Relevant bibliographies by topics / Cross-curricular

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Cross-curricular'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Cross-curricular"

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Andrews, Crispin. "Cross-curricular cricket!" Primary Teacher Update 2012, no. 12 (September 2012): 40–42. http://dx.doi.org/10.12968/prtu.2012.1.12.40.

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Maute, Joan. "Cross Curricular Connections." Middle School Journal 20, no. 4 (March 1989): 20–22. http://dx.doi.org/10.1080/00940771.1989.11495023.

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F. Dilek; ALKIN-ŞAHİN, GÖZÜTOK. "Cross-curricular themes in curricula." Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi 47, no. 2 (2014): 287–306. http://dx.doi.org/10.1501/egifak_0000001348.

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Bromley, Matt. "Cross-curricular literacy: Part 2." SecEd 2017, no. 19 (June 15, 2017): 4. http://dx.doi.org/10.12968/sece.2017.19.4.

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Bromley, Matt. "Cross-curricular literacy: Part 3." SecEd 2017, no. 20 (June 22, 2017): 4. http://dx.doi.org/10.12968/sece.2017.20.4.

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Bromley, Matt. "Cross-curricular literacy: Part 4." SecEd 2017, no. 21 (June 29, 2017): 4. http://dx.doi.org/10.12968/sece.2017.21.4.

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Bromley, Matt. "Cross-curricular literacy: Part 5." SecEd 2017, no. 22 (July 6, 2017): 4. http://dx.doi.org/10.12968/sece.2017.22.4.

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Gallavan, Nancy P., and LeAnn G. Putney. "Section IV. Cross-Curricular Applications." Action in Teacher Education 36, no. 5-6 (November 2, 2014): 520–21. http://dx.doi.org/10.1080/01626620.2014.977752.

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Lynes, Jane. "Fitness Drumming: A Cross-Curricular Approach." Strategies 34, no. 4 (July 4, 2021): 46–48. http://dx.doi.org/10.1080/08924562.2021.1920308.

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Dove, Jane. "Geology and Art: Cross‐curricular Links." Journal of Art & Design Education 16, no. 2 (May 1997): 171–79. http://dx.doi.org/10.1111/1468-5949.00070.

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Dissertations / Theses on the topic "Cross-curricular"

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De, Herdt Gorik. "Cross-curricular teaching in Sweden and Flanders." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-29104.

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Cross-curricular teaching is a teaching method in which one or more subjects are used within another subject to make clear links to those subjects. This is to attract pupils that are otherwise maybe not interested in this subject. The aim of this work is to see how this teaching practice is organised these days by asking teachers about their work from a constructivist point of view. For this work written interviews with teachers from Flanders and Sweden have been conducted to see how teachers work in an international context. The results point out that although the teaching practice is different in both regions, the way the teachers think is very similar.
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Boshoven, Anne Elizabeth. "Arboreal adventure: A cross curricular unit on trees." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1423.

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O, Donnabhain Diarmaid. "Cross-curricular tasks in prevocational education : gateways to empowerment?" Thesis, University of Bath, 2001. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341687.

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Dotterweich, Andy R., and Amy E. Greene. "Increasing Physical Activity Using Cross-Curricular Programs on Playgrounds." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/3763.

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Petersson, Casper. "Motivational Practices - Creative Teaching and Learning through Cross-Curricular Activities : Using cross-curricular activities in order to promote students' motivation to the subject of English." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-40139.

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This study aims to analyze and evaluate how cross-curricular activities could be used with the science-program in the ESL-classroom in order to raise and nurture students’ motivation. The study also aims to identify the determining motivational factor(s) in the ESL-classroom. Finally, the study aims to analyze and evaluate how teachers can make use of Dörnyei’s motivational taxonomy in order to conduct motivation based teaching. This study is divided into three different parts. The first part is analyzation of three different lessons by using a thematic logbook. The first lesson was conducted through a ”traditional” approach, while the second and third lesson was conducted through a creative approach which involved a cross-curricular activity. The second part is the carrying out of student surveys to compare the lesson observations with students’ responses in order to find possible factors that improve motivation and interest. The third part is analyzing the result by Dörnyei’s taxonomy in order to investigate the impact of the teaching on students’ motivation. The results of this study show that cross-curricular teaching has a positive impact on students’ motivation towards the subject of English, and it is also one of the determining motivational factors. The second factor is the active participation and encouragement from the teacher. A cross-curricular assignment was created and carried out in order to demonstrate how cross-curricular activities can be used in the ESL-classroom. Finally, the results from the application of Dörnyei’s taxonomy shows that teachers can make use of the taxonomy to reflect on previous lessons in order to identify if the right conditions for motivation were created and protected.
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Dotterweich, Andy R., Amanda E. Greene, and Daniel Blosser. "Using Innovative Playgrounds and Cross-Curricular Design to Increase Physical Activity." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/3798.

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Penchalk, Melita M. "Middle School Teachers' Experiences with Cross-Curricular Connections at the Incident Level." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1710.

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Many curricular innovations, including cross-curricular teaching, are started in schools without adequate teacher preparation and support, reducing the effectiveness of the interventions in supporting student learning. The purpose of this qualitative case study was to describe the implementation of the cross-curricular connections teaching technique in middle schools. Research questions focused on how middle school teachers experienced implementation of cross-curricular teaching at the incident level and how teachers perceived cross-curricular teaching and its long-term value. Myers-Briggs personality type theory informed the study, supporting the postulation that teachers are more comfortable teaching from their personality types. Data from 10 middle school teachers from 3 urban and semirural parochial schools in the northeastern United States were collected through interviews, focus group sessions, journals, and documents such as lesson plans and classroom materials. Open coding was used within progressive and comparative analyses. Primary themes included teacher comfort with cross-curricular connections; various applications of the teaching technique; cross-curricular connections within lessons; time constraints in planning, preparation, and implementation; and creative enhancement of lessons. Recommendations included enhanced professional development, more planning time for teacher teams, and more research about the technique. Positive social change implications include sustaining teachers' adoption and implementation of cross-curricular instruction in support of student achievement.
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Rinne, P. "An investigation of drawing across the National Curriculum at Key Stage 3." Thesis, University of Surrey, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.301327.

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Silk, Melissa. "The Possibilities of the Parabola." Thesis, The University of Sydney, 2014. http://hdl.handle.net/2123/13160.

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The present study details an investigation into the provision of opportunities for secondary school students to develop an understanding of visual aesthetics by manipulating a single mathematical curve: the parabola. The study documents the establishment of a robust cross-curricular relationship between Mathematics and Visual Design by providing a pedagogical model for learning that relies on the conduit between the two subject areas being explicitly linked. Although the central concept is the marriage of disparate themes, it was operationalised by the development and delivery of activities sequenced to grow appreciation and understanding of the links between unrelated curricula. While this account aims to foster cross-curricular discourse and action, the product output simultaneously provided avenues for the presentation and exhibition of student work; a gallery of which is included in the study. Documenting the inter-disciplinary approach to learning and teaching has resulted in an exploration of the complexities we employ to discover meaning in a range of contexts not singularly reliant on art or language. A convergence is presented in that mathematical rules unite with the rules of art and design in the attempt to project new concepts into new situations where a space for originality exists. Here, the students have been encouraged to imagine new, effective ways of bringing ideas to form (Richmond, 2009). Naturally, developing explicit appreciation/action situations required critical and creative thinking to coincide with lateral and literal approaches to gaining knowledge and understanding of aesthetics. The study presents a reflexive account of the delivery of coursework entitled The Possibilities of the Parabola, from concept to completion.
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Gray, Megan. "Teaching music entrepreneurship in the chamber music classroom: a cross-disciplinary curricular framework." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5763.

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Books on the topic "Cross-curricular"

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Council, Northern Ireland Curriculum. Cross-curricular themes. Belfast: Northern Ireland Curriculum Council, 1989.

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Implementing cross-curricular themes. London: David Fulton, 1994.

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Chris, Allison, ed. Cross-curricular literacy challenges. London: Hopscotch, 2012.

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Council, Northern Ireland Curriculum. Cross-curricular themes: Consultation report. Belfast (Stranmillis College, Belfast BT9 5DY): The Council, 1989.

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Ireland, Great Britain Department of Education for Northern. Educational (cross-curricular) themes - objectives. Bangor: Department of Education for Northern Ireland, 1992.

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Council, Northern Ireland Curriculum. Cross-curricular themes: Review and planning. Belfast: Northern Ireland Curriculum Council, 1990.

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Cross Curricular Working Group on Careers Education. Careers education: A cross curricular theme. Belfast: Northern Ireland Curriculum Council, 1989.

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British Computer Society. Schools Committee. IT ideas: Cross-curricular IT activities. Swindon: British Computer Society, 1992.

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Cross Curricular Working Group on Economic Awareness. Economic awareness: A cross curricular theme. Belfast: Northern Ireland Curriculum Council, 1989.

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Cross Curricular Working Group on Health Education. Health education: A cross curricular theme. Belfast: Northern Ireland Curriculum Council, 1989.

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Book chapters on the topic "Cross-curricular"

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Scott, Brian E. "Mapping the Cross-Curricular Year." In Concept-Based Instruction, 27–54. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233770-3.

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Barnes, Jonathan. "Exploring Music within Cross-Curricular Learning." In A Practical Guide to Teaching Music in the Secondary School, 89–100. 2nd ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003092568-9.

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Higgins, Steve, Nick Packard, and Phil Race. "IT as a Cross-curricular Subject." In 500 ICT Tips for Primary Teachers, 33–45. London: Routledge, 2005. http://dx.doi.org/10.4324/9780203016701-4.

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Kotsanis, Yannis, Anna Chronaki, Demetrios Sampson, and Nikos Dapontes. "Web-based Exploratory Cross-curricular Learning Contexts." In Networking the Learner, 363–72. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-0-387-35596-2_36.

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Grigg, Russell, and Sioned V. Hughes. "Cross-curricular learning and teaching in the humanities." In Teaching Primary Humanities, 21–45. Second edition. | New York : Routledge, [2018]: Routledge, 2018. http://dx.doi.org/10.4324/9781315206462-2.

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Ratcliffe, Mary, Richard Harris, and Jenny McWhirter. "Cross-Curricular Collaboration in Teaching Social Aspects of Genetics." In Research and the Quality of Science Education, 77–88. Dordrecht: Springer Netherlands, 2005. http://dx.doi.org/10.1007/1-4020-3673-6_7.

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Orgoványi-Gajdos, Judit. "Problem Solving as a Cross-Curricular Skill of Teachers." In Teachers’ Professional Development on Problem Solving, 1–7. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-711-5_1.

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Lo, Yuen Yi. "Empirical Studies on Cross-Curricular Collaboration: Promises and Pitfalls." In Professional Development of CLIL Teachers, 49–92. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2425-7_4.

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Pană, Andra-Dina. "Practicalities of a Cross-curricular Approach of Environmental Education." In Environment and Innovation Strategies to Promote Growth and Sustainability, 50–65. Boca Raton: CRC Press, 2021. http://dx.doi.org/10.1201/9781003136712-4.

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Martin, Allan. "Portability as a catalyst for cross-curricular Information Technology permeation." In World Conference on Computers in Education VI, 645–53. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-0-387-34844-5_61.

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Conference papers on the topic "Cross-curricular"

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Ridgway, Jim, James Nicholson, and Sean Mccusker. "Embedding statistical assessment within cross-curricular materials." In Assessing Student leaning in Statistics. International Association for Statistical Education, 2007. http://dx.doi.org/10.52041/srap.07903.

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Many subjects in the school curriculum engage with contexts where multiple factors interact. Historically however, data have rarely been used at school level in such contexts because of the difficulties inherent in understanding multiple variable relationships. Stronger links across traditional subjects has proved an elusive aspiration for curriculum developers. We are currently engaged in a pilot project with the Northern Ireland Curriculum Authority (CCEA) to use some innovative interfaces with multivariate summary data as a focus for multiple perspectives on various contexts. Innovations in curriculum design offer opportunities for innovation in assessment. Often statistics assessment focuses primarily on accurate performance of routine calculations or graphical construction. Here the use of data is primarily to enhance understanding. This paper will explore mechanisms for embedding assessment of key statistical concepts within cross-curricular activities.
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Bilbao, Javier, Eugenio Bravo, Olatz García, Carolina Rebollar, and Concepción Varela. "COMPUTATIONAL THINKING AS A NEW CROSS-CURRICULAR COMPETENCE." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0778.

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Črnivec, Tanja. "Different Pupils – Different Learning Styles and Cross-Curricular Integration." In Developing Effective Learning. University of Primorska Press, 2020. http://dx.doi.org/10.26493/978-961-293-002-8.50.

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Gil-Doménech, Dolors, Jasmina Berbegal-Mirabent, and Gabriel F. Borsot. "Enhancing business students’ skills through a cross-curricular activity." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5171.

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This paper describes the experience of a cross-curricular activity that combines mathematical knowledge with several soft skills, namely the use of new technologies, teamwork and critical thinking. Two different subjects are involved, Mathematics 2 and Information Systems, both part of the Bachelor’s Degree in Business and Administration, taught at Universitat Internacional de Catalunya. 42 students participated in this pilot activity during the second semester of the academic year 2015/2016. Results indicate that students considered the activity useful and that it helped improve their knowledge on information systems and the fundamental concepts covered in Mathematics. Data gathered also reveal that students positively valued the idea of applying concepts of one subject into other subjects. As for the development of soft skills, students converge in that the activity helped them developing interpersonal skills and being more critical with one’s work.
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Chua, Mel, and Tess Edmonds. "Curricular culture literacy and miscodes in its absence: Making sense of conflicts in cross-institutional curricular collaborations." In 2017 IEEE Frontiers in Education Conference (FIE). IEEE, 2017. http://dx.doi.org/10.1109/fie.2017.8190699.

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Jerman, Nataša. "Cross-Curricular Linking with English in the First Educational Triad." In Developing Effective Learning. University of Primorska Press, 2020. http://dx.doi.org/10.26493/978-961-293-002-8.38.

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Benson, Kailey L., D. Brian Landrum, and Chang-Kwon Kang. "Monarch Madness: A Cross-curricular Approach to Elementary STEM Education." In 55th AIAA Aerospace Sciences Meeting. Reston, Virginia: American Institute of Aeronautics and Astronautics, 2017. http://dx.doi.org/10.2514/6.2017-0515.

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Ortiz, Guadalupe. "Teaching Web Services with Virtual Environments: Improving Cross-Curricular Skills." In 2009 Fourth International Conference on Internet and Web Applications and Services. IEEE, 2009. http://dx.doi.org/10.1109/iciw.2009.87.

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Klaassen, Renate G., Linette Bossen, Puk Sies, and Hans Hellendoorn. "A cross curricular comparison of professional capabilities in engineering education." In SEFI 50th Annual conference of The European Society for Engineering Education. Barcelona: Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1343.

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In this paper we studied the student’s perception of the acquisition of professional capabilities in Challenge based learning environments with a strong reflective component. The results show students feel the relevance of personnel development from the very moment the enter their master studies. However, they only truly acquire all the relevant professional capabilities when working in interdisciplinary teams on real life problems in interaction with stakeholders.
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Paredes, Sergio D., Lisa Rancan, Cruz García, Juan Carlos García, Ignacio Garutti, Carlos Simón, José Antonio Zueco, Jesús Ángel Fernández-Tresguerres, and Elena Vara. "PERCEPTIONS OF MEDICAL STUDENTS TOWARDS USING FORMAL DEBATE AS A STRATEGY TO IMPROVE CURRICULAR AND CROSS-CURRICULAR COMPETENCES." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1744.

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