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Relevant, challenging, integrative and exploratory curriculum design: perspectives from theory and practice for middle schooling in Australia

Citation

Dowden, T, Relevant, challenging, integrative and exploratory curriculum design: perspectives from theory and practice for middle schooling in Australia, The Australian Educational Researcher, 34, (2) pp. 51-71. ISSN 0311-6999 (2007) [Refereed Article]


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DOI: doi:10.1007/BF03216857

Abstract

Integrative curriculum design promises much for middle level teachers who wish to develop classroom programmes that will encourage early adolescents to actively engage in their learning (Beane 1990, 1997). Beane’s model is highly responsive to the educational and developmental needs of young people. In contrast, multidisciplinary curriculum design (Jacobs 1989) may result in significant but largely unrecognised drawbacks when it is implemented in the middle grades. This paper critically examines the theory of the integrative and the multidisciplinary models of curriculum integration with respect to middle level curriculum reform in Australian schools. It draws its data from a doctoral study (Dowden 2007) that traced a century of development of curriculum integration in the USA: from Dewey’s Laboratory School a century ago through to contemporary middle schooling.

Item Details

Item Type:Refereed Article
Research Division:Education
Research Group:Curriculum and Pedagogy
Research Field:Curriculum and Pedagogy Theory and Development
Objective Division:Education and Training
Objective Group:Other Education and Training
Objective Field:Education and Training not elsewhere classified
Author:Dowden, T (Dr Richard Dowden)
ID Code:48701
Year Published:2007
Web of Science® Times Cited:18
Deposited By:Education
Deposited On:2007-08-01
Last Modified:2010-05-29
Downloads:319 View Download Statistics

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