Abstract
Survey data based on a random stratified sample of 400 schools were utilized to compare schools that use integrated, interdisciplinary or multidisciplinary curriculum (IC) with those that do not (No IC). This study explores the extent and type of use of JC, how school principals rate IC success, and differences between IC and NoIC schools in terms of their characteristics, and teacher involvement and support across different school levels. Selected data tables and analyses are presented and discussed.
Recommended Citation
Arredondo, Daisy E. and Rucinski, Terrance T.
(1996)
"Integrated Curriculum: Its Use, Initiation and Support in Midwestern Schools,"
Mid-Western Educational Researcher: Vol. 9:
Iss.
2, Article 11.
Available at:
https://scholarworks.bgsu.edu/mwer/vol9/iss2/11
