A Systematic Review of Curriculum Integration: Achieving Policy Goals by Crossing Subject Boundaries

• In Event: Curricular Policy Development and Implementation: Understanding State and Local Dynamics and Their Implications

Abstract

Curriculum integration, sometimes referred to as interdisciplinary curriculum, is a somewhat nebulous concept (Badley, 2009; Wall & Leckie, 2017). This paper outlines a systematic review of the literature that examined how it is conceptualised and implemented in elementary schools. The review synthesised findings from 211 empirical studies, drawing on a diverse range of research designs. Findings indicate that curriculum integration manifested in idiosyncratic ways with varying emphases depending on the purpose and prime disciplinary areas being integrated. Empirical studies tend to be conducted in the US and leave significant scope for more robust testing using higher quality research designs. Barriers to curriculum integration included teacher knowledge/expertise, curriculum structure, time/resources and perceived subject hierarchies. The paper concludes with policy implications.

Authors

• Patrick Burke, Dublin City University

• Paula Lehane, Dublin City University