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    Enhancing student achievement through curriculum integration based on New Zealand's key competencies : a descriptive case study : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Philosophy (Education) at Massey University, Palmerston North, New Zealand
    (Massey University, 2010) Matangi-Hulls, Ana
    New Zealand schools are constantly searching for means for enhancing student achievement, maximising learning potential and utilising effective teacher pedagogy. Curriculum integration is widely supported as an effective pedagogical approach to curriculum design and has been identified within The New Zealand curriculum (Ministry of Education, 2007) as a method that would successfully aid in implementation of all aspects of the new curriculum, including the Key Competencies. This research used a descriptive case study approach to attempt to enhance student achievement through the creation of a model of curriculum integration that was based on the Queensland New Basics model and yet unique to a New Zealand setting so that it developed the teaching and learning of the Key Competencies. Through the conducting of semi-structured interviews, extensive observations of students and teachers, and document analysis, there were five emergent themes identified. One of these themes effectively led to a working model of curriculum integration that enhanced student achievement and overall learning experiences. Central features of the model include the development of a personalised school curriculum: Deeper Understandings and learning dispositions, recognition and development of effective pedagogical tools and approaches, culminating rich assessments encompassing self, peer, formative and summative assessment; and greater student engagement, levels of higher order thinking and transferability of learning.
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    Curriculum integration for early adolescent schooling in Aotearoa New Zealand : worthy of a serious trial : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Education at Massey University, Palmerston North, New Zealand
    (Massey University, 2007) Dowden, Richard Anthony
    The concept of curriculum integration has long held seductive appeal as a way to unite knowledge and meet the educational needs of young people. However, researchers have largely dismissed the concept as a romantic but unworkable idea. Nonetheless in the short history of education in Aotearoa New Zealand (NZ), notions of integration have persistently reappeared in the national curriculum. In the 1930s, innovative teachers implemented world-class examples of curriculum integration in rural schools. Later, the Freyberg Project (1986-1991) demonstrated that curriculum integration admirably meets the needs of young people. Recently, the Ministry of Education trialled curriculum integration in several schools but, since the literature indicates that curriculum integration is represented by a plethora of models, this raised an important question: which model is preferable? This thesis combines historical and theoretical methodology to conduct an investigation of the concept of curriculum integration with respect to the needs of early adolescents in NZ. The historical investigation demonstrates that curriculum integration is best described by two broad traditions which stem from nineteenth century USA: the 'student-centred' approach based on Dewey's 'organic' education and the 'subject-centred' approach based on the Herbartian notion of 'correlation'. These two approaches are represented in current practice by the student-centred integrative model (Beane, 1990/1993) and the subject-centred multidisciplinary model (Jacobs, 1989). The theoretical investigation draws from American experience to examine the respective claims of the integrative and multidisciplinary models as the preferred model of curriculum integration for middle schooling. It finds that the 'thick' ethics associated with the politics of the integrative model ensures that it meets the needs of all early adolescents whereas the 'thin' ethics of the multidisciplinary model is indifferent to the needs of young people. The thesis concludes that the integrative model should be seriously considered in the middle years in NZ. It also concludes that historical understandings of curriculum integration are vital to further research, policy-making and teacher education. Moreover, attention to political and ethical issues would enhance implementation of the integrative model in NZ and would help avoid a set of problems which have impeded implementation of the model in the USA.