TY - JOUR
T1 - The effects of an integrated curriculum model on student learning and attainment
AU - Thorburn, M.
AU - Collins, D.
N1 - Copyright 2007 Elsevier B.V., All rights reserved.
PY - 2006/2/1
Y1 - 2006/2/1
N2 - In an earlier article, we considered the pedagogy and assessment practices enacted by physical education (PE) teachers when attempting to translate a centrally prescribed rationale into meaningful performance-led teaching within an integrated curriculum - Higher Still Physical Education (HSPE) in Scotland. Through further research this article analyses the consequences of teachers' curriculum decision-making on students' learning and assessment experiences, and on the development of their analytical abilities. Additionally, comparison with BSSSS Senior Physical Education in Queensland, Australia, highlights discussion points for the further review of policy and practice. Specifically, both data and comparisons reveal the need for the inclusion of students' achievement evidence in subsequent evaluations of curriculum integration and teacher effectiveness. We also discuss whether the learning imperatives underpinning school examinations in PE are achievable within the constraints and pressures revealed by our investigations.
AB - In an earlier article, we considered the pedagogy and assessment practices enacted by physical education (PE) teachers when attempting to translate a centrally prescribed rationale into meaningful performance-led teaching within an integrated curriculum - Higher Still Physical Education (HSPE) in Scotland. Through further research this article analyses the consequences of teachers' curriculum decision-making on students' learning and assessment experiences, and on the development of their analytical abilities. Additionally, comparison with BSSSS Senior Physical Education in Queensland, Australia, highlights discussion points for the further review of policy and practice. Specifically, both data and comparisons reveal the need for the inclusion of students' achievement evidence in subsequent evaluations of curriculum integration and teacher effectiveness. We also discuss whether the learning imperatives underpinning school examinations in PE are achievable within the constraints and pressures revealed by our investigations.
UR - http://www.scopus.com/inward/record.url?partnerID=yv4JPVwI&eid=2-s2.0-34548612594&md5=3f406461a02169a7b8b37b09c84577b0
U2 - 10.1177/1356336X06060210
DO - 10.1177/1356336X06060210
M3 - Article
AN - SCOPUS:34548612594
SN - 1356-336X
VL - 12
SP - 31
EP - 50
JO - European Physical Education Review
JF - European Physical Education Review
IS - 1
ER -