Relevant, challenging, integrative and exploratory curriculum design: perspectives from theory and practice for middle schooling in Australia
Article
Article Title | Relevant, challenging, integrative and exploratory curriculum design: perspectives from theory and practice for middle schooling in Australia |
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ERA Journal ID | 20008 |
Article Category | Article |
Authors | |
Author | Dowden, Tony |
Journal Title | The Australian Educational Researcher |
Journal Citation | 34 (2), pp. 51-71 |
Number of Pages | 21 |
Year | 2007 |
Publisher | Springer |
Place of Publication | Dordrecht, Netherlands |
ISSN | 0311-6999 |
2210-5328 | |
Digital Object Identifier (DOI) | https://doi.org/10.1007/BF03216857 |
Web Address (URL) | http://link.springer.com/content/pdf/10.1007%2FBF03216857.pdf |
Abstract | Integrative curriculum design, or student-centred curriculum integration, promises much for middle grades teachers wishing to develop classroom programmes that will encourage early adolescents to actively engage in their learning (Beane 1990, 1997). Integrative designs are highly responsive to the educational and developmental needs of young people. In contrast, student-centred multidisciplinary curriculum designs (Jacobs 1989) may result in significant but largely unrecognised drawbacks when they are applied to the middle grades. |
Keywords | curriculum integration; integrative curriculum; multidisciplinary curriculum |
ANZSRC Field of Research 2020 | 390199. Curriculum and pedagogy not elsewhere classified |
390306. Secondary education | |
390409. Learning sciences | |
Public Notes | File reproduced in accordance with the copyright policy of the publisher/author. |
Byline Affiliations | University of Tasmania |
Institution of Origin | University of Southern Queensland |
https://research.usq.edu.au/item/q2063/relevant-challenging-integrative-and-exploratory-curriculum-design-perspectives-from-theory-and-practice-for-middle-schooling-in-australia
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