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Nukh Khozain - One of the best experts on this subject based on the ideXlab platform.

  • Meeting Standards Through Integrated Curriculum: Point of View by Sussan M. Drake and Rebecca C. Bruns
    IJORER : International Journal of Recent Educational Research, 2020
    Co-Authors: Taseman Taseman, Wilujeng Asih Purwani, Safaruddin Safaruddin, Nasrul Fuad Erfansyah, Ratna Pangastuti, Abdul Malik Dachlan, Nukh Khozain
    Abstract:

    Through an Integrated Curriculum, it is expected that the fulfillment of a maximum standard of learning for students' problems while learning,n the Integrated Curriculum will determine the content, processes, materials, and learning materials that teachers do to students in the classroom. Students who have problems are expected to be able to overcome the problem both those who lack achievement and are left behind, the evaluation carried out is also expected to be able to measure the ability of students to improve learning that has been done, besidesn it can be compared between one school to another with an evaluation. So we need a standard-based approach and an Integrated Curriculum, the second offers several strategies in developing an Integrated Curriculum that has been proven in its implementation, thirdly to validate an Integrated Curriculum by offering examples of Integrated curricula that have proven to be successful.

Terrance T. Rucinski - One of the best experts on this subject based on the ideXlab platform.

  • Principal perceptions and beliefs about Integrated Curriculum use
    Journal of Educational Administration, 1998
    Co-Authors: Daisy E. Arredondo, Terrance T. Rucinski
    Abstract:

    Presents the results of Phase II of a study examining use of Integrated Curriculum as a reform strategy in US schools. The purposes of this phase were to determine how the uses of Integrated curricula change over time and to explore relationships between teacher implementation of Integrated curricula and principal beliefs and practices. Telephone interviews with a subset of principals of schools using Integrated Curriculum gathered information about changes in use since the original data collection, team planning practices, involvement with peer coaching, teacher involvement with decision processes, and relationships among principal belief systems, practices, and support of Integrated Curriculum. Results, using qualitative and quantitative methods, show that over time Integrated curricula use increased and became more sophisticated, time is an obstacle even with common planning periods, teacher involvement in decision processes increased, and principals overwhelmingly believe that the Integrated Curriculum has positive effects on teachers and students.

Taseman Taseman - One of the best experts on this subject based on the ideXlab platform.

  • Meeting Standards Through Integrated Curriculum: Point of View by Sussan M. Drake and Rebecca C. Bruns
    IJORER : International Journal of Recent Educational Research, 2020
    Co-Authors: Taseman Taseman, Wilujeng Asih Purwani, Safaruddin Safaruddin, Nasrul Fuad Erfansyah, Ratna Pangastuti, Abdul Malik Dachlan, Nukh Khozain
    Abstract:

    Through an Integrated Curriculum, it is expected that the fulfillment of a maximum standard of learning for students' problems while learning,n the Integrated Curriculum will determine the content, processes, materials, and learning materials that teachers do to students in the classroom. Students who have problems are expected to be able to overcome the problem both those who lack achievement and are left behind, the evaluation carried out is also expected to be able to measure the ability of students to improve learning that has been done, besidesn it can be compared between one school to another with an evaluation. So we need a standard-based approach and an Integrated Curriculum, the second offers several strategies in developing an Integrated Curriculum that has been proven in its implementation, thirdly to validate an Integrated Curriculum by offering examples of Integrated curricula that have proven to be successful.

Zhang Shaoli - One of the best experts on this subject based on the ideXlab platform.

Thomas P. Weinland - One of the best experts on this subject based on the ideXlab platform.

  • Development of Theme-based, Interdisciplinary, Integrated Curriculum: A Theoretical Model
    School Science and Mathematics, 1998
    Co-Authors: Robert A. Lonning, Thomas C. Defranco, Thomas P. Weinland
    Abstract:

    Interest in interdisciplinary, Integrated Curriculum development continues to increase. However, teachers who have been given primary responsibility for developing these materials are often working with little guidance. A model for developing theme-based, interdisciplinary, Integrated Curriculum is presented in this article. The model includes two phases, a theme creation phase and an activity refinement phase. Validity criteria from the interdisciplinary Curriculum literature are used to assess the power of potential themes. An integration continuum model is used to facilitate refinement of activities included in the theme-based instruction. The Curriculum development model is used to clarify the meaning of the terms theme-based, interdisciplinary, and Integrated. The model is intended to be used by Curriculum developers to facilitate the creation of powerful interdisciplinary lessons.