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An analysis of secondary teachers' u...

Goode, Amy L.

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An analysis of secondary teachers' use of integrated curriculum in English and social studies classrooms.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An analysis of secondary teachers' use of integrated curriculum in English and social studies classrooms./
作者:	Goode, Amy L.
面頁冊數:	101 p.
附註:	Source: Dissertation Abstracts International, Volume: 60-03, Section: A, page: 0696.
Contained By:	Dissertation Abstracts International60-03A.
標題:	Education, Secondary. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9920849
ISBN:	0599200294

An analysis of secondary teachers' use of integrated curriculum in English and social studies classrooms.
Goode, Amy L.

An analysis of secondary teachers' use of integrated curriculum in English and social studies classrooms. - 101 p.

Source: Dissertation Abstracts International, Volume: 60-03, Section: A, page: 0696.

Thesis (Ph.D.)--The University of Alabama, 1998.

The study was conducted to provide an analysis of teachers' use of integrated curriculum specifically in English and Social Studies classrooms. This study, using qualitative methods, sought to obtain teachers' rationale for the selection of integrated content as well as for the use of an integrated curriculum. The study involved interviews with five teachers, observations of team meetings, and an examination of integrated assignments.

ISBN: 0599200294Subjects--Topical Terms:

539262
Education, Secondary.

An analysis of secondary teachers' use of integrated curriculum in English and social studies classrooms.
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245 1 3 $a An analysis of secondary teachers' use of integrated curriculum in English and social studies classrooms.
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500 $a Adviser: Elizabeth Wilson.
502 $a Thesis (Ph.D.)--The University of Alabama, 1998.
520 $a The study was conducted to provide an analysis of teachers' use of integrated curriculum specifically in English and Social Studies classrooms. This study, using qualitative methods, sought to obtain teachers' rationale for the selection of integrated content as well as for the use of an integrated curriculum. The study involved interviews with five teachers, observations of team meetings, and an examination of integrated assignments.
520 $a The major findings include low levels of sporadic integration as well as no integration at all. Reasons offered for the lack of integration include lack of planning time, different perspectives among integration partners, and a lack of consistent support from the administration. An unwillingness to relinquish control of content matter to a teacher of a different content area was revealed as a motivation for not integrating curriculum. Although the teachers agreed with the concept of an integrated curriculum, pressure to cover material within the structure of their content area overshadowed the desire for integration. There is a wide discrepancy between teachers' perceptions of the value of an integrated curriculum and the actual implementation of an integrated curriculum.
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