The Eight-Year Study revisited: A cross-case analysis of the use of integrated curriculum in Radnor, Pennsylvania.

摘要

A historical case study of curriculum integration at the middle school level in Radnor, Pennsylvania from 1938–2002 is used to explore the viability of implementation in other public middle schools. Two models of curriculum integration are examined: integrated curriculum [community core program, Watershed] and integrative curriculum [ Soundings]. With integrated curriculum, subject boundaries are eliminated, and students learn content and skills through topics and themes that cross subject lines. In the integrative curriculum model, students are the prime curriculum designers. Students' questions identify the issues that they view as important, and learning activities are designed to address those issues. The two schools presented in this study are Radnor High School, a public junior-senior high school in Wayne, Pennsylvania; and Radnor Middle School, a public middle school in Wayne, Pennsylvania. Radnor High School implemented an integrated curriculum in 1938 for the seventh and eighth grades during the Progressive Education Association's Eight-Year Study, while Radnor Middle School has had an integrated program, Watershed, since 1986 and an integrative program, Soundings, since 1999.; The results indicate that the implementation of integrated curriculum at other public middle schools is viable, although the study indicates limits. Curriculum integration has not been implemented school-wide at Radnor Middle School; students and parents may choose a separate subject approach if they prefer. Schools that do not share Radnor Middle School's rich history of educational innovation may find that the implementation of integrated curriculum will take more time. Findings support and contribute to curriculum implementation theory. Factors that curriculum implementation theory indicates are supportive of implementation that were present at Radnor Middle School include history of educational innovation; role of the principal; district administrative support; teacher characteristics and relationships; and board and community characteristics. The quality of the programs was found to be a factor that supported implementation at Radnor Middle School, which is a contribution to curriculum implementation theory.