This research has a primary focus on the middle school setting and how schools, students, and art educators might benefit from an interdisciplinary art curriculum. In this thesis I outline how cross-curricular inclusions in art lessons have the potential to be a fantastic advocacy tool for fine arts departments. I also investigate the differences between interdisciplinary inclusions in the visual art classroom and arts integrated school models as well as the beneficial relationship that can exist between these two pedagogical approaches. Additionally, I examine through literary review and curriculum development, some of the positive and negative influence in academic subject areas and more importantly art disciplines. My final and primary aim in examining various methods of cross-curricular inclusion is to shed light upon the immense potential for student development via dynamic interdisciplinary art curriculum.

The concept of curriculum integration has long held seductive appeal as a way to unite knowledge and meet the educational needs of young people. However, researchers have largely dismissed the concept as a romantic but unworkable idea. Nonetheless in the short history of education in Aotearoa New Zealand (NZ), notions of integration have persistently reappeared in the national curriculum. In the 1930s, innovative teachers implemented world-class examples of curriculum integration in rural schools. Later, the Freyberg Project (1986-1991) demonstrated that curriculum integration admirably meets the needs of young people. Recently, the Ministry of Education trialled curriculum integration in several schools but, since the literature indicates that curriculum integration is represented by a plethora of models, this raised an important question: which model is preferable? This thesis combines historical and theoretical methodology to conduct an investigation of the concept of curriculum integration with respect to the needs of early adolescents in NZ. The historical investigation demonstrates that curriculum integration is best described by two broad traditions which stem from nineteenth century USA: the 'student-centred' approach based on Dewey's 'organic' education and the 'subject-centred' approach based on the Herbartian notion of 'correlation'. These two approaches are represented in current practice by the student-centred integrative model (Beane, 1990/1993) and the subject-centred multidisciplinary model (Jacobs, 1989). The theoretical investigation draws from American experience to examine the respective claims of the integrative and multidisciplinary models as the preferred model of curriculum integration for middle schooling. It finds that the 'thick' ethics associated with the politics of the integrative model ensures that it meets the needs of all early adolescents whereas the 'thin' ethics of the multidisciplinary model is indifferent to the needs of young people. The thesis concludes that the integrative model should be seriously considered in the middle years in NZ. It also concludes that historical understandings of curriculum integration are vital to further research, policy-making and teacher education. Moreover, attention to political and ethical issues would enhance implementation of the integrative model in NZ and would help avoid a set of problems which have impeded implementation of the model in the USA.

The focus in this study are students’ experiences and opinions on interdisciplinary and subject integrated education with music. The collected material consists of a questionnaire to students in grade nine at two elementary schools in Sweden. The perspectives in the study are based upon Dewey and pragmatism, as well as Vygotskij’s thoughts on creative activities, imagination and creativity in school and have been interpreted through the methodology of hermeneutics. The study reveals that the students have different experiences and perceptions of interdisciplinary and subject integrated education. Some subjects are more occurring than others when it comes to collaboration and integration with music in different ways. Students also have different views if it could help them and as well as affect their learning if subjects collaborate and connects to each other in different ways. Whether they are positive or negative to this, there are several students that emphasize that the education and learning becomes more fun and creative.

Philosophiae Doctor - PhD / The complexity of human health and its determinants has been developing gradually and the means to attend to them has gone beyond the scope of a specific health discipline. Advocacy is underway by health stakeholders such as the World Health Organisation (WHO), higher learning institutions and individual scholars to incorporate interprofessional practice initiatives in health as a means of ensuring that health practitioners share ideas communicate and collaborate in order to put forward a comprehensive management plan for patients. These initiatives seek to ensure that a problem that could hardly be solved uniprofessionally is shed light on. The University of the Western Cape (UWC) is among the universities in the world that have incorporated an Interdisciplinary Core Courses Curriculum to be undertaken by all undergraduate students enrolled in the Faculty of Community and Health Sciences (FCHS) hence aiming at producing graduates who are collaboration conscious in their practice. This effort adds into the UWC’s endeavor of producing socially responsible graduates. This study analysed the UWC curriculum in order to ascertain its cognitive rigor for delivery of the interprofessional competencies. It further sought to identify whether the effort that the FCHS is putting through the Interdisciplinary Core Courses in having an impact on the perceptions of final year students during their field work placements in various health care institutions. The study also sought to find out whether the health care institutions practice policies are interprofessional practice friendly. Finally, the views and perceptions towards interprofessional collaboration (IPC) of institutional manager’s for institutions where UWC places more than one discipline of students for practice were explored.

No description available.

A community-based interdisciplinary health professions education project, involving the Colleges of Medicine, Nursing and Public and Allied Health, was implemented at the undergraduate level at East Tennessee State University from 1990 to the present. The outcomes of this project and the extension of the project into graduate health profession programs are described. Committed leadership, effective communication, and genuine community involvement are identified as essential to the success of community-based, interdisciplinary health professions training programs.

Title from PDF of title page. / Document formatted into pages; contains 185 pages. / Thesis (Ph.D.)--University of South Florida, 2003. / Includes bibliographical references. / Text (Electronic thesis) in PDF format. / ABSTRACT: This study explored the impact of an imposed standards movement on attitudes and behaviors of a team of line leaders. A case method was employed to describe, to explain, and to draw conclusions about results of standards imposition. Standards were designed and implemented by an executive leadership team frustrated with lack of effective leadership practices of a line leaders team under their supervision. The investigation took an historical perspective, chronicling the story of the company, emerging leadership challenges, and executive leadership responses leading up to the research. The line or team leaders of an educational software company served as participants. Data were archival, gathered through consultation via focus groups, interviews, questionnaires, and fieldwork journal notes. Verbatim responses to protocols were used as evidence of leadership practices. / ABSTRACT: The structure of leading in professional communities espoused by Senge, Greenleaf, Bennis, Kouzes, Posner, and others informed data analysis of team leaders' responses to imposed standards. Results revealed six themes: Positive Attitude toward Learning; Positive Attitude toward Peer Learning Groups; Increased Skill, Performance, Satisfaction, and Confidence resulting from imposed standards; Shift from Negative Attitude toward Change; team leaders' Commitment to Imposed Goals as a work requirement; and Loss of Advantages Gained from Standards Imposition over time due to removal of the learning requirement. This research adds to the literature available for leaders in relation to designing responses to emergent resistance toward accomplishing imposed standards. Team leaders identified the learner ethic as a leadership attribute crystallized by the standards imposition movement. / ABSTRACT: Although leaders believed in learning, they developed heightened awareness regarding the importance of learning as a survival tactic for themselves and the company. / System requirements: World Wide Web browser and PDF reader. / Mode of access: World Wide Web.

Thesis advisor: Michael Barnett / This dissertation documents the pilot year of an Art Science Program. This study asks: what is possible when we create learning environments modeled for the integration of theatre and other artistic media with science? What, in general, are the affordances of theatre and other art forms for fostering such meaning-making, what are good ways to make it happen, and what are the challenges? We analyze young learners’ participation and attitude changes in the context of the Art Science Program. Findings indicate that (1) access to identity resources impacts learners’ practice-linked identities (Nasir & Cooks, 2009); (2) face-saving behaviors impact practice-linked identities by inhibiting learners’ access to identity resources; (3) the development of practice-linked identities parallels the development of possible selves; (4) the extent to which a learner is able to engage in their learning as a “whole person” (Wenger, 2006) is correlated with a learner’s identity trajectory; (5) learners may fail to form new practice-linked identities despite robust access to identity resources; and (6) learners may succeed in forming new practice-linked identities despite lack of significant access to identity resources because the identity resources that they do access provide a strong hook into new, nascent practice-linked identities. / Thesis (PhD) — Boston College, 2020. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

<p>Interdisciplinary education has been viewed as a way to give an edge to graduates in terms of developing creativity, innovation, ability to synthesize knowledge, and develop a range of professional skills (Haynes, 2017). However, the push towards interdisciplinarity as opposed to a disciplinary field is a challenge due to strong educational traditions, power dynamics, academic freedom, as well as the power faculty has to form their areas of research interest and disciplines (Ashby & Exter, 2019; Becher & Trowler, 2001; Klein, 2006). Likewise, the diversity of members of an interdisciplinary team can lead to negative forces that can only be overcome with open communication and understanding of both boundaries and ways to address them. This means that an interdisciplinary team may need to have a translator to help build common knowledge, facilitate engagement, and address tacit issues. Instructional designers have the potential to play a translator role. Rooted across the author’s three publications, the focus of this dissertation is to establish the vision for instructional designers getting a more proactive role on an interdisciplinary program design team (translator agency), where mediation of knowledge is needed across faculty to build a successful program. </p>

Introduction: In 1996, East Tennessee State University (ETSU) reinforced its historical commitment to multidisciplinary community engagement by developing a graduate level community partnerships program in the Division of Health Sciences. While the university's earlier health partnership efforts relied primarily on curricular innovation, the approach to graduate health professions education was to seed a series of curricular enhancements and interdisciplinary, community-based learning experiences and service into traditional curricula. This paper presents the experience of one school in crafting a regional network that became the basis of a division-wide graduate level teaching and learning initiative. Innovations and Evaluation: Carefully selected planning and implementation techniques enabled multidisciplinary practitioners and community members from across a 20-county region to participate with university faculty in training ETSU learners in community-based medical care. By year four of the project, curricular "enhancements" were institutionalized in over five departments across the Division and engaged 1160 medical residents and graduate learners in a give - get model of health education. Programme evaluation methodology was collaboratively defined and documentation of programme effort and outcomes regularly reported and strategically reviewed. Conclusions: Programme evaluation demonstrates mutual benefit to community and university. Faculty involvement in programme activity increased fourfold and community involvement in training of health professions graduate learners increased threefold by year four. Educational innovations were adopted into traditional curricula, thousands of hours of clinical services were provided to underserved communities and the university-community team forged by network links continues to promote multidisciplinary interests through joint public policy endeavors.