important setting for interventions aiming to improve FL in children. This systematic scoping review aimed to characterize food literacy interventions in elementary schools. METHODS:Databases (PubMed, Web of Science, and EBSCO) were searched for FL interventions in elementary schools (students aged 4-12 years). Studies were assessed according to design, duration, theoretical underpinning, and ascertainment of FL outcome(s). Interventions were assessed according to FL competencies (functional, interactive, and critical). RESULTS: After exclusions, 116 studies were eligible for review, including 105 original interventions. Interventions ranged from 45 minutes to 4 years. Social cognitive theory was the most referenced theory and common interventions included; classroom lessons, games, school gardens, food preparation, and cooking classes. Most studies measured FL outcomes quantitatively (96%, N = 111). All studies addressed functional FL (N = 116), while 77% (N = 89) addressed interactive FL and 28% (N = 32) addressed critical FL. CONCLUSIONS: This first international review of FL programs in elementary schools found great heterogeneity in school-based FL intervention design and measurement of FL. Few interventions addressed critical FL, which should be a focus for future interventions.

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Section: Discussionmentioning

confidence: 99%

Food Literacy Interventions in Elementary Schools: A Systematic Scoping Review*

Kelly

Nash

2021

Journal of School Health

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“…As concluded by Brown (2012, p. 10) there is a drastic lack of "large studies analysing student performance and engagement in K-12 classrooms". Roehrig et al (2012) and Savage (2012) both emphasised that the lack of guidelines and models on how to implement such a program is one of the greatest challenges facing K-12 STEM education.…”

Section: Stem Stem Etcmentioning

confidence: 99%

“…The phrase "STEM education" is used to describe a focus on the teaching of, and the learning within Science, Technology, Engineering, and Mathematics (STEM) fields (Gonzalez & Kuenzi, 2012). A focus on STEM rose to prominence in the US educational arena in response to the ongoing low performance of American students in mathematics and science on international assessments, such as TIMSS and PISA (Breiner, Harkness, Johnson, & Koheler, 2012;Gonzalez & Kuenzi, 2012;Klein, 2008;Marinova & McGrath, 2004;McClam & Flores-Scott, 2012;Roehrig, Moore, Wang, & Park, 2012;Savage, 2012;Wang, Moore, Roehrig, & Park, 2011). Many other countries faced similar challenges and placed an importance on STEM linked subjects within their educational framework (Corlu, Capraro, & Capraro, 2014;Scholz, Lang, Wiek, Walter, & Stauffacher, 2006;Yakman & Lee, 2012).…”

Section: Introductionmentioning

confidence: 99%

“…Furthermore, some Academics believe that the problem-solving approaches developed within the integrated STEM paradigm are needed to create innovative thinkers with interdisciplinary capabilities (Brown, 2012;Corlu et al, 2014;Madden et al, 2013). Such thinkers are required to address the complex issues facing the world today, such as social and economic inequality and climate change (Corlu et al, 2014;McClam & Flores-Scott, 2012;Savage, 2012;Spelt, Biemans, Tobi, Luning, & Mulder, 2009;Webber & Miller, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Full STEAM ahead, but who has the map? – A PRISMA systematic review on the incorporation of interdisciplinary learning into schools

White¹,

Delaney

2021

LUMAT

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Science, Technology, Engineering and Mathematics or "STEM" focused pedagogy has been influenced changes in education for decades. Responding to the need for interdisciplinary skilled workforces, the STEM approach has been revised firstly to reflect the incorporation of Arts, (STEAM) and, more recently, to place stronger emphasis on cross-disciplinary connections. However, there is little empirical evidence to drive the development of a practical model for classroom implementation. This systematic review aims to consolidate existing empirical evidence on the incorporation of interdisciplinary learning via a STEM/STEAM approach in high-school environments using a PRISMA review scaffolding. The review identified ninety-nine articles that addressed interdisciplinary learning. However, the majority of them were excluded due to the lack of empirical evidence for such improvements, resulting in only eleven studies being included in the final synthesis. This suggests that more research is required prior to wide-scale implementation within high school education systems. Of those that met the selection criteria, the overarching theme was that improved outcomes were best achieved via either a real-world project-based or problem-based learning pedagogy with the use of community and industry support. However, due to the low number of studies found to fit the criteria, it is recommended that further research is conducted to provide greater empirical evidence to support this finding.

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“…Composing music for an advertisement or creating music to accompany a film is are also a popular activitiesprojects for students of this age (Gall Lazarus, Tidmarsh, & Breezeet al, 2009). However, in England, aside from projects that I have heard read about in journal articles (Baxter, 2013;Savage & Challis, 2001Challis, 2007;Savage, 2012;Savage & Butcher, 2007;Savage & Challis, 2001, 2002Savage, 2012Baxter, 2013), I have seen very limited use of technologies for creative activities with 11-to 14 14-year year-olds other than paired work at computer workstations using sequencing or sample-sequencing software. That this is a national issue is confirmed by the latest triennial government music report, that which suggests that technology should be better used "to promote Whilest the use of computers with 11-14 year olds11-to 14-year-olds has not been widespread in English schools, other technologies have become more commonplace: at the turn of the century, the development of Musical Futures, a new pedagogical approach to musical teaching and learning in schools, has led to a wider use of electric guitars and drum kits/pads in the classroom.…”

Section: Music and Information Communications Technology Ict In Englimentioning

confidence: 99%

Technology in Music Education in England and across Europe

Gall¹

2017

The Oxford Handbook of Technology and Music Education

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In this chapter, adopting an autobiographical perspective, I reflect upon the use of music technology within English school classrooms during the last 50 years. The chapter illustrates that this has become so important—particularly for creative work—that formal music technology examination syllabi for older students now exist alongside courses that focus on “traditional” music skills. The chapter also discusses the less positive position of information communications technology within the music curricula for primary school children and secondary students aged 11–14, and offers thoughts on the future of music technology within the English education system. As a backdrop to the discussion the chapter presents a short reflection on music technological developments in society during the twentieth and twenty-first centuries. The chapter also includes the perspectives of music educators from a wide range of European countries, during the period 2008–2011, on the position of music technology within their own educational contexts.

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Moving beyond subject boundaries: Four case studies of cross-curricular pedagogy in secondary schools

Cited by 11 publications

References 5 publications

Food Literacy Interventions in Elementary Schools: A Systematic Scoping Review*

Food Literacy Interventions in Elementary Schools: A Systematic Scoping Review*

Full STEAM ahead, but who has the map? – A PRISMA systematic review on the incorporation of interdisciplinary learning into schools

Technology in Music Education in England and across Europe

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