What does a student achieve and learn by the time he or she graduates from high school? How are various schools educating and evaluating students in their final year of school? Interdisciplinary senior courses at Phillips Exeter Academy encourage students to exercise their analytical, interpretative, and decision-making skills; to define their own…

The National Council for Occupational Education (NCOE) and the Community College Humanities Association established the Shared Vision Task Force to examine the potential contributions of the humanities to occupational degree programs. In an effort to implement Task Force findings, NCOE selected the following five institutions to plan and implement…

Although today's schools are rapidly acquiring computers and increasingly relying on them for instructional purposes, training of teachers to use computers in the classroom has not kept up with this trend. If teachers are to be held accountable for integrating computers into their instructional repertoire, they deserve systematic exposure to…

Four student and two faculty focus groups met to discuss interdisciplinary education at the Minnesota Center for Arts Education. The focus groups perceptions about interdisciplinary education resulted in several primary conclusions: (1) interdisciplinary education is not extensive in public education systems; (2) most students feel a primary…

A description is given of the assumptions, goals, and curriculum of a proposed interdisciplinary Master's degree program in elementary and secondary education at Kennesaw College (Marietta, Georgia). The program addresses several problems: (1) repetitiveness of undergraduate and graduate programs in education; (2) lack of competence in critical…

International students travel in many ways. First of all geographically: they move from one country to another. Secondly, they travel through their own identities: they have to find a new place in a new context by familiarizing themselves with new values and customs, while making sure they meet the requirements their studies ask of them. Writing…

This master's thesis reports the results of a survey submitted to over 30 colleges and universities that currently offer computer graphics courses or are in the planning stage of curriculum design. Intended to provide a profile of the computer graphics programs and insight into the process of curriculum design, the survey gathered data on program…

Many colleges and universities are revising course offerings and increasing graduate requirements to provide more highly integrated programs for their students. The efforts of seven institutions to develop such a core curriculum are described including those of: Saint Joseph's College (Rensselaer, Indiana); Los Medanos College (Pittsburgh,…

A comprehensive arts in education program is made up of four segments: specialized arts instruction, arts in general education, community arts resources, and arts for special populations. Each of these segments is discussed. A selective bibliography to help fine arts educators involved in curriculum development is provided. (RM)

This book explains essential features of special education that are important for interdisciplinary communication and effective teaching. Part I introduces the reader to historical and instructional foundations of music in special education. Major topics and developments in the field of special education, important terminology, and curricular…

This paper describes the Learning IN Communities (LINC) integrated curriculum project implemented at the University of Central Florida. The report reviews two programs initiated in the fall of 1998, a Biology-English-Statistics class and a Calculus-English-Humanities class. The paper discusses the rationale for attempting this alternate teaching…

Contends that an interdisciplinary curriculum and cooperative learning are well suited to middle school students. Asserts that the approaches help students learn higher order thinking skills and improve social skills. Maintains that authentic or performance-based assessment is appropriate for these techniques and this age group. (CFR)

Asserts that the use of creative drama in early childhood education enhances artistic sensitivity, develops self-awareness, and integrates mental and physical activity. Maintains that creative drama is a learning continuum that extends from the beginnings of creative spontaneous play to the production of theater artists. (CFR)

Presents four interdisciplinary classroom lessons based on artworks found in the Saint Louis (MO) Art Museum. Provides background questions to help students and suggestions for an interdisciplinary approach. Includes full-page, color photographs of two paintings, a mural fragment, and a pre-Columbian pottery jar. (CFR)

Asserts that using children's literature in social studies can enrich the course content and help achieve prescribed objectives. Maintains that well-planned activities based on carefully chosen books are necessary for successful implementation of this approach. Recommends 23 books in 4 subject categories: (1) cultural studies; (2) geographical…