One obstacle that challenges the implementation of effective curriculum integration practices is the confusion caused by the existence of numerous definitions of this construct in the literature. This concern is further compounded by the potential disconnect between the varied definitions proposed by scholars and classroom teachers' acceptance and use of curriculum integration. The purpose of this study was to analyze K-3 grade teachers' self-reported definitions of curriculum integration. Teachers responded to an Internet survey in which they provided their personal definition of curriculum integration, described integrated teaching examples from their own classroom, and rated six teaching scenarios for quality of integration. Results suggest that teachers may not share the wide variety of definitions of integration described in the literature. Teachers in this study seemed to generally share one definition of integration, as measured by their explanation of the term integration and by the teaching examples they provided. In addition, the majority of the teachers' definitions aligned with their teaching examples, suggesting that the teachers both define and practice integration in similar ways. Finally, when teachers ranked teaching scenarios written to illustrate different levels of quality of curriculum integration, the majority of the teachers again appeared to agree on a shared definition. There were no statistical differences based on grade level, years of experience and education level. In addition to presentation of results, implications for future research and practice are discussed.
College and Department
David O. McKay School of Education; Teacher Education
BYU ScholarsArchive Citation
Prestwich, Jeanne Sperry, "Teacher Definitions of Integration in Primary Grades" (2012). Theses and Dissertations. 3738.
curriculum integration, definition, primary grades, teacher practice