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4 AUTHORS:
Chi Chung Lam
Theresa Alviar-Martin
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Susan A. Adler
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Department of Curriculum and Instruction, The Chinese University of Hong Kong, Shatin, New Territories, Hong Kong
Curriculum, Teaching, and Learning, National Institute of Education, Nanyang Technological University, NIE7-03-52, 1 Nanyang Walk, Singapore 637616, Singapore
c
School of Education, University of Missouri e Kansas City, USA
b
h i g h l i g h t s
< Teachers conceptions of integration reected various interdisciplinary models.
< Perceived benets to integration included greater engagement of learners.
< Perceived barriers included teachers lack of subject knowledge.
< Other barriers were misalignment of assessment and societal valuing of competition.
< Barriers to integration are discussed in light of global trends in education.
a r t i c l e i n f o
a b s t r a c t
Article history:
Received 27 November 2011
Received in revised form
12 November 2012
Accepted 19 November 2012
In this qualitative study, we examined eleven Singapore teachers conceptions of teaching and learning as
related to their experiences implementing integrated curriculum. Interviews revealed that the teachers
conceptions of integration spanned the spectrum of ideas found in relevant literature. Further, although
participants saw benets to integration, including greater engagement of learners, they also spoke of
signicant obstacles to its implementation, such as teachers own perceived lack of subject knowledge
and a misalignment with the assessment system. The ndings, while echoing previous studies conducted
in various countries, highlight implementation difculties in settings where high stake examinations and
disciplinary-based curriculum prevail.
2012 Elsevier Ltd. All rights reserved.
Keywords:
Integrated curriculum
Curriculum reform
Teacher conceptions
Singapore
1. Introduction
How a school curriculum should be organized has long been
a hotly debated issue in curriculum design and development
(Ornstein & Hunkins, 2004; Schiro, 2008). Whether middle-level
and secondary school curricula should be interdisciplinary or
subject-based is especially controversial because it involves distinct
differences in beliefs about the type of knowledge that should be
taught to young citizens who are soon to participate fully in
a nations polity and workforce (Association for Middle Level
Education, 2010; Dewey, 1938/1997). Scholars adhering to varying
educational philosophies have argued over the issue of interdisciplinarity since the early 1900s (Applebee, Adler, & Flihan,
2007; Jackson, 1992). These arguments have unfolded within
* Corresponding author. Tel.: 65 6790 3857; fax: 65 6896 8950.
E-mail addresses: chichunglam@cuhk.edu.hk (C.C. Lam), theresa.alviar@
gmail.com (T. Alviar-Martin), AdlerS@umkc.edu (S.A. Adler).
1
Tel.: 852 2609 6947.
0742-051X/$ e see front matter 2012 Elsevier Ltd. All rights reserved.
http://dx.doi.org/10.1016/j.tate.2012.11.004
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Table 1
Examples of cross-disciplinary models and related integrated approaches.
Cross-disciplinary models
Integrated approaches
Multidisciplinary
(Drake & Burns, 2004; Jacobs, 1989)
Correlationa
Sequencedb
Threadedb
Interdisciplinary
(Drake & Burns, 2004)
Fusiona
Integratedb
Sharedb
Webbedb
Transdisciplinary
(Drake & Burns, 2004)
Integrativec
Structured and
unstructured corea
a
b
c
Description
A curricular model that juxtaposes subject areas according to a theme
identied in two or more subjects. Organizing theme is subordinated to
established subject areas.
Teachers of different subjects all deal with aspects of one topic at the
same time.
Units of study are rearranged and sequenced to coincide with one
another. Similar ideas are taught in concert while remaining as separate
subjects.
The approach threads thinking skills, social skills, multiple intelligences,
technology, and study skills through the various disciplines.
Content is blended. Although disciplines speak in separate voices, they
become tools to focus closely on an organizing theme, problem,
question, or idea.
Teachers take integration further by combining the content of two or
more subjects into a new course with a new name.
Views the curriculum through a kaleidoscope: interdisciplinary topics
are rearranged around overarching concepts and emergent patterns and
designs.
Shared planning and teaching take place in two disciplines in which
overlapping concepts or ideas emerge as organizing elements.
A fertile theme is webbed to curriculum contents and disciplines;
subjects use the theme to sift out appropriate concepts, topics, and
ideas.
Cross-disciplinary approaches that call for the greatest degree of
restructuring, where subject boundaries are blurred and connections
magnied in a new organizational framework.
A curriculum design theory aiming to enhance the possibilities for
personal and social integration through the organization of curriculum
around signicant problems and issues without regard for subject area
lines.
Student- and society-centered curricular approaches. Teachers identify
the needs, problems, and concerns and skills and subject matter from
any pertinent subject are brought in to help students deal with those
matters. In structured core, teachers design units of study that are
relevant to students; whereas in unstructured core, teachers and
students together develop the units of study.
Vars (1991).
Fogarty (1991).
Beane (1997).
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Table 2
Participants background information.
Namea
School
Years of teaching
Disciplinary
background
Integrated school
program
Subjects integrated
Over 10
Integrated Humanities
Planner: 6
Diana
Ai Ling
Hui Ping
Hariff
3
4
Over 10
Over 10
Humanities &
History
Geography
History
Geography
History
Achieve Academy
Hijau Secondary
Integrated Humanities
National Education
6
7
4
3
English &
Literature
Li Wah
Jingga Secondary
Geography
Enrichment
Alex
Ungu Academy
Over 10
History
Values Education
Science
Planner, teacher: 3
Planner, teacher: 4
Teacher: 2
Planner, teacher: 6
Planner,
Planner,
Planner,
Planner,
teacher:
teacher:
teacher:
teacher:
2
2
3
2
Planner, teacher: 2
Curriculum developer: 1
Teacher, researcher: 2
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Table 3
Characteristics of integrated programs.
School and teachers
Type of integration
and duration
Organizing principles/themes
Perceived benetsa
1, 2, 3, 4, 5, 6, 7, 8
Yes
1, 2, 3
No
1, 2, 3, 4, 5, 6, 7, 8
Yes
Shared: 1 semester
Webbed: 1 semester
programs
Education for Life: English,
History, Science, Information Technology
Threaded, webbed:
1e2 weeks
1, 2, 3, 4, 5, 6
No
1, 2, 3, 4
No
Threaded: N.A.
N.A.
No
a
1 authentic, real world learning; 2 enhancing student interest; 3 expanding perspectives; 4 critical thinking & problem-solving; 5 holistic learning;
6 differentiated learning; 7 camaraderie among teachers; 8 exam preparation.
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All the teachers shared the view that nding time for teachers to
meet and work out the school-based programs was difcult. Even
among teachers who were involved in smaller-scale integration
efforts, many expressed the need for effort and time to develop
materials, plans and schedules. Jonathan, who masterminded the
teacher-initiated IH program in St. Annes, described the kind of
work involved in the development process: We had to come up
with everything, the framework, the scheme of work, and the
materials that we were going to use and then managing it, in terms
of getting teachers ready. Teachers adopted a variety of strategies
to manage this concern, such as creating time and space to allow
teachers from different departments to meet and work collaboratively. In Jonathans school, the school management had been
highly supportive by providing concurrent time-tabling especially
in the early years. Jonathan reiterated that the implementation of
the schools team-teaching approach was highly dependent upon
how the school administration planned their schedules so that
classes could be combined in large venues. Concurrent time-tabling
likewise addressed teachers concerns for not having adequate
knowledge of unfamiliar disciplines so that.if there was a topic
the teacher wasnt sure of, they could go to the theaterette or bigger
place and they could have a lecture session with the other teacher
leading the material.
Other schools had tried to limit the scale of the change to avoid
overstretching the system. For example, Hui Peng mentioned that
her schools IH curriculum was designed by one teacher in order to
avoid the challenges of recruiting teachers from various departments and nding time to develop the materials. Kavitha noted that
by following a threaded model of integration rather than transdisciplinary approaches that required intense planning and
collaboration, her schools EFL program appeared less daunting to
teachers.
According to participants who were designated as curriculum
leaders, the foremost challenge to these school-based initiatives
was that many teachers did not see it as their top priority. Rather,
teachers regarded national and standardized examinations as the
main drivers of curriculum, and the prioritization of examinations
held far-reaching curricular implications, such as the allocation of
time and the organization of programs around examinable
subjects. Indeed, some teachers cited the importance of aligning
integrated curricula with disciplinary syllabi so as to enhance
students chances of securing good results in public examinations.
Li Wah explained:
Eventually students will have to take up a certain Humanities
subject for the O levels [examinations]. So whatever is
implemented at the lower secondary should ideally prepare
them in some way for the examinable subjects at the upper
secondary levels ..
Kavitha shared a similar view: When we go back to the classroom.we have subject-specic outcomes to meet, exams and all
that, which are reality .. She voiced concern that integration
necessitated a mentality that was not shared by many educational
stakeholders. Stakeholders actually want measureable outcomes.
Her sentiments were shared by several participants who cited the
prevailing mentality of kiasu, which is translated literally as a fear
of losing. In Singapores examination-driven system, kiasu is
embodied by intense competition among students d and by
extension, their parents d to do well in order to secure places in
selective schools or higher academic tracks.
Among our participants, those who regarded integrated
curricula as compatible with test preparation were more likely to
support its whole-scale implementation. The teachers from St.
Annes and Hariff, were among those who argued that the benets
of integrated programs outweighed the many operational
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combinations of different subject areas, but also builds the foundation for studenteteachers to view the curriculum and their roles
as teachers within principles of democracy and social justice
(Beane, 1997; Brophy & Alleman, 1991). As Garii and Rule (2009)
contend, when studenteteachers are exposed to issues such as
inequality or racism in their local communities, they build awareness of and even commitment to the topics that they teach.
Bullock, Park, Snow, and Rodriguez (2002) further argue that
teacher educators can model transdisciplinary curricula by collaboratively planning courses that reect their students and own
understanding of education and interests in teaching. Such
collaboration implies a commitment to seeking a democratic
structure in teacher education classes and the valuing of teachers as
educators rather than purely as content-area specialists (p. 159).
By adopting teacher education curricula that are planned through
democratic collaboration, driven by authentic issues (Beane, 1997)
and organized around enduring understandings or essential questions (Jacobs, 1989), teacher education classes can serve as powerful
dialogical venues where teachers learn to explore timeless and
authentic concepts that are the basis of meaningful learning. At the
same time, such discussions can help studenteteachers identify
ways in which to preserve the character of their subject areas.
Teacher education that promotes integration would focus on
developing studenteteachers skills in integrating the key subject
knowledge concepts and the organizing centers, nding ways of
linking the integrated themes with current social and personal
issues, developing student-centered pedagogies, and learning how
to craft and implement alternative assessment work to measure
broad-based learning outcomes. Equally important, teacher
education that supports curriculum integration would encourage
teachers to understand the reform contexts in which they operate
and build awareness of how perennialist, essentialist, progressivist, reconstructionist and more recent neoliberal trends have
shaped their pedagogies and practices. Beyond building awareness
of their conceptions, teachers working toward integration can
examine their ability to navigate between policies, societal
expectations and their own personal and professional commitments. In this case study, the teachers from St. Annes Secondary
and Hijau Secondary Schools, showed familiarity with novel
teaching approaches and alternative assessments. Ensuing dialog
between teachers and school administration enabled them to
design curricula that addressed demands for test preparation
while maintaining their commitment to teaching about real-world
problems. By examining the nuances of reform policies in teacher
education classes, teachers can learn to map a similarly empowered curricular path.
Teacher preparation alone will not enable teachers to implement integrated curricula once they are practicing teachers. Aside
from exposing the need for teacher education, the study likewise
indicates a necessity for ongoing professional development and
support. Within school systems that intend shifting toward integration, policymakers must determine how existing assessment
policies accommodate novel subject matter, instructional strategies, and learning modes that characterize integrated curricula. The
case further illustrates that, given the growing predilection toward
discipline-based education and standardized testing, it may be
necessary for school leaders and policymakers to educate stakeholders, particularly parents, of the benets of integrated
programs.
This study illustrates the importance of the role of teachers and
also the barriers to implementation of integrated curriculum in
Singapore, where deep rooted examination culture and the inuence of accountability are increasingly evident. Although the ndings shed light on other places with similar characteristics, as in
other case studies, the ndings are constrained by the use of a small
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