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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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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 |
|---|---|
| Authors/Creators: | Dowden, T |
| Journal or Publication Title: | The Australian Educational Researcher |
| Publisher: | AARE |
| ISSN: | 0311-6999 |
| Item Statistics: | View statistics for this item |
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