Research in Middle Level Education

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Five Levels of Curriculum Integration Defined,

Refined, and Described

Donna H. Schumacher

To cite this article: Donna H. Schumacher (1995) Five Levels of Curriculum Integration
Defined, Refined, and Described, Research in Middle Level Education, 18:3, 73-94, DOI:
10.1080/10825541.1995.11670055

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 Curriculum Integration

Five Levels of Curriculum

Integration Defined,
Refined, and Described

Donna H. Schumacher
University of Northern Iowa
Cedar Falls, Iowa

Abstract

A great deal of attention has been given to curriculum integration.

Developmentally appropriate instructional strategies and curricula for young
adolescents had been perceived as the "untouchable element" of middle level
restructuring, but middle level educators have begun to construct relevant
and integrated learning opportunities for and with their students. In this
study five interdisciplinary teams of middle school teachers shared their
perceptions about curriculum integration as well as issues and topics sur-
rounding that concept.
As middle level educators develop integrated curricula specifically for
young adolescents, it may be helpful to practitioners and researchers to
understand how interdisciplinary teams of teachers are redefining their
teaching assignments to incorporate those concepts into classrooms.
Teachers and administrators are responding to the call to make curriculum
more relevant to students, more process-oriented, and delivered in an emo-
tionally safe environment. As integrated curricula are developed, imple-
mented, and redesigned, it is important to document those efforts and compare
and contrast the stories of middle level team teachers who are designing these
educational experiences.
The five levels of curriculum integration identified in this study are
identified as departmentalized, reinforcement, complementary or shared
units, webbed, and integrated themes.
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 Research in Middle Level Education • Summer 1995

The emergence of a middle level of education for young adoles-

cents affected many program areas such as small group guidance,
block scheduling, and exploratory course offerings; but it did not
significantly change the core of the middle level educational concept-
its curriculum. Five alternative patterns for curriculum organization
were used to develop the levels of curriculum integration included on
the synthesized continuum used in this study.
Faunce and Bossing (1958) introduced three patterns to modify the
subject-centered curriculum: correlation, fusion, and a broad fields
approach (Appendix A). Vars (1987) selected three ways to interrelate
different subject areas at the middle school including the first two
outlined by Faunce and Bossing, correlation and fusion, but substi-
tuted "core" for the broad fields approach (Appendix B).
Jacobs (1989) found when curriculum integration was introduced
to teachers and administrators, they tended to think it required a total
reorganization of the schedule, learning entirely new instructional
strategies, and an either I or proposition between subject-centered
courses and integrated curriculum. In an attempt to demonstrate the
wide range of options for curriculum integration, Jacobs presented a
continuum of curriculum design options. The six curriculum design
options articulated by Jacobs were: discipline based content designs,
parallel discipline designs, multidisciplinary units or courses, inter-
disciplinary units/ courses, integrated day models, and complete pro-
grams (Appendix C).
Fogarty (1991) introduced ten models for integrating the curricu-
lum expanding on the six models introduced by Jacobs. Differences
between individual and team implementation were more clearly
indicated. The ten models articulated by Fogarty were: fragmented,
connected, nested, sequenced, shared, webbed, threaded, integrated,
immersed, and networked (Appendix D).
The work of Faunce and Bossing, Vars, Jacobs, and Fogarty each
suggested or explicitly described a continuum of curriculum designs
ranging from the least integrated, traditional curriculum approach to
an integrated curriculum in which large blocks of time are devoted to
themes generated by students based on personal and social concerns
(Irvin & Schumacher, 1991). Based on the work of these educators and
Beane's (1990) philosophy of a general education program incorporat-
ing students' personal and social concerns, a continuum of curriculum
integration with five reference points was synthesized as part of a
study of curricular reform commissioned by the Florida Department of
Education (Irvin & Schumacher, 1991). An advisory panel of ten
educators from diverse educational backgrounds provided guidance
for the development of the synthesized continuum of five levels of
curriculum integration.

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 Curriculum Integration

Original Synthesized Continuum Figure 1

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The five levels on the original synthesized continuum were:

Departmentalized. This approach is the traditional model of sepa-
rate and distinct disciplines taught in isolation from each other. Stu-
dents travel to six or seven subjects a day, each not conceptually
connected to the other.
For example, a student may study Jack London in language arts,
fission in science, the Antebellum South in social studies, and percents
in mathematics.
Parallel. Topics or units of study are rearranged and resequenced
to coincide with one another. Similar ideas are taught in concert while
remaining separate subjects. The content itself does not necessarily
change, only the order in which it appears.
For example, when the social studies teacher teaches about World
War II, the language arts class may read The Diary of Anne Frank or the
physical education teacher may reschedule his unit on American folk
dancing to coincide with the social studies unit on the Westward
Expansion.
Complementary or Shared Units of Study. Related disciplines are
brought together in a formal unit to investigate a theme or issue.
Shared planning and teaching take place in two or more disciplines in
which overlapping concepts or ideas emerge as organizing elements.
For example, the mathematics teacher may teach grid points while
the social studies teacher teaches longitude and latitude concepts. Or,
the language arts teacher may facilitate students reading stories about
islands as the science teacher covers volcanoes and island formation.
These teachers plan the unit of instruction and find ways to support
each other's instruction.
Webbed. Connections, or webs, are made between curriculum
contents and disciplines relative to a productive theme; subjects use

75
 Research in Middle Level Education • Summer 1995

the theme to sift out appropriate concepts, topics, and ideas-some-

times called interdisciplinary units. Teams may remain in class periods
for instruction or use more flexible blocks of time for instruction.
For example, teachers working together, usually organized on an
interdisciplinary team, identify a topic such as sea life or a theme such
as conflict and each member of the team teaches that topic or theme
such as conflict and each member of the team teaches from the
perspective of their discipline.
Integrated Themes. Although themes for study can be, and often are,
imposed on students by teachers and others, the most successful
integrated themes are generated by students, based on their personal
and social concerns. Larger blocks of time (longer than a class period)
are generally necessary to investigate themes. The learning of subject
matter is woven into the investigation of themes. Skills, competencies,
concepts, and generalizations are taught, but within a context that is
authentic to student questions.
For example, after structured discussion, students decide to study
the future. They generate questions they want to investigate such as
when will they die, or how will they make a living, or what will be the
condition of the environment. They learn mathematical concepts
while probing longevity statistics, they read and write as they explore
career opportunities, and they explore numerous science concepts as
they predict the future of the environment. (Irvin & Schumacher, 1991,
pp. 11-12)

Background of the Study

The purpose of this study was to provide a description of five

levels of curriculum integration at the middle school level, grounded
in practice and described by practitioners through a multiple case
approach. Continuums of curriculum design options have not been
thoroughly researched and documented, so descriptions of the levels
of curriculum, would be a contribution to the curriculum knowledge
base. Identifying and refining a common language for curriculum
designers may help to clarify thinking and focus discussions concern-
ing curriculum integration, and if a continuum of the levels of curricu-
lum integration can be more thoroughly articulated, then practitioner's
will have a guide by which to judge the level of integration being used
or attempting to be attained. Administrators and teachers, serving as
instructional leaders, may also be able to facilitate the attainment of the
most appropriate level of integration for each situation if the levels are
easily identifiable and well defined.

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 Curriculum Integration

Research questions
The following research questions served to guide this study:
• How does curriculum integration at each level on the synthe-
sized continuum occur according to the selected middle school
interdisciplinary teams of teachers?

• What is the nature of the interactions of the teachers from the

selected middle school interdisciplinary teams?

Assumptions
The following assumptions were considered during the course
of this study:
• Interdisciplinary team teachers provided rich, thick descrip-
tions of the levels of curriculum integration from the synthe-
sized continuum.

• The participants, to the best of their abilities, divulged detailed

and accurate information to the researcher on the topics being
investigated.

• The middle school interdisciplinary teams of teachers included

in this study were reasonably representative of the level of
curriculum integration indicated.

Middle school interdisciplinary teams are, of course, complex and

dynamic structures. Due to the complexities inherent in team interac-
tions, the level of involvement from teacher to teacher in the curricu-
lum integration process differs. The unit of analysis in this case study
was the interdisciplinary team at each level of curriculum integration
on the continuum. "Subunits of separate individuals or groups are not
viewed as statistically comparative nor as mutually exclusive but as
different groups who are likely to be informative about the research
foci," (McMillan & Schumacher, 1989, p. 180) which in this study was
curriculum integration.

Method

The methodological approach selected was naturalistic inquiry

with qualitative data collection and analysis strategies. Sources for
data collection included document collection, observation, artifact
collection and extensive interviews. Twenty-three teams were identi-
fied by the district level middle grades coordinator and the principals
at four middle schools as possible teams to represent the levels on the
continuum. The 23 teams were initially interviewed to identify five
teams which would best match the definitions and descriptors with

77
 Research in Middle Level Education • Summer 1995

which I entered the field. One middle school interdisciplinary team at

each of the five levels of curriculum integration on the synthesized
continuum was purposefully selected to participate.
Table 1 Participating T earns

Middle School Level Team Names Grade

Winslow Departmentalized Astros 7th

Parallel Mavericks 6th
Cary Complementary Bears 8th
Webbed Jets 7th
Jefferson Integrated Themes Stars 6th

The five participating teams were notified and agreed to voluntar-

ily participate in this study. The teams were interviewed a second time
as a group. Each individual team member was then interviewed
privately. At a later date, they were given the opportunity to review the
transcript from the interview and make adjustments. Each team was
observed at least twice during team meetings and was interviewed as
a group in a final interview. Member checks were conducted by
identifying one member from each team to read their team's summa-
ries and identify discrepancies or provide additional information.

Results

In the following section, I will present for each team

(1) a list of descriptors which helped identify the team at that level;
(2) a revised definition based on the data gathered;
(3) a graphic display of the profile of the team; and
(4) a description of how curriculum integration at each level on the
synthesized continuum occurred and the nature of the interac-
tions of the teachers.
(1) Descriptors. Prior to my discussions with the district middle
school enhancement specialist and the four school principals who
identified the original 23 teams, I isolated some descriptors of what
each team might "look" like at the five levels.
(2) Revised Definitions. Throughout the research process I re-
viewed the definition and compared it to the data being collected from
the teams. I presented the definitions to the teams at the initial team
interview, the second team interview, usually during the personal
interviews, and at the final interview. The participants were asked to
provide feedback on the definitions.
(3) Graphic Displays. Following the revised definitions, a graphic
display of the profile of each team will be featured. These ratings,

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 Curriculum Integration

reflecting my perceptions of each team, were based on a number of

mediating factors: the frequency of the team engaging in curriculum
integration activities, the frequency with which the team discussed
curriculum integration, and the team's overall profile regarding cur-
riculum integration. A member check was conducted in which I asked
the team members to rate the team independently and construct their
own profile of the team. The results of the member checks were
consistent with my profiles of the teams.
The numerical scale, on the vertical axis, is zero through ten, with
ten (10) representing "Occurs frequently," five (5) representing "Oc-
curs occasionally," and zero (0) representing "Not occurring." The
levels of curriculum integration listed on the horizontal scale represent
the "revised" levels of curriculum integration on the synthesized
continuum.
(4) Descriptions. The two research questions will be addressed by
providing a description of how curriculum integration at each level on
the synthesized continuum occurred and the nature of the interactions
of the teachers.

Departmentalized
The team identified as most closely representing the criteria at the
Departmentalized level were the Astros at Winslow Middle School.
Descriptors. The descriptors for the Departmentalized level were:
• independent planning and teaching
• separate distinct disciplines
• connections not made between discipline content
• strong single content backgrounds
• do not influence/interfere with other team member's content

Revised Definition. Based on the data the following

definition emerged:
Departmentalized. This approach is the traditional model of sepa-
rate and distinct disciplines taught primarily in isolation from each
other. The teachers have a strong identification with their subject
matter content and do not "interfere" with one another's content.
Occasionally the team teachers may rearrange their lessons for
topic overlap, reinforce another area by teaching the same topic at the
same or at a different time, or teach a complementary unit or interdis-
ciplinary unit, but even then, connections across disciplines for the
students are not emphasized.
For example, a student may study Robert Frost in language arts,
photosynthesis in science, the Boston Tea Party in social studies, and
integers in mathematics.
Graphic Display. The following graphic display represents my
perception of the profile of the Astros with regard to the five levels of

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 Research in Middle Level Education • Summer 1995

curriculum integration:
Figure 2 Astros' Levels of Curriculum Integration

10

0
I I I I
Departmentalized Reinforcement Complementa ry Webbed Integrated Learning

Description of the Team. Curriculum integration by the Astros

seldom occurred. They primarily planned and implemented their
curricula independently from one another. The Astros had engaged in
activities at the Parallel, Complementary, and Webbed levels at least
once. The team developed an orientation unit at the beginning of the
year, but had no intention of doing another unit. The teachers stated
that the lack of information regarding the educational value of curricu-
lum integration and how it translated into student outcomes was a
barrier to their integration of curriculum.
During team meetings, the Astros talked and complained about
administrative responsibilities and student behaviors, but they sel-
dom talked about their own or one another's curriculum. As one
teacher indicated, there was a nonverbal understanding that the other
teachers did not want to collaborate on a regular basis. Rachel (the
language arts teacher) and Donald (the science teacher) worked to-
gether on a couple of projects, Jessie (the social studies teacher) did not
make any effort to collaborate with her team members, and Grace (the
math teacher) appeared to be on neutral terms with all of the team
members.

Reinforcement
The team identified as most closely representing the Reinforce-
ment level were the Mavericks at Winslow Middle School.
Descriptors. The descriptors for the Parallel level were:
• resequence lessons with other teacher(s)
• topics or units are rearranged/ resequenced to coincide with at
least one other class (Sometimes called interdisciplinary units,
though they do not meet the criteria of this study if they are only
resequencing topics.)
• "do" same things as when departmentalized, only the "when"
changes

80
 Curriculum Integration

Revised Definition. The revised definition contains the basic tenets

of the original but also includes the aspect of sequential reinforcement
of content. The name of this level of curriculum integration was
changed from "Parallel" to "Reinforcement" to more closely represent
what occurred at this level. The following definition emerged from the
data:
Reinforcement. Skill instruction, concepts, or activities are rear-
ranged and resequenced to reinforce a similar skill or concept across
two or more disciplines. Similar skills or concepts may be taught in
concert or in sequential order across the content areas, while remaining
highly specific to the content area. The team teachers discuss what is
being taught in each discipline, but there is not a deliberate attempt
between the teachers to coordinate or develop cross-curricular connec-
tions. The skill, content, or activity itself does not necessarily change,
only the time at which it is presented changes.
For example, when the social studies teacher teaches about the
Renaissance, the language arts class may read about Shakespeare at the
same time as, or before, or after the social studies instruction on the
similar concept. Another example would be the teaching of charts and
graphs by the mathematics, science, and social studies teachers in
sequential time periods to introduce or reinforce the use of and types
of charts and graphs.

Mavericks' Level of Curriculum Integration Figure 3

10

0 I I I
Departmentalized Reinforcement Complementary Webbed Integrated Learning

Graphic Display. The following graphic display represents my

perception of the profile of the Mavericks with regard to the five levels
of curriculum integration:
Description of the Team. The Mavericks at the Reinforcement
level, felt curriculum integration occurred in a haphazard manner-
"If it happens, it happens." They seldom sat down during team
meetings to discuss in a deliberate manner ways in which they could
integrate or overlap their curriculum areas. Most of the curriculum
overlaps which occurred were either an outgrowth of informal conver-
sations during the team meetings or from conversations which oc-
curred before, during, or after school. Some instances of curriculum

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 Research in Middle Level Education • Summer 1995

overlaps or resequencing occurred as a result of the commonalities the

teachers had noted in the sixth grade curricula across the disciplines.
Michael (the language arts teacher) served as a "torch bearer" for the
team in that he worked with everyone to incorporate other content
areas into his language arts curriculum.
On the Mavericks' team, Michael worked closely with everyone,
but he was closest to Larry (the social studies teacher). Larry also
worked most closely with Michael and they seemed to have some
similar basic beliefs about education-they had also been on the same
team longer than the other members. Since Carly (the math teacher)
and Gladys (the reading teacher) were often late to the meetings,
Wanda (the science teacher) frequently joined Michael and Larry for
informal conversations during the early part of the team meetings, but
curriculum was not usually the topic of conversation. During team
meetings, Larry, Michael, and Wanda did most of the talking.

Complementary
The team identified as most closely representing the criteria estab-
lished for the Complementary level were the Bears at Cary Middle
School. This level of curriculum integration on the original synthe-
sized continuum was referred to as "Complementary or Shared Units
of Study."
Descriptors. The descriptors for the Complementary level were:
• two or three teachers-selected areas brought together in a
unit-less than a full interdisciplinary unit
• related classes are brought together to investigate a theme or
issue
• shared planning and teaching of related areas, overlapping
concepts, or ideas emerge as organizing themes
• teachers plan unit of instruction
• support each other's instruction
• less than a" full-blown" unit-does not attempt to include" all"
areas of curriculum spectrum

Emergent Definition. As I worked in the field, the title, "Comple-

mentary or Shared UnitsofStudy," was cumbersome. Mostoftheteam
members used the term "Complementary" to describe what they were
doing. It became a comfortable term and seemed to accurately repre-
sent what was being done by the Bears' team. Another term that was
even more readily adopted by all of the teams was "overlapping," but
that became a "catch-all" term for several levels of curriculum integra-
tion and therefore I did not use it for any one specific level.
The following definition emerged from the data:
Complementary. Two or three disciplines are brought together in a
formal unit to investigate a topic, theme, or issue. Overlapping con-

82
 Curriculum Integration

cepts or ideas from the different disciplines emerge as the organizing

elements for the unit. The teachers of the disciplines involved in the
unit support each other's instruction by meeting together to brain-
storm ideas and to share the planning and teaching responsibi-lities.
When the unit is implemented, students rotate through their regular
class periods, but deliberate and explicit connections are made across
the disciplines by the teachers to facilitate student awareness of the
connections being made.
For example, the language arts teacher may facilitate students
reading stories about the Civil War as the social studies teacher
examines the issues of slavery, indentured bondage, and equal rights.
Graphic Display. The following graphic display represents my
perception of the profile of the Bears at the Complementary level:
Figure 4

10

0
I I
Depa rtm entali zed Reinforcement Complementary Webbed Integ rated Learning

Description of the Team. Curriculum integration by the Bears at

the Complementary level occurred through the deliberate actions of
the team leader, Bob (the social studies teacher). Bob helped his team
members recognize commonalities across the disciplines, he set aside
team meeting time to discuss curriculum integration, and he fre-
quently worked with Marie (the language arts teacher) on numerous
Complementary units.
The Bears were task-oriented during their team meetings and
proceeded through lists of administrative tasks with efficiency. Bob led
the meetings and delegated duties as needed. Each of the team mem-
bers contributed to the meetings, except for Marie, who seemed to
work more closely with Bob on a one-on-one basis. All of the team
members were involved in the planning and implementation of units,
but Bob and Marie were more often involved than Ryan (the math
teacher) and Lisa (the science teacher).

Webbed
The team identified as most closely representing the criteria estab-
lished for the Webbed level of curriculum integration were the Jets at
Cary Middle School.

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 Research in Middle Level Education • Summer 1995

Descriptors. The descriptors for the Webbed level were:

• interdisciplinary units with connections
• connections are made between curriculum content and disci-
plines relative to a productive theme
• subjects use the theme to sift out appropriate concepts, topics,
and ideas
• sometimes called interdisciplinary units
• teachers work together to plan instruction and to make connec-
tions between the content areas
• select topic or theme and teach from the perspective of their
subject area
• may remain in class periods or use large blocks of time
• may include all curriculum areas

Revised Definition. The following definition emerged from the

data:
Webbed . All of the disciplines on a team are brought together to
investigate a concept, theme, or issue. This is similar to interdiscipli-
nary units, but weak or superficial connections across disciplines are
eliminated at the Webbed level. Significant and sometimes intricate
"webs" are made between the disciplines.
The team teachers determine the theme. This theme may be
content-guided or may be based on high student interest themes as
determined by the teachers. In a content-guided unit, the overlaps of
the traditional subject area concepts and skills drive the unit. The
concept, theme, or issue is usually based on a topic that is timely and
of high interest to the students. The team teachers brainstorm and sift
out appropriate ideas, activities, and projects and each member of the
team usually teaches that topic or theme from the perspective of their
discipline. Exploratory disciplines and teachers from art or music may
be included. The students may remain in class periods for instruction
or use more flexible blocks of time for instruction.
For example, all of the team members may collaborate on a unit on
"Environmental Protection." The science class does a lab on oil spill
cleanups, the math teacher helps students calculate the economic
impact of an oil spill, the social studies class produces a timeline of
environmental regulations and legislation, and the language arts' class
reads environmental articles and produces posters communicating
safe environmental practices.
In another example, the team teachers and students may brain-
storm and sift out ideas, activities, and projects related to a high
student interest issue such as teacher lay-offs and state educational
budget cuts. The mathematics class investigates proposed tax plans
and budget cuts. The social studies class explores how legislation is
enacted and students may write or call their legislators to get informa-

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 Curriculum Integration

tion and voice their opinions. The language arts teacher instructs
students in "Power Writing," speech writing, and facilitates the stu-
dents drafting a list of Resolutions related to students, education, and
funding. All of the team teachers assist the students in organizing a
rally, "Support Education," as a culminating activity during which
student volunteers sing patriotic songs, present speeches incorporat-
ing the information from the different classes, and read their Resolu-
tions to the other team members and invited parents and guests.
Graphic Display. The following graphic display represents my
perception of the profile of the Jets at the Webbed level:

Jets' Level of Curriculum Integration Figure 5

10

0
I I I
Dep~1Ttml·ntali zed Reinfo rcement Compl crntm tary Webbed Integrated Learning

Description of the Team. At the Webbed level of curriculum

integration, the Jets frequently discussed curriculum integration dur-
ing their team meetings, before school, during lunch, and after school.
Brainstorming and sifting out of ideas regularly occurred during the
team meetings. As Heidi (the science teacher) stated, "This is the most
brainstorming group I've ever seen." Usually Mandy (the language
arts teacher) would initially introduce a concept to the team and then
the team members would actively exchange curriculum ideas.
On the Jets' team, each of the team teachers participated and
contributed to the team planning and activities. Although Heidi was
more subject-centered than the other teachers, her ideas were given
consideration during the curriculum planning process. Kris (the math
teacher) generated fewer ideas, but she attended to the details of the
plans made during the team meetings, while Carl (the social studies
teacher) and Mandy led the brainstorming sessions.

Integrated learning
The team identified as most closely representing the criteria estab-
lished for the Integrated Learning level were the Stars at Jefferson
Middle School. This level of curriculum integration on the original
synthesized continuum was referred to as "Integrated Themes."

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 Research in Middle Level Education • Summer 1995

Descriptors. The descriptors for the Integrated Themes level were:

• student generated
• themes for study generated by students/teachers
• themes based on personal and social concerns
• blocks of time used
• investigation of themes primary; learning of subject matter is
woven into investigation
• skills, competencies, concepts and generalizations woven into
context of investigation
• authentic investigations are woven into the investigation/
student questions
• includes all subject areas as appropriate

Revised Definition. The following definition emerged from the

data:
Integrated Learning. Although issues, topics, and themes for study
can be, and often are, imposed on a student by teachers and others,
integrated learning is generated by the students with teacher assis-
tance. The ideas for the issues, topics or themes generated by the
students are based on their personal and social concerns. The student
ideas may be generated from a larger "umbrella" of issues, topics or
themes provided by the teacher or through structured discussions and
consensus building by the students, with the guidance of the teacher.
Larger blocks of time (longer than a class period) are generally
necessary to investigate these ideas. The learning of subject matter is
woven into the investigation. Skills, concepts, and content are taught,
but within a context that is authentic to the student's investigation.
For example, after structured discussion, students decide to create
inventions to solve real-world problems. The students generate differ-
ent problems they want to investigate such as how to make lawn
mowing easier or how to salvage the ketchup in the bottom of a bottle.
They may learn mathematical concepts while measuring lawn mower
parts and attachments. Students read and write as they compose a
profile of an inventor and maintain a scientist's journal.
Another example is the "shipwreck" simulation in which the
students are assigned a biome and their latitude and longitude. The
students produce models of their biome, an appropriate shelter built
with natural raw materials, and do a variety of activities to demon-
strate their survival skills.
Graphic Display. The following graphic display represents my
perception of the profile of the Jets at the Webbed level:

86
 Curriculum Integration

Figure 6

10

0
Depa rtm ent ali zed Rein fo rcement Compk•m(•nt ary Webbed Integ ra ted Lea rning

Description of the Team. The Stars, at the Integra ted Learning level
of curriculum integration, seldom discussed curriculum integration
during team meetings. The entire team was able to meet only half of the
time the other teams were allotted, and that time was usually reduced
by bathroom breaks and interruptions by visitors with little time left
for in depth discussions. The team reported that curriculum was
discussed in a variety of places and times. They discussed curriculum
integration during team meetings, but discussions also occurred dur-
ing lunch, informally between a couple of teachers and then dissemi-
nated to the other team members for discussion, and over the phone
during non-school hours. The teachers had also been able to use one
school day to plan integrated curriculum units for next year because
the school had received grant money to pay for substitute teachers for
the team teachers.
Dana (the science teacher) was the "torch bearer" for this team. She
facilitated the student problem solving project, "Invention Conven-
tion" and the creative thinking project, "Shipwreck." Dana said, "I take
the children beyond what is "expected" of them in the ...curriculum
because I know that if you set goals obtainable by the students, that
[are] sometimes higher than what they've done, they can attain it. I also
do it to the point where it's more meaningful to them."

Summary of Refined Definitions

The focus of this study was on team efforts to integrate the
curriculum and consequently, to make the learning experiences for the
students more relevant, meaningful, and successful. The definitions of
the five levels of curriculum intergration became much more refined
at all levels, sometimes with the insight of teams working at levels
other than the one at which they were assigned. During the course of
the study, the Bears and the Jets deliberately addressed the next level
of curriculum integration in their planning and curriculum delivery.

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 Research in Middle Level Education • Summer 1995

The Departmentalized team, the Astros, demonstrated a clear

understanding that it was not acceptable to intrude into another
teacher's curriculum domain. A sense of professional collegiality
existed, but not with regard to curriculum matters.
The Reinforcement team, the Mavericks, knew what was being
taught in the other classes, but didn't stress planning to make the
connections as a team. They sought to reinforce the concepts and skills,
but not in a coordinated, well thought-out plan-of-action between the
team teachers.
The Complementary team, the Bears, did make a concerted effort
to make cross-curricular connections evident to their students. Most
often these efforts involved two teachers at a time (rotating among the
four team members), but toward the end of the school year they
engaged their students in an environmental interdisciplinary unit.
The Webbed team, the Jets, was by far the most well coordinated
in their approach to curriculum development as a team. Although the
science teacher tended to remain "content-driven," many curriculum
connections among the teachers and students were being made. The
team eventually began to experiment with a more student-driven
curriculum with the "Support Education" rally.
The Integrated Learning team, the Stars, at the beginning of the
study was the only team demonstrating any evidence of using student-
driven concerns as a way of integrating the curriculum. These efforts
were driven primarily by one team member and as a result, integrated
learning strategies were not a constant, on-going part of their curricu-
lum planning process.

Conclusions

As I analyzed and synthesized the data, certain elements relating

to curriculum integration became apparent. These conclusions are
precluded by the assumption that curriculum should be more inte-
grated and that implementation of the Webbed and Integrated Learn-
ing levels is valued.

Torch bearers
Curriculum integration occurred if at least one teacher on the team
was aware of and took a proactive stance for implementing integrated
curriculum. This "torch bearer" brought at least one other teacher into
a "curriculum partnership" to develop integrated curriculum. A sup-
portive and trusting environment fostered by the administration was
beneficial to the productivity of the torch bearer.

Pre-service and inservice

The levels of Webbed or Integrated Learning were the

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least frequently occurring levels overall. If these levels are to be

achieved, pre-service and inservice programs must address the phi-
losophies of these models and the belief systems surrounding tradi-
tional and non-traditional educational models. Inservice in develop-
ing integrated curricula needs to progress beyond planning interdis-
ciplinary units. Inservice programs need to examine the underlying
philosophy of the subject-centered approach and the Webbed and
Integrated Learning levels. Not only do the concepts underlying the
Webbed and Integrated Learning levels need to be understood, but if
they are to be implemented, the philosophy needs to be accepted,
practical, and experiences in this instructional approach are necessary.
The practical considerations teachers and administrators will find of
interest are issues in classroom management, student evaluation,
teacher evaluation, resource procurement, and student achievement.

Common planning time

Common planning time, whether formally or informally sched-
uled, was essential in most cases for curriculum integration to occur.
Time during the school day for teachers to communicate about the
curriculum, identify overlapping areas or commonalities, and to plan
collaboratively was crucial to team efforts to integrate. Curriculum
planning during the formally scheduled common team planning time
should be given priority by administrators and teachers if curriculum
integration is to occur. Distracting factors during team meetings such
as "administrivia" need to be directed away from the teams. By
identifying" curriculum conversation" as one of the primary purposes
of team meetings, the amount of curriculum integration which occurs
may increase depending on the team's understanding of and commit-
ment to the concept of curriculum integration. By complementing the
strategy of increasing curriculum conversations with inservice pro-
grams addressing the Webbed and Integrated Learning levels, and the
productive outcomes of common team planning time, curriculum
planning may be more long lasting.

Team composition
The composition of an interdisciplinary team of teachers is crucial
to successful curriculum integration. Factors such as personalities,
working styles, and curriculum expertise need to be considered by
administrators as team assignments are made. Maintaining working
teams over a period of time longer than a year can significantly increase
the occurrence of curriculum reinforcement and integration. Inservice
related to group processes, conflict resolution, and effective communi-
cation skills supports successful team work.

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Time issues
The time to plan an integrated curriculum unit and to gather the
necessary resources prevents some teachers from attempting or con-
tinuing to implement integrated curriculum units. A system by which
teachers could access timely and appropriate resources needs to be
developed. Some options for this might include providing technology
to ease access to information such as using CO-Rom disks, maintaining
and up-dating vertical files in the school media center, and designating
a volunteer or staff member to gather, catalogue and store materials
requested by teachers. Availability of school funds for resource pur-
chases in a timely fashion would facilitate some curriculum integration
projects.

Organizational considerations
Programmatic and organizational changes in middle schools have
significantly changed schooling for young adolescents. Administra-
tors interested in curricular reform need to provide the opportunities
and support for teachers to rethink the curriculum and their role in its
implementation. Providing teachers with inservice regarding the lev-
els of curriculum integration and an environment in which curriculum
innovation is accepted and welcomed. Administrators interested in
furthering curriculum integration practices should hire teachers who
articulate a child-centered philosophy, value life-long learning, and
who are reflective regarding progressive educational philosophy and
practices. Administrators need to demonstrate their support of curricu-
lum conversations and integration by communicating that to the
teachers. They especially need to be clear about the value of curriculum
integration discussions during common planning time and limit the
amount of administrative duties and paperwork.

Recommendations for Further Research

The purpose of this research was to refine the definitions at each

level, and to answer the research questions posed prior to beginning the
data collection and analysis. Based on the questions answered and
those raised as a result of this study, I recommend that the following be
considered in future research of curriculum integration:
1. What are the classroom practices, curricul urn development stra t-
egies, educational philosophy, and team interactions of one
exemplary team at the Webbed or Integrated Learning levels of
curriculum integration?
2. What do the studies conducted regarding curriculum integra-
tion tell us about its educational value?
3. How does the use of curriculum planning time by a team influ-
ence the level and amount of curriculum integration engaged in

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by interdisciplinary teams of teachers?

4.How do school demographics influence curriculum integra-
tion?
5. How do the relationships between team members effect curricu-
lum integration?
6. Does the development of state and district curriculum guide-
lines impede curriculum innovations or do they ensure educa-
tional productivity? Does the presence of district level subject
area specialists or coordinators effect the amount and level of
curriculum integration achieved within the district?
7. Does the certification of teachers in subject area specializations
affect the amount and level of curriculum integration achieved
by an interdisciplinary team?
8. Are teachers able to develop expertise in curriculum integra-
tion? Can teachers be taught to operate at an Integra ted Learning
level?

Final Thoughts

The focus of this study was on the ways in which curriculum

integration was being addressed by interdisciplinary teams of middle
level teachers. The refining of the definitions of curriculum integration
will hopefully further the discussion of this concept and provide
educators with a commom, simplified and relevant vocabulary with
which to share curriculum planning ideas.
As the stories of these teams unfolded, the importance of a consis-
tent and positive philosophy of child-centered education was clearly
crucial to the implementation of the Webbed and Integrated Learning
levels. Without a vision of what the students should look, act, and be
like and without a leader to carry the torch of curriculum integration,
the implementation of curriculum that is more relevant, process-
oriented and integrated across the discipines will not occur.
The creative excursion that teachers find themselves on as they
facilitate learning that is most relevant and based on student-gener-
ated ideas can not be prescribed months or years ahead of time. It is
often a spark of inspiration which is nurtured that leads students and
teachers on the greatest learning endeavors.

References
Beane, J. (1990). A middle school curriculum: From rhetoric to reality. Columbus,
OH: National Middle School Association.
Beane, J. (1991 , November). The middle level curriculum: A new vision. Paper
presented at the Annual Conference of the National Middle School
Association, Louisville, KY.
Faunce, R. & Bossing, N. (1958). Developing the core curriculum (2nd ed.).

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 Research in Middle Level Education • Summer 1995

Englewood Cliffs, NJ: Prentice-Hall.

Fogarty, R. (1991). The mindful school: How to integrate the curricula . Palatine, IL:
Skylight.
Irvin, J. L. (1992) . Lessons learned from the whole language movement:
Parallels to curricular reform. In T. Dickinson (Ed.), Readings in middle
school curriculum: A continuing conversation (pp. 207-211). Columbus, OH:
National Middle School Association.
Irvin, }. L. & Schumacher, D. H. (1991). Curricular reform in Florida's middle level
schools: The next step. Tallahassee, FL: Florida Department of Education.
Jacobs, H . H. (1989). Interdisciplinary curriculum: Design and implementation .
Alexandria, VA: Association for Supervision and Curriculum Develop-
ment.
McMillan, J. H . & Schumacher, S. (1989). Research in education: A conceptual
introduction (2nd ed .). Glenview, IL: Scott Foresman.
Vars, G. (1987). Interdisciplinary teaching in the middle school: Why and how.
Columbus, OH: National Middle School Association.

Appendix A

Curriculum Models by Faunce and Bossing

Correlation. Correlation is the maintenance of the separateness of one subject
from other subjects, but showing interrelations between the contents.
Fusion. Fusion of curriculum involves the merging of two or three subjects by
combining the content of these subjects into one.
Broad Fields. Recombining many subjects into one broad course is an ex-
panded form of fusion, but passes beyond combining two or three subjects.
(Faunce and Bossing, 1958, pp. 42-45)

Appendix B

Curriculum Models by Vars

Correlation. Correlation is the maintenance of the separateness of one subject
from other subjects, but showing interrelations between the contents.
Fusion. Fusion of curriculum involves the merging of two or three subjects by
combining the content of these subjects into one.
Core. The core curriculum utilizes an experiential curriculum, organized into
a closely integrated and interrelated whole, in which one division, the core
program, is devoted to the development of the common competencies needed
by all, and the other division emphasizes the development of special compe-
tencies based upon the recognition of individual differences in interests,
aptitudes, and capacities.
(Vars, 1987, p . 14)

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Appendix C

Curriculum Models by Jacobs

Discipline Based Content Designs. The discipline-based content design
option is a strict interpretation of the disciplines with separate subjects in
separate time blocks during the school day. Knowledge is presented in
separate fields without a deliberate attempt to show the relationships.
Parallel Discipline Designs. Teachers resequence their lessons to correspond
to lessons in the same area in other disciplines. The content itself does not
change, only the order in which it appears. The goal is a simultaneous effect as
students relate the studies in one subject with the others. Teachers working in
a parallel fashion are not deliberately connecting curriculum across fields of
knowledge; they are simply resequencing their existing curriculum in the
hope that students will find the implicit linkages.
Multidisciplinary Discipline Units or Courses. The multidisciplinary op-
tion suggests that certain related disciplines be brought together in a formal
unit or course to investigate a theme or issue. It is different from parallel
teaching, where the focus stays on the prescribed scope and sequence of each
discipline. A course may be designed bringing together two disciplines of
similar characters or two seemingly different characters as long as the ques-
tions shed light on and complement one another.
Interdisciplinary Units/Courses. Periodic units or courses of study deliber-
ately bring together the full range of disciplines in the school's curriculum:
language arts, math, social studies, and science as well as the arts, music, and
physical education. The main point is that the designers attempt to use a full
array of discipline-based perspectives. The units are of a specific duration: a
few days or a few weeks. This option does not replace the discipline-field
approach, rather they are mutually supportive.
Integrated Day Models. This is a full-day program based primarily on themes
and problems emerging from the child's world. The emphasis is on an organic
approach to classroom life that focuses the curriculum on the child's questions
and interests rather than on content determined by a school or state syllabus.

Complete Programs. This approach is the most extreme form of interdiscipli-

nary work. Students live in the school environment and create the curriculum
out of their day-to-day lives. Students who are interested in the buildings on
campus might study architecture. If there were a conflict between students
they might study rules or government. The student's life is synonymous with
schooL Oacobs, 1989, pp. 14-18)

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Appendix D

Curriculum Models by Fogarty

Fragmented. This is the traditional model of separate and distinct disciplines,
which fragments the subject areas. There is one direction; a narrow focus on
a single discipline.
Connected. Within each subject area, course content is connected topic to
topic, concept to concept, one year's work to the next, and relates ideas
explicitly.
Nested. Within each subject area, the teacher targets multiple skills: a social
skill, a thinking skill, and a content-specific skill.
Sequenced. Topics or units of study are rearranged and sequenced to coincide
with one another. Similar ideas are taught in concert while remaining separate
subjects.
Shared. Shared planning and teaching take place in two disciplines in which
overlapping concepts or ideas emerge as organizing elements. Two disci-
plines that share overlapping concepts and skills are brought together in this
model.
Webbed. A fertile theme is webbed to curriculum contents and disciplines;
subjects use the theme to sift out appropriate concepts, topics, and ideas. A
conceptual theme, such as conflict, can be webbed for more depth in the theme
approach. This model presents a broad view of an entire constellation as one
theme, webbed to the various elements.
Threaded. The metacurricular approach threads thinking skills, social skills,
multiple intelligences, technology, and study skills through the various
disciplines.
Integrated. Matches subjects for overlaps in topics and concepts with some
team teaching in an authentic integrated model. This model emphasizes new
patterns and designs that use the basic elements of each discipline.
Immersed. The disciplines become part of the learner's lens of expertise; the
learner filters all content through this lens and becomes immersed in his or her
own experience.
Networked. The learner filters all learning through the expert's eye and makes
internal connections that lead to external networks of experts in related fields.
This is a view that creates multiple dimensions and directions of focus for the
Ieamer.
(Fogarty, 1991, p. xv)

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