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An analysis of secondary teachers' u...

Goode, Amy L.

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An analysis of secondary teachers' use of integrated curriculum in English and social studies classrooms.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An analysis of secondary teachers' use of integrated curriculum in English and social studies classrooms./
Author:	Goode, Amy L.
Description:	101 p.
Notes:	Source: Dissertation Abstracts International, Volume: 60-03, Section: A, page: 0696.
Contained By:	Dissertation Abstracts International60-03A.
Subject:	Education, Secondary. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9920849
ISBN:	0599200294

An analysis of secondary teachers' use of integrated curriculum in English and social studies classrooms.
Goode, Amy L.

An analysis of secondary teachers' use of integrated curriculum in English and social studies classrooms. - 101 p.

Source: Dissertation Abstracts International, Volume: 60-03, Section: A, page: 0696.

Thesis (Ph.D.)--The University of Alabama, 1998.

The study was conducted to provide an analysis of teachers' use of integrated curriculum specifically in English and Social Studies classrooms. This study, using qualitative methods, sought to obtain teachers' rationale for the selection of integrated content as well as for the use of an integrated curriculum. The study involved interviews with five teachers, observations of team meetings, and an examination of integrated assignments.

ISBN: 0599200294Subjects--Topical Terms:

539262
Education, Secondary.

An analysis of secondary teachers' use of integrated curriculum in English and social studies classrooms.
LDR:02198nmm 2200313 4500 001 1840946
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008 130614s1998 eng d
020 $a 0599200294
035 $a (UnM)AAI9920849
035 $a AAI9920849
040 $a UnM $c UnM
100 1 $a Goode, Amy L. $3 1929262
245 1 3 $a An analysis of secondary teachers' use of integrated curriculum in English and social studies classrooms.
300 $a 101 p.
500 $a Source: Dissertation Abstracts International, Volume: 60-03, Section: A, page: 0696.
500 $a Adviser: Elizabeth Wilson.
502 $a Thesis (Ph.D.)--The University of Alabama, 1998.
520 $a The study was conducted to provide an analysis of teachers' use of integrated curriculum specifically in English and Social Studies classrooms. This study, using qualitative methods, sought to obtain teachers' rationale for the selection of integrated content as well as for the use of an integrated curriculum. The study involved interviews with five teachers, observations of team meetings, and an examination of integrated assignments.
520 $a The major findings include low levels of sporadic integration as well as no integration at all. Reasons offered for the lack of integration include lack of planning time, different perspectives among integration partners, and a lack of consistent support from the administration. An unwillingness to relinquish control of content matter to a teacher of a different content area was revealed as a motivation for not integrating curriculum. Although the teachers agreed with the concept of an integrated curriculum, pressure to cover material within the structure of their content area overshadowed the desire for integration. There is a wide discrepancy between teachers' perceptions of the value of an integrated curriculum and the actual implementation of an integrated curriculum.
590 $a School code: 0004.
650 4 $a Education, Secondary. $3 539262
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Education, Social Sciences. $3 1019148
690 $a 0533
690 $a 0727
690 $a 0279
690 $a 0534
710 2 0 $a The University of Alabama. $3 1019361
773 0 $t Dissertation Abstracts International $g 60-03A.
790 1 0 $a Wilson, Elizabeth, $e advisor
790 $a 0004
791 $a Ph.D.
792 $a 1998
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9920849