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Curriculum integration: What it is and is not.

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dc.contributor.author Fraser, Deborah
dc.date.accessioned 2012-11-12T23:08:29Z
dc.date.available 2012-11-12T23:08:29Z
dc.date.issued 2000
dc.identifier.citation Fraser, D. (2000). Curriculum integration: What it is and is not. SET: Research Information for Teachers (3), 34-37. en_NZ
dc.identifier.issn 2253-2145
dc.identifier.uri http://hdl.handle.net/10289/6833
dc.description.abstract Curriculum integration is much misunderstood. As a curriculum design and a pedagogy, it requires a commitment to power sharing when making curriculum decisions with students. When teachers negotiate curriculum with students, the learning and teaching is of direct relevance to the world of young people in diverse settings. In the hands of talented teachers, curriculum integration engages students in deep level learning which can have lasting effects on their views of the world and their views of themselves as active learners. en_NZ
dc.language.iso en
dc.publisher NZCER Press en_NZ
dc.relation.uri http://www.nzcer.org.nz/nzcerpress/set/articles/curriculum-integration-what-it-and-not en_NZ
dc.title Curriculum integration: What it is and is not. en_NZ
dc.type Journal Article en_NZ


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