Record Details
A meta-analysis of studies conducted on integrated curriculum programs and their effects on student achievement
ScholarsArchive at Oregon State University
| Field | Value |
|---|---|
| Title | A meta-analysis of studies conducted on integrated curriculum programs and their effects on student achievement |
| Names |
Hartzler, Deborah S.
(creator) |
| Date Issued | 2000 (iso8601) |
| Note | Access restricted to the OSU Community |
| Abstract | This dissertation includes a review of pertinent literature in the field of integrated curriculum in order to establish a definition for such programs that encompasses the intent of such programs. Several models of integrated curriculum were reviewed. It was determined that integrated curriculum is a form of horizontal organization that seeks to break down the walls of traditional academic disciplines by providing learning experiences that explicitly link content, skills, and/or values of different areas within the same subject area, but more commonly, between two or more of the traditional academic disciplines. Integrated curriculum provides the context for learning; however, instructional practices make these connections explicit. This dissertation also sought to determine the extent to which integrated curricular approaches have had a positive or negative effect on students' cognitive achievement. An attempt was also made to determine the factors contributing to the success or failure of integrated programs. Integrated curricular programs were successful in all four of the major academic areas, Language Arts, Math, Social Studies, and Science and at all grade levels. Programs utilizing thematic instruction and those emphasizing process skills showed the most promise. These programs were especially beneficial for students with below average achievement levels. Students from Interestingly, programs that were initiated as a result of state, federal, or university programs were the most successful. Those initiated by teachers and/or staff were the least successful. Students in integrated curricular programs consistently out-performed students in traditional classes on national standardized tests, on state-wide testing programs, and on program developed assessment. Integrated curriculum has been shown to be a viable alternative to traditional subject-centered programs without fear of student failure or declining standardized test scores. |
| Genre | Thesis |
| Topic | Interdisciplinary approach in education |
| Identifier | http://hdl.handle.net/1957/55648 |
