Interdisciplinary instruction in middle grade classrooms: Realistic reform or impossible dream?
Abstract
The purpose of this study was to find out if the recommendations of the Carnegie Council, the National Council of Teachers of Mathematics, the National Council for the Social Studies, the National Research Council, the National Council of Teachers of English, and The International Reading Association concerning school reform in the area of interdisciplinary instruction were being implemented in middle grade classrooms in twenty-four schools in northwest Indiana. Specifically, this study addressed this question by looking at the attitudes, beliefs, and practices of teachers and administrators in these schools concerning integrating disciplines for instruction. One hundred eighty-four teachers from 24 schools in eight Indiana counties answered open-ended survey questions to provide qualitative data. Thirteen of these teachers and four principals also participated in in-depth interviews to follow up the survey responses. The researcher, a sixth-grade teacher, used a type of phenomenology called heuristic inquiry to analyze participants' survey and interview responses to these research questions: How are these educators defining interdisciplinary instruction? Has instruction been integrated in these middle grade classrooms? What barriers to implementing integrated instruction have these educators encountered? What strategies have been successful in integrating instruction in these schools? What do these educators think are the necessary components for a successful interdisciplinary curriculum? What are the advantages of interdisciplinary instruction that these educators perceive? What disadvantages to interdisciplinary instruction do these educators recognize? What can educators who successfully integrate curriculum teach us about overcoming barriers? The results of this study led to the formation of four assertions which the researcher presents as recommendations for a successful interdisciplinary program: (1) Changing educators' negative attitudes will remove the greatest barrier to successful interdisciplinary instruction. (2) Team planning time must be established for interdisciplinary instruction to be effective. (3) A plan to address basic skill instruction must be included for a successful interdisciplinary program. (4) Strong support and encouragement from the administration is an important part of a successful interdisciplinary program.
Degree
Ph.D.
Advisors
Russell, Purdue University.
Subject Area
Curricula|Teaching|Secondary education
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