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dc.contributor.authorFraser, Deborah
dc.date.accessioned2012-11-12T23:08:29Z
dc.date.available2012-11-12T23:08:29Z
dc.date.issued2000
dc.identifier.citationFraser, D. (2000). Curriculum integration: What it is and is not. SET: Research Information for Teachers (3), 34-37.en_NZ
dc.identifier.issn2253-2145
dc.identifier.urihttp://hdl.handle.net/10289/6833
dc.description.abstractCurriculum 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.isoen
dc.publisherNZCER Pressen_NZ
dc.relation.urihttp://www.nzcer.org.nz/nzcerpress/set/articles/curriculum-integration-what-it-and-noten_NZ
dc.titleCurriculum integration: What it is and is not.en_NZ
dc.typeJournal Articleen_NZ
pubs.elements-id41674


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