This document describes a variety of curriculum integration options ranging from concurrent teaching of related subjects to fusion of curriculum focus to residential study focusing on daily living; from 2-week units to year-long courses. Suggestions are offered for choosing proper criteria for successful curriculum integration, dealing with the…

Presents one school's philosophy and processes in the adaption of a unified science program. Describes the programs, philosophy, sequencing, organization, and advantages. (DS)

This book addresses issues relevant to the development of a coherent curriculum. A "coherent" curriculum is one whose parts are unified and connected by a sense of the whole. Following the foreword by Arthur W. Steller and the prologue by James A. Beane, the introduction (1) by James A. Beane raises a number of questions related to the search for…

Included in this record of the proceedings of the eighth annual conference of the Federation for Unified Science Education (FUSE) are texts of major presentations, panel discussions, and contributed papers. Other activities of the conference are also reported. (CP)

Reported are the results of an eight-item questionnaire survey of 31 educators (high school teachers and others) representing a nationwide sample of individuals believed to be currently involved in a unified science program at the high school level (grades 9-12). This survey was designed to determine the relationship of unified science to…

Describes the history and seven major characteristics of Nebraska Physical Science Project (NPSP). Characteristics include the reduction of artificial disciplinary lines by integration of chemistry and physics, self directed learning, self pacing, multiple resources for teachers and students, and emphasis on behavioral objectives. (PR)

Discusses the need for integration of science and mathematics education with a history of curriculum activities related to integration. Provides a bibliography of 67 references chosen by the School Science and Mathematics Association (SSMA) Early Childhood and Middle School Science and Mathematics Integration Task Force. (YP)

Vocational education was largely established on the principle of nontransferability. However, vocational education and academic education have many similarities. Indeed, the difference between basic and academic skills has often been defined in terms of rigor. Basic skills are those concrete skills that are generally taught at the elementary…

The Unified Science Program being implemented at Monona Grove High School, Monona, Wisconsin, is a four-year, concept-centered program based on the premise that all science is concerned with the nature of matter and energy and with matter-energy interactions as a function of time. The consequence of these interactions is change and it is this…

Many anthropologists believe that anthropology stands to gain from devoting greater attention to history and historical questions. A successful synthesis of anthropology and history would not be difficult to achieve for several reasons. First, the two disciplines share fundamentally similar subject matters. Anthropology is the exploration of the…

Integration of the social studies disciplines for more complete understanding of man's problems is promoted as reform to "real" social studies curriculum. (Author/ND)

The following papers on interdisciplinary cooperation in second language instruction are included: (1) "Language Teaching: Possibilities for Interdisciplinary Co-operation," by James E. Alatis; (2) "L'insegnamento della letteratura italiana (The Teaching of Italian Literature)," by Ezio Raimondi; (3) "Objective Evaluation and Transparency," by…