Kerry, Trevor (2007) Integration: dirty word or golden key. FORUM for promoting 3-19 comprehensive education, 49 (1,2). pp. 77-91. ISSN 09638263
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Abstract
The article examines the notion of integrated studies as a way of organising curriculum in schools. Drawing on insights of educational philosophy, curriculum theory and learning theory it establishes the soundness of the theoretical case for integration. It examines what this view means for the art and scienc of teaching, and notes examples of successful integration in schools. The paper identifies the roots of integrated studies in the thinking of the Plowden Report and suggests that the approach is equally valid today.
| Item Type: | Article |
|---|---|
| Additional Information: | The article examines the notion of integrated studies as a way of organising curriculum in schools. Drawing on insights of educational philosophy, curriculum theory and learning theory it establishes the soundness of the theoretical case for integration. It examines what this view means for the art and scienc of teaching, and notes examples of successful integration in schools. The paper identifies the roots of integrated studies in the thinking of the Plowden Report and suggests that the approach is equally valid today. |
| Keywords: | primary education, integrated studies, curriculum, learning, subject teaching, teaching skills, themes, themed learning |
| Subjects: | X Education > X120 Training Teachers - Primary X Education > X100 Training Teachers |
| Divisions: | College of Social Sciences > Centre for Educational Research and Development (CERD) |
| Depositing User: | Trevor Kerry |
| Date Deposited: | 16 Dec 2008 08:56 |
| Last Modified: | 18 Jul 2011 16:20 |
| URI: | http://eprints.lincoln.ac.uk/id/eprint/1697 |
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