Integrating the curriculum: A case study in educational problem-solving

This is a case study of the implementation of a staff development and curriculum project in one elementary school which involved nine volunteer teachers in thinking about how they teach and in planning and teaching integrated units of study using the existing curriculum. This study recognized that many educational reports since 1983, have recommended major changes in the structure of schools, curriculum, and teaching profession. This study documented and evaluated the outcome of an attempt to involve teachers in integrating the curriculum. Specifically, the author used an Ecological Theory to analyze the development of the integrated units, teaching of the integrated units, faculty interactions, teacher principal interactions, and effects of central office mandates and restrictions on the project. The author discusses the components of this project which other educational leaders might consider as they plan staff development projects. Implications for principals, curriculum directors and researchers are elaborated