Curriculum integration in the volunteer state

摘要

Many agricultural educators are familiar with the concept of curriculum integration, and some are aware of the great learning potential that it holds (Grubb, 1995). But is this tool being used such that it helps to achieve maximum student performance? In many school systems, neither agricultural education teachers nor general education teachers (e.g., math, science, or English) embrace this concept in a way that demonstrates its full potential (Bottoms & Sharpe, n.d.). This article explores why curriculum integration is not more frequently used as a productive educational tool. A case study (Parr, 2000) performed at David Crockett High School in northeastern Tennessee provides data from which several conclusions are drawn. Planning for a curriculumintegration project, its implementation, and the initial outcomes are described through examples of practices that proved effective at Crockett High School.