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

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Dowden, T (2007) 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

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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 Type: Article
Journal or Publication Title: The Australian Educational Researcher
Publisher: AARE
Page Range: pp. 51-71
ISSN: 0311-6999
Date Deposited: 07 Apr 2008 14:44
Last Modified: 18 Nov 2014 03:36
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