Curriculum Integration In Context: An Exploration Of How Structures And Circumstances Affect Design and Implementation
Amy Bell Johnson
Academy for Educational Development
National Institute for Work and Learning
As part of its work as an associate partner in the National Research Center for Career and Technical Education, the Academy for Educational Development, National Institute for Work and Learning (NIWL) undertook a study of curriculum integration models in order to assess the quality of integration-related reforms at the classroom level, and document best practices for promoting desired student outcomes. This report provides the findings from this study.
In order to obtain firsthand information about different approaches and strategies for curriculum integration, case studies of curriculum integration models were conducted in seven sites across the United States. Teams of researchers spent 3 to 4 days in each of the seven communities observing activities, and conducting individual and group interviews and focus groups with school administrators, teachers, guidance counselors, employers, parents, students, and representatives from participating postsecondary institutions. Teams also conducted extensive reviews of existing documents in order to understand the nature and history of each initiative.
Johnson, A. B., Charner, I., & White, R. (2003, January). Curriculum integration in context: An exploration of how structures and circumstances affect design and implementation. St. Paul, MN: National Research Center for Career and Technical Education, University of Minnesota.