The Interdisciplinary Imperative for Citizenship Education

Wraga, William G.

doi:10.1080/00933104.1993.10505702

Cited by 20 publications

(8 citation statements)

References 19 publications

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“…Motives may be discerned through an analysis of the activity and its dynamics (Leont'ev 1978). Subject-integrated teaching could be described as a teaching activity where the object, in principal, is students' encounters with real-world problems (Beane 1995;Tanner and Tanner 1980;Wraga 1993). The object of subjectspecific teaching could be defined in the following words of Beane as Ba specialized set of techniques or processes by which to interpret or explain various phenomena^ (Beane 1995, p. 617).…”

Section: Theoretical Framework and Analytical Conceptsmentioning

confidence: 99%

Subject-Integrated Teaching for Expanded Vocational Knowing and Everyday Situations in a Swedish Upper Secondary Health and Social Care Program

Christidis

Lindberg

2019

Vocations and Learning

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The aim of this study was to explore what subject-integrated teaching of vocational subjects, ethics and health care, contributed with in terms of vocational knowing. The case study was ethnographically inspired and followed a group of students (16 +) and their teachers in a Swedish Health and Social Care Program while they worked with a theme unit called Death for two weeks in autumn 2012. Data comprised observations, field notes, and audio recordings of the planning and teaching of the theme unit, informal discussions with teachers and students, handouts, a theme booklet, and student assignments. Analysis was based on concepts related to cultural historical activity theory, especially emphasizing rules, tools, actions, operations, and contradictions. Results showed three major objects emphasized in the teacher-student interaction and the tools chosen to support the subjectintegrated teaching activity: vocational knowing related to vocational ethics, to everyday ethics, and argumentative skills. Manifestations of contradictions in the form of dilemmas related to the examples that teachers copied from a textbook. As these examples were mainly contextualized in everyday situations, and there are no formal ethical guidelines for nursing assistants on which teachers could rely on, teachers' narratives were used to complement these examples. Students' argumentative skills were emphasized and related to personal situations, in which ethical arguments for justification in vocationally relevant situations were made unclear.

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Section: Theoretical Framework and Analytical Conceptsmentioning

confidence: 99%

Subject-Integrated Teaching for Expanded Vocational Knowing and Everyday Situations in a Swedish Upper Secondary Health and Social Care Program

Christidis

Lindberg

2019

Vocations and Learning

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“…Year Study, the term integrated curriculum also appeared in conjunction with the core curriculum movement in the 1930s and problem-centered core curricula in the 1940s and 1950s (Klein, 2006;Halbach, 2000). The core curriculum movement stressed a curriculum centered on the social needs of society and democratic citizenship with activities planned cooperatively by students and teachers (Wraga, 1993). The content of the core curriculum was not contained in subject-centered silos, but in the broad social issues common to all students (Johnson et al, 1994).…”

Section: Initiated By the Eightmentioning

confidence: 99%

“…Patrick and Remy as cited by Wraga (1993, p. 213) suggest that interdisciplinarity often "fails to provide appropriate conceptual and factual foundations for studies of problems, issues, and values" and that "students in poorly organized interdisciplinary courses often flounder". Other disadvantages of integration related to changing educator responsibilities include working with multiple groups of students; adding content responsibilities; dealing with at-risk students or low achievers; and an overwhelming amount of time and energy (Stasz et al, 1994;Vasquez-Mireles, & West, 2007;Wraga, 1993).…”

Section: Role Of the Teachermentioning

confidence: 99%

Do Mathematics and Reading Competencies Integrated into Career and Technical Education Courses Improve High School Student State Assessment Scores?

Pierce¹,

Hernandez²

2015

career tech educ res

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“…For example, grade three students investigate the effects of immigration on communities through biography, demographic analysis, and geography. Alternatively, traditional units may be revised around a theme (Wraga, 1993). For example, grade two students learn about their community by identifying recreational activities, their geographic location and distance from school, and paint pictures and write poems to symbolize what the activities mean to them.…”

Section: Integration and Integrated Curriculamentioning

confidence: 99%

Preserving the Social Studies as Core Curricula in an Era of Common Core Reform

Denton¹,

Sink²

2015

JSSER

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Education reform over the last two decades has changed perceptions of core curricula. Although social studies has traditionally been part of the core, emphasis on standards-based teaching and learning, along with elaborate accountability schemes, is causing unbalanced treatment of subjects. While the research literature indicates teachers are spending less time on social studies, perceptions about the subject are more complicated. Some educators accept the value of social studies knowledge and skills, while others see it as an auxiliary subject for supporting test achievement. Integration is one way elementary school teachers reconcile the need to focus on tested disciplines, while holding to traditional notions of the core curricula. Results from a case study involving elementary teachers show integration as the preferred method for teaching social studies. Participants, however, also indicated they were unable to achieve effective integration due to time constraints, limited training, and inadequate curricular resources. The trajectory of standards-based reform suggests educators will continue to encounter obstacles that impede integration.Systematic change that preserves the place of social studies as part of the core curricula is unlikely. Nevertheless, adoption of Common Core standards presents an opportunity for educators to reexamine the merits of social studies integration.

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The Interdisciplinary Imperative for Citizenship Education

Cited by 20 publications

References 19 publications

Subject-Integrated Teaching for Expanded Vocational Knowing and Everyday Situations in a Swedish Upper Secondary Health and Social Care Program

Subject-Integrated Teaching for Expanded Vocational Knowing and Everyday Situations in a Swedish Upper Secondary Health and Social Care Program

Do Mathematics and Reading Competencies Integrated into Career and Technical Education Courses Improve High School Student State Assessment Scores?

Preserving the Social Studies as Core Curricula in an Era of Common Core Reform

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