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Meeting Standards Through Integrated Curriculum
Susan M. Drake and Rebecca C. Burns
About the Authors | Comments
About This Book
Many schools under pressure to meet new standards of learning mistakenly believe that they must adopt a narrow curriculum that imposes strict boundaries on what students are taught. In this book, Susan Drake and Rebecca Burns address this issue by offering strategies for synchronizing standards across the disciplines. At the heart of the book is the KNOW/DO/BE framework, which teachers can use to ensure a curriculum that is both rigorous and relevant to K-12 students at all stages of proficiency. Among other things, this comprehensive framework allows teachers to
Though the authors draw much of their data from research on integration, their focus is on analyzing the real-life experiences of teachers who have successfully integrated their curricula in the service of accountability. The many benefits of this approach that the authors explore include lower absenteeism, fewer behavioral problems, and higher rates of homework completion. By combining case studies with a wealth of supporting research, Meeting Standards Through Integrated Curriculum offers teachers a user-friendly system for meeting standards while advancing broad-based learning.
See the book's table of contents and read excerpts.
Table of Contents
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About the Authors
SUSAN M. DRAKE is a professor at the Faculty of Education, Brock University, St. Catharines, Ontario. She holds a doctorate in curriculum from the University of Toronto. Susan has had an extensive career teaching in classrooms from primary grades through higher education. She has been actively involved in designing and implementing integrated approaches to curriculum both at the provincial and state level and in the classroom.
REBECCA C. BURNS is a senior research and development specialist at Appalachia Educational Laboratory (AEL) in Charleston, West Virginia. She holds a masters degree in speech from Marshall University, and she has completed postgraduate work in curriculum design and supervision. The findings from her two-year study of curriculum integration in four Virginia schools led to formation of the Interdisciplinary Teamed Instruction professional development program at AEL.
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