Meeting Standards Through Integrated Curriculum
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About
Many schools under pressure to meet new standards of learning mistakenly believe that they must adopt a narrow curriculum that imposes strict boundaries on what students are taught. In this book, Susan Drake and Rebecca Burns address this issue by offering strategies for synchronizing standards across the disciplines. At the heart of the book is the KNOW/DO/BE framework, which teachers can use to ensure a curriculum that is both rigorous and relevant to K-12 students at all stages of proficiency. Among other things, this comprehensive framework allows teachers to
Table of contents
Acknowledgments
Why Integrate the Curriculum in an Era of Accountability?
Aligning Assessment and Instruction with the KNOW/DO/BE Bridge
About the authors
Susan M. Drake is a professor at the Faculty of Education, Brock University, St. Catharines, Ontario. She holds a doctorate in curriculum from the University of Toronto. Susan has had an extensive career teaching in classrooms from primary grades through higher education. She has been actively involved in designing and implementing integrated approaches to curriculum both at the provincial and state level and in the classroom. Currently she teaches courses on interdisciplinary curriculum for students working toward graduate education degrees. This is her sixth book on integrated curriculum; other books include Planning Integrated Curriculum: The Call to Adventure (1993) and Creating Integrated Curriculum: Proven Ways to Increase Student Learning (1998). Susan has acted as a consultant and has delivered workshops across North America and internationally. She can be reached by e-mail at sdrake@ed.brocku.ca or by phone at 905-688-5550, ext. 3931.
Rebecca C. Burns is a senior research and development specialist at Appalachia Educational Laboratory (AEL) in Charleston, West Virginia. She holds a masters degree in speech from Marshall University, and she has completed postgraduate work in curriculum design and supervision. The findings from her two-year study of curriculum integration in four Virginia schools led to formation of the Interdisciplinary Teamed Instruction professional development program at AEL. Rebecca has conducted graduate courses, institutes, and workshops on curriculum integration and curriculum mapping for educators across the United States and in Puerto Rico. She is the author of Dissolving the Boundaries: Planning for Curriculum Integration in Middle and Secondary Schools (2001), and has written a book-length chapter on curriculum mapping in ASCD's Curriculum Handbook (2001) and a chapter for the College Board's edited volume, Interdisciplinary Education in K-12 and College (2002). Rebecca is a former teacher of middle school through graduate levels. She may be contacted by e-mail at burnsr@ael.org or by phone at 800-624-9120.