Nurturing talent through curriculum integration.

Brough, Chris

doi:10.54322/kairaranga.v8i1.80

Kairaranga

2007

DOI: 10.54322/kairaranga.v8i1.80

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Nurturing talent through curriculum integration.

Chris Brough

Abstract: In this paper I discuss the benefits of curriculum integration for gifted and talented students in the regular classroom setting. Although this approach to curriculum delivery enhances learning for all learners, the focus of this article is the gifted and talented student in this paper I begin bydescribing the approach and the teacher's role in the process I then explore how curriculum integration differentiates learning, enhances cultural inclusiveness and crosses traditional subject boundaries. Examples of i… Show more

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Cited by 3 publications

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Student-centred curriculum integration in primary schools: nurturing democratic citizenship in Aotearoa New Zealand

Dowden,

Brough,

Fogarty-Perry

2024

Curric Perspect

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This article investigates how James A. Beane’s model of student-centred curriculum integration (CI) enhances students’ learning experiences in the classroom by meeting diverse learning needs and fostering democratic citizenship. It discusses the theory of Beane’s model of CI with respect to John Dewey’s underpinning philosophy of democratic education and explores the practice of Beane’s model via the narratives of two of the authors who implemented the model in primary schools in Aotearoa/ New Zealand (NZ). The findings show that implementing student-centred CI in contexts that are meaningful and relevant to students has the capacity to enhance the value and impact of students’ learning experiences. In the process, the democratic design of Beane’s model allows issues of social justice, inclusion and multiculturalism to be tackled by giving students agency and enabling them to ‘make a difference’ within their communities.

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Student-centred curriculum integration in primary schools: nurturing democratic citizenship in Aotearoa New Zealand

Dowden,

Brough,

Fogarty-Perry

2024

Curric Perspect

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Implementing the democratic principles and practices of student‐centred curriculum integration in primary schools

Brough

2012

The Curriculum Journal

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Student-centred curriculum integration (CI) is a concept underpinned by democratic education. It places students at the centre of learning, involving them in classroom decisions and curriculum planning. Most research on this approach has been situated in the middle years, but this study focuses on primary schooling.This project examined what happened when three teachers, located in three New Zealand schools, explored the democratic principles and practices inherent in student-centred curriculum integration. The project utilised participatory action research (PAR) methodology supported by multiple data sources. The findings indicated that this form of curriculum design provides relevant, engaging and equitable learning environments. The teachers found that by slowly increasing the level of student inclusion they gained the confidence and competence to collaboratively co-construct curriculum with students.

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Transdisciplinary Integrated Curriculum: An Analysis of Teacher Experiences through a Design Model within the Framework of IB-PYP

Gürkan

2021

Participatory Educational Research

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The purpose of the study is to examine the positive and negative experiences of teachers through a model in the process of designing a transdisciplinary integrated curriculum within the framework of IB-PYP. The design of the study included a holistic, multiple-case approach. The study was carried out with 50 teachers, among which 7 (14%) are male and 43 (86%) are female, in the IBEC teacher curriculum at a university in Turkey in the 2018-2019 spring and 2019-2020 fall academic terms. IBEC was given in Istanbul, Ankara, and Gaziantep cities in Turkey. The data were collected with researcher diary, focus group interviews and reflective writings, and analyzed through content analysis. In the study in which the transdisciplinary integrated curriculum was designed using a model, it was observed that the model brought systematic approach to teachers. The integrated curriculum design was realized through the cooperation of teachers from different branches, which proved to be efficient to cooperate with different disciplines. Emphasizing that they had difficulty in selecting practices for planning and evaluating the teaching process, the participant teachers also affirmed that specifically these stages developed them professionally. In designing the program, teachers also developed coping skills. It is understood that the brainstorming technique relieved teachers' challenges. It was found that teachers' experiences were of significance in effective design of the integrated programs. School-based program development, collaborative work, and the ability to meet the needs of different disciplines with a common mechanism were become evident over time.

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Nurturing talent through curriculum integration.

Cited by 3 publications

References 0 publications

Student-centred curriculum integration in primary schools: nurturing democratic citizenship in Aotearoa New Zealand

Student-centred curriculum integration in primary schools: nurturing democratic citizenship in Aotearoa New Zealand

Implementing the democratic principles and practices of student‐centred curriculum integration in primary schools

Transdisciplinary Integrated Curriculum: An Analysis of Teacher Experiences through a Design Model within the Framework of IB-PYP

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