Curriculum Integration Study

As part of its work with the National Research Center for Career and Technical Education‚ the National Institute for Work and Learning (NIWL) undertook a study of curriculum integration models in order to assess the quality of integration-related reforms at the classroom level and document best practices for promoting desired student outcomes. In a series of case studies‚ NIWL explored how structures and circumstances affect the design and implementation of integration-related reforms at the district‚ school‚ and classroom level and documented best practices for promoting desired student outcomes. The study created a new evidentiary base-to replace myths and marketing assertions with factual information about the ways in which curriculum integration can be used to enhance academic performance.

In order to obtain firsthand information about different approaches and strategies for curriculum integration‚ case studies of curriculum integration models were conducted in seven sites across the United States. Teams of researchers spent three to four days in each of the seven communities‚ observing activities and conducting individual and group interviews and focus group discussions with school administrators‚ teachers‚ guidance counselors‚ employers‚ parents‚ students‚ and representatives from participating postsecondary institutions. Teams also conducted extensive reviews of existing documents in order to understand the nature and history of each initiative. Prior to the site visits‚ teams looked at local evaluation and communications materials‚ mission statements‚ organizational charts‚ and community demographic information for each site. After the site visits‚ the teams reviewed additional documents collected on site including meeting minutes‚ program reports‚ curriculum samples‚ and, where possible‚ data describing or assessing the impacts of curriculum integration on students.

In addition to documenting the circumstances and structural components that facilitate the effective integration of academic and vocational education at the secondary level‚ the NIWL team identified a number of lessons for both researchers and practitioners. These include observations related to: the role of the catalyst versus the role of leaders; the need for flexibility; the impacts on teachers and teaching; the importance of careful consideration to "fit" when selecting areas to integrate; and the structural support potentially provided by smaller learning communities.

Perhaps most importantly‚ the study helped to debunk some of the more pervasive myths that surround curriculum integration and began to build an evidentiary base for expanded use of curriculum integration as a strategy for enhancing student achievement.

To read the Curriculum Integration Study‚ visit the NIWL Resource Center.