Curriculum Integration and At-Risk Students: A Canadian Case Study Examining Student Learning and Motivation

Autor/inn/en	MacMath, Sheryl; Roberts, Jillian; Wallace, John; Chi, Xiaohong
Titel	Curriculum Integration and At-Risk Students: A Canadian Case Study Examining Student Learning and Motivation
Quelle	In: British Journal of Special Education, 37 (2010) 2, S.87-94 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
Schlagwörter	Curriculum Development; Self Efficacy; At Risk Students; Student Motivation; Educational Change; Foreign Countries; Integrated Curriculum; Case Studies; Secondary School Curriculum; Energy; Science Instruction; Units of Study; Observation; Surveys; Academic Achievement; Teaching Methods; Outcomes of Education; Canada + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Self-efficacy; Selbstwirksamkeit; Schulische Motivation; Bildungsreform; Ausland; Case study; Fallstudie; Case Study; Energie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lerneinheit; Beobachtung; Survey; Umfrage; Befragung; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Kanada
Abstract	The combining of subject areas or disciplines, referred to in this article as curriculum integration, has been recognised as being linked to high levels of student motivation and learning. Sheryl MacMath of the University of Toronto, Jillian Roberts of the University of Victoria, and John Wallace and Xiaohong Chi of the University of Toronto discuss the findings of their case study (n = 23 students) based in a Canadian secondary school where an integrated unit on energy was taught to pupils identified as being "at risk" of not completing high school. Teacher and student interviews, classroom observations and surveys were used in the case study to investigate student motivation and learning. Results from the study illustrate that students experienced higher levels of motivation and academic success compared to work on previous units. The authors explore how higher levels of student self-efficacy were also recorded due to the repetition of content in different classrooms and across different contexts. The authors argue that further research in this area should examine more than student learning and motivation and highlights the need to focus specifically on opportunities for successful academic experiences where student efficacy is increased. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10