Voyage of the SS Discovery, and The Truman Show: Case Studies of Integrative Approaches to Bridging the Disciplinary Divides

Autor/inn/en	Godinho, Sally; Imms, Wesley
Titel	Voyage of the SS Discovery, and The Truman Show: Case Studies of Integrative Approaches to Bridging the Disciplinary Divides
Quelle	In: Curriculum and Teaching, 26 (2011) 1, S.87-107 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0726-416X
DOI	10.7459/ct/26.1.06
Schlagwörter	Case Studies; Interdisciplinary Approach; Teaching Methods; Foreign Countries; National Curriculum; Standards; Interviews; Video Technology; Photography; Integrated Curriculum; Secondary School Teachers; Elementary School Teachers; Focus Groups; Teacher Attitudes; Films; Australia + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Standard; Interviewing; Interviewtechnik; Fotografie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Film; Australien
Abstract	Bridging the disciplinary divides is reflective of the nature of learning and work in the 21st century. Yet the new Australian curriculum suggests schools are likely to be increasingly trapped within the disciplinary boundaries (Reid, 2009). In this article, we report a small case study which investigated the assumption that integrative approaches are incompatible with the pursuit of standards in 'the basics' (University of Cambridge, 2009) within two schools situated very differently both temporally and spatially: a small Tasmanian government primary school classroom in the 1960s and two classes in a large Victorian co-educational independent secondary school in the first decade of the 21st century. Drawing on findings from multiple data sources, including interviews, video-taping and photographs of class lessons we argue cross-curricular approaches can co-exist with subject-based teaching without compromising basic standards, but that curriculum documentation must provide greater clarity about what constitutes effective cross-disciplinary learning. (As Provided).
Anmerkungen	James Nicholas Publishers. PO Box 5179, South Melbourne, VIC 3205 Australia. Tel: +61-39-696-5545; Fax: +61-39-699-2040; e-mail: custservice@jnponline.com; Web site: https://www.jamesnicholaspublishers.com.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01