Redefining Curriculum Integration and Professional Development: In-service Teachers as Agents of Change

  • Sharon Price Schleigh East Carolina University
  • Michael Bosse East Carolina University
  • Tammy Lee East Carolina University
Keywords: integration of math & science, professional development

Abstract

Calls for curriculum integration in K-12 mathematics and science have seen nominal results.  Numerous factors including cycles of practice in teacher development and professional development practices have inhibited the development, dissemination, and implementation of integrated curriculum.  This paper examines the characteristics of the professional development standards of both disciplines; considers inherent hindrances to the implementation of integrated curriculum; generates a novel definition for integrated curriculum; argues that the most effective change agent is in-service professional development; and provides guiding notions for effective in-service professional development. 

Author Biographies

Sharon Price Schleigh, East Carolina University
Assist. Prof Science Education Math, Science, and Instructional Technology Education
Michael Bosse, East Carolina University
Associate Prof. of Mathematics Education in the College of Education
Tammy Lee, East Carolina University
Adjunct Faculty of Science Education in the College of Education
Published
2011-09-28
How to Cite
Price Schleigh, S., Bosse, M., & Lee, T. (2011). Redefining Curriculum Integration and Professional Development: In-service Teachers as Agents of Change. Current Issues in Education, 14(3). Retrieved from https://cie.asu.edu/ojs/index.php/cieatasu/article/view/693
Section
Articles