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Academic literature on the topic 'Cross curricular projects'

Author: Grafiati

Published: 4 June 2021

Last updated: 17 February 2022

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Journal articles on the topic "Cross curricular projects"

Youngman, Angela. "Cross-curricular projects: A pop-up shop." Primary Teacher Update 2011, no. 3 (December 2011): 28–29. http://dx.doi.org/10.12968/prtu.2011.1.3.28.

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Stefani, Lorraine. "Cross-curricular projects for level 1 students." Biochemical Education 22, no. 1 (January 1994): 14. http://dx.doi.org/10.1016/0307-4412(94)90149-x.

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Fontno, Tiffeni. "Book Review: 25 Projects for ART Explorers." Reference & User Services Quarterly 58, no. 3 (June 22, 2019): 188. http://dx.doi.org/10.5860/rusq.58.3.7046.

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Reading stories to children may often isolate a story’s purpose into narrow elements. Christina M. Kirker’s 25 Projects for Art Explorers expands storytelling by creating cross-curricular, literature-based art projects utilizing popular children’s literature to encourage art appreciation and creative release.

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Garrett, Gemma. "SciberBrain: dialogue sans fronti–res." Biochemist 34, no. 4 (August 1, 2012): 42–43. http://dx.doi.org/10.1042/bio03404042.

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Back in May, we were delighted to learn that our most recent bid to the Monsanto Fund had been successful, awarding us a further US$150 000 to support our SciberBrain and Dialogue in Science projects throughout 2012–2013. The grant will make a huge difference to the future development of these projects. It will allow us to reach more age groups and respond to emerging needs and gaps in provision, including cross-curricular resources and activities to address discussions on controversial scientific issues. It will also support our expansion of the project to developing countries, beginning with a pilot in Uganda.

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Avramides, Katerina, Jade Hunter, Martin Oliver, and Rosemary Luckin. "A method for teacher inquiry in cross-curricular projects: Lessons from a case study." British Journal of Educational Technology 46, no. 2 (November 27, 2014): 249–64. http://dx.doi.org/10.1111/bjet.12233.

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Bolderman, Leonieke, Peter Groote, Euan Hague, Jellina Timmer, Hanneke Boode, and Sake Jager. "Implementing a cross-course design for online international exchange in geography courses." Journal of Virtual Exchange 3 (November 17, 2020): 59–72. http://dx.doi.org/10.21827/jve.3.35838.

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In 2017, the University of Groningen (UG) in The Netherlands and DePaul University in the USA (DePaul) connected undergraduate students in geography courses using an Online International Exchange (OIE) assignment involving videoconferencing. Whereas many international OIE projects are designed on joint alignment principles connecting similar courses and developing similar aims and assignments, this project had a cross-course setup with diverging learning outcomes. In the UG course, OIE was a pretravel activity primarily aimed at developing disciplinary skills. DePaul implemented OIE as an intercultural awareness assignment. Through reflection on the design process and thematic analysis of student reflections, we conclude that the OIE introduced students in the DePaul course to international perceptions and encouraged self-reflection, whilethe OIE stimulated disciplinary skills and introduced intercultural awareness to the UG course. Moreover, OIE stimulated cross-cultural project management skills, increasing awareness of differing educational and urban contexts and thereby training the students in global citizenship. Therefore, this cross-course OIE shows that adapting OIE design to local curricular needs using pre-existing courses can enhance and deepen disciplinaryspecific learning outcomes through cross fertilization, and may create unexpected new learning outcomes. This expands the potential application and benefits of OIE for the internationalization of higher education.

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Chen, Pujun, Anastasia Goncharova, Matthias Pilz, Dietmar Frommberger, Junmin Li, Olga Romanova, and Yueru Lin. "International Curriculum Comparison in Vocational Education and Training: A Collaborative Development of an Analysis Instrument." International Journal for Research in Vocational Education and Training 8, no. 4 (August 14, 2021): 16–43. http://dx.doi.org/10.13152/ijrvet.8.4.2.

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Context: International comparative research on Vocational Education and Training (VET) is gaining importance, as global cooperation and mutual learning in VET grows. However, it is characterized by a high degree of complexity, due on one hand, to the heterogeneity of the VET sector, and on the other hand to the unique challenges of international comparisons. In addition, comparative research projects are increasingly conducted in the form of cross-border collaborations, which have their own particular organizational and methodological considerations, opportunities, and challenges. This paper presents an example of a cooperative research process, aimed at investigating the complex phenomenon of the competence-based approach in Russian and Chinese VET. In providing an example of developing an instrument for curriculum analysis and comparison, we discuss and reflect on the methodological and organizational peculiarities and challenges of the research process conducted collaboratively by an international team. Method: The instrument for analysis and comparison of curricular documents, was developed in an iterative multi-stage process, combining deductive and inductive steps. The embeddedness of the elements of a competence-based approach in curricular documents is investigated, using qualitative content analysis. To develop a coding frame, we started with a comprehensive partially systematic literature review of international, Russian and Chinese discourses on competence-based curricula. The frame was built on the selected model of competence-based education, and on accumulated results of the literature analysis of national discourses. Furthermore, during the first coding process, an iterative adaptation of the developed instrument took place. Results: The result of this process was the development of an analysis instrument which, on the one hand, is well-adapted to each national context and, on the other hand, allows a comparison of results along the same dimensions of analysis, in our case, elements of the competence-based approach in curriculum. Conclusion: Developing an analysis framework for a cross-cultural comparative investigation of such a diffuse and heterogeneous construct as the competence-based approach, can pose a methodological challenge for an international team of researchers. However, an effective application of own team resources such as proficiency in different languages, insider and outsider perspectives, along with continuous intensive communication and a flexible, iterative research process, allows development of a well-adapted analysis instrument for international comparison.

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Valente, José Armando, and Maria Elizabeth Bianconcini de Almeida. "Políticas de tecnologia na educação no Brasil: Visão histórica e lições aprendidas." education policy analysis archives 28 (June 22, 2020): 94. http://dx.doi.org/10.14507/epaa.28.4295.

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Brazilian initiatives aimed at the insertion of information and communication technologies (ICT) in K-12 education took their first steps in the 1970s, when several countries focused their efforts on the use of ICT in the educational context. Since the early 1980s, a number of public policies have been created that have given rise to various projects and programs developed at the national level. The objective of the article is to analyze these policies using the Four in Balance model resignified for the Brazilian reality. The methodology is based on a study of documents. The EDUCOM Project, the Immediate Action Program in Informatics in Education, and the national programs, PRONINFE and ProInfo, were analyzed. The results show that these projects and programs did not always balance the axes of vision, teacher and manager training, digital educational resources and infrastructure, and cross-curricular evaluation and research. From this analysis it was possible to highlight some lessons and suggestions for future public policies related to the implementation of technologies in education.

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González González, Mª Teresa. "Teacher Teams in Compulsory Secondary Education: Possibilities and Uncertainties." education policy analysis archives 15 (October 15, 2007): 20. http://dx.doi.org/10.14507/epaa.v15n20.2007.

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This paper is about the constitution of teacher teams in the Educación Secundaria, something proposed in the Ley Orgánica de Educación (LOE, 2006). First, a discussion of the disadvantages of organizing high schools by academic departments is presented, namely, the tendency of teachers to communicate mainly with those colleagues working in the same curricular area, the difficulties involved in the development of curricular projects that translate into globally coherent school experiences meaningful and relevant for the students, and the repercussions of such structures on the caring and support for students. Against this background, it is suggested that one of the alternatives to counteract the effects of departmentalization entails the creation of teacher teams. The new possibilities of coordination offered by teams are then commented, as they are seen as appropriate instruments to articulate the work and reflection of their members on cross curricular issues. Finally, some uncertainties and complexities of this new structure are discussed, namely, the possibility of it being applied only at a formal level, the difficulties involved in the coexistence of teams and departments, or the risk of overlooking the ”instituto” as a globally oriented educational institution.

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Ortega-Sánchez, Delfín, and Alfredo Jiménez-Eguizábal. "Project-Based Learning through Information and Communications Technology and the Curricular Inclusion of Social Problems Relevant to the Initial Training of Infant School Teachers." Sustainability 11, no. 22 (November 13, 2019): 6370. http://dx.doi.org/10.3390/su11226370.

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Project-based learning (PBL) is considered to be one of the most highly valued methods in the development and acquisition of competencies at all educational levels. From an interdisciplinary and collaborative focus, pupils acquire knowledge and skills through investigative tasks, with a view to responding to a problem or challenge, in the form of a final product. The methodological implementation of PBL in specific teacher-training contexts is especially useful for curricular inclusion and the didactic treatment of relevant contemporary social problems and socially alive questions. In this investigation, the assessment of the perceived learning of a group of infant-education teacher trainees (n = 59), following a teacher-training program on social problems, is analyzed. The program is designed on the basis of the principal methodologies of PBL and the operational integration of information and communications technology (ICT) (WebQuests). The study begins with the pre-experimental quantitative designs of a cross-cutting prospective nature with a control group. The results provide information on the special didactic potential of active methodologies, including PBL, for the creative development of thought processes and the acquisition of social competencies and good citizenship in relation to social problems on interdisciplinary curricular projects for infant education. Likewise, it is evident that PBL methodology through ICT facilitates the acquisition of technological competencies, linked to the development of social and communicative competencies, as well as cooperative–collaborative work.

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Dissertations / Theses on the topic "Cross curricular projects"

Gabriel, Sérgio de Souza. "Ensinando o futuro no ensino médio: uma investigação." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/27/27154/tde-20052009-151104/.

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Descreve uma investigação realizada junto a professores do Ensino Médio sobre percepções relacionadas à inovação curriculares na forma de estudos do futuro. Objetivo: Em primeiro lugar, identificar de que maneira os professores entendem o conceito de futuro em suas vidas. Em segundo lugar, identificar percepções e atitudes em relação aos estudos do futuro e à implementação destes junto a alunos do Ensino Médio da cidade de São Paulo. Em terceiro, orientar projetos nas escolas locais que adotassem essa abordagem. Método: Em sua primeira fase, questionário estruturado enviado a 200 professores participantes, no período de março a junho de 2007. Em sua segunda fase, oficina de apresentação realizada nas escolas investigadas e outro questionário estruturado enviado a 80 professores, no período de junho a agosto de 2007. Em sua terceira fase, reuniões com professores e coordenadores das escolas adotantes. Resultados: A primeira fase mostrou que os professores percebem o futuro como um período de tempo entre 10 a 20 anos do presente. Existe uma mistura de otimismo e preocupação em relação ao futuro e a crença de que é necessário um alto grau de preparação para este. A segunda fase mostrou que os professores percebem a relevância em estudar o futuro, principalmente para si mesmos. Entre as ferramentas apresentadas na oficina, técnicas como elaboração de cenários e consulta a especialistas lhes pareceram mais claras e de maior facilidade e relevância para a introdução junto a seus alunos. A terceira fase incluiu a adoção projetos multidisciplinares, propostas curriculares e atividades isoladas, por parte de algumas das escolas. Conclusão: Os professores mostram um grau de preocupação e interesse elevado na preparação de seus alunos para o futuro. Os estudos do futuro oferecem uma alternativa viável para a introdução de projetos e atividades de caráter multidisciplinar que ajudam os jovens a planejar e se preparar para o futuro.
It describes an investigation carried out with Secondary School teachers on their perceptions regarding curriculum innovations using a futures studies approach. Aim: Firstly, to identify the ways in which teachers view the concept of future in their lives. Secondly, identify the perceptions and attitudes regarding futures studies and their introduction in the Secondary School classroom in the city of São Paulo. Thirdly, supervise projects in the local schools which adopted such approach. Methodology: In its first phase, a structured questionnaire was sent to the 200 participant teachers, between March and June 2007. In its second phase, a workshop to introduce future studies in the schools under investigation was held, followed by another structured questionnaire, between June and August 2007. In its third phase, meetings with teachers and pedagogical coordinators were held. Results: The first phase showed teachers perceive the future as a period between 10 and 20 years from the present. There is a mix of optimism and worry and a belief that a high level of preparation is required for this future. The second phase showed that teachers perceive the relevance of future studies, particularly for themselves. Among the tools presented in the workshop, the creation of scenarios and the use of expert opinion were those which seemed clearer, more relevant and of easier introduction in the classroom. The third phase included the adoption of cross curricular projects, proposals for curriculum change and attempts at different activities by some of the schools. Conclusion: Teachers show a high level of interest and worry in the preparation of their students for the future. Future studies offer a viable alternative for the introduction of projects and classroom activities of a cross curricular nature that will help young people to plan and prepare for the future.

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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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Henderson, Petra. ""Shaking Shakespeare": A case study of a cross-curricular project in year 9 which integrated content and English." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28455.

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An increasing number of schools across Europe offer education which integrates the teaching of content with that of language, sometimes known as CLIL (Content and Language Integrated Learning), or the Swedish equivalent SPRINT (språk- och innehållsintegrerad inlärning och undervisning). In Sweden this type of learning often goes under the name of cross-curricular or interdisciplinary work. This dissertation is a case study of one such project that integrated content and English and that took place in year 9 at a secondary school in southern Sweden. The purpose of the investigation was to find out what the teachers' and pupils' perceptions were of the use and role of English in this particular cross-curricular project. Applying case study methodology, data was collected using triangulation through observations, a focus group interview with the teachers and a pupil questionnaire. The results show that all the involved teachers and a majority of the pupils were positive towards the integration of content and language, but not on a permanent basis. The teachers felt that the project gave the pupils the opportunity to work with the language and develop communication skills. The pupils said that they had learned more speaking skills compared to being taught English as a separate subject, closely followed by writing and reading skills. However, some felt that they had not learned any grammar, which showed a view of English as a skills subject. The study shows that project-based cross-curricular work could be a successful way to integrate content and language, provided projects are well-planned and clearly structured.

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Mullin, Margaret Boling. "The apprentice-teaching project| Agency among school-identified "struggling" readers in a cross-age reading intervention." Thesis, Indiana University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3669386.

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In this qualitative study, I sought to open a space where previously marginalized fifth and sixth graders - those identified for remedial reading classes - could become agents of their own reading. Rather than using mandated or scripted reading programs, I co-created an apprentice program with my intermediate students by which they became teachers of reading to first graders. My teacher-researcher stance allowed me to explore agentic acts among the students involved and identify classroom conditions which supported school-productive literacy.

The Apprentice-Teaching Project drew on sociocultural perspectives of literacy, apprenticeship theory, and a view of agency which connects students' agentic actions with the various identities they enacted. Data, including field notes, audio and video recordings, and student work, were analyzed using a combination of thematic and narrative methods.

In their roles as apprentice-teachers, participants learned new Discourses and remade their identities from school-identified "struggling" readers to Readers and Teachers, thereby joining the "literacy club." In general they exerted school-productive agency when confronted with difficult reading tasks, rather than remaining marginalized from school literacy communities.

I argue that students marginalized by the teaching practices fostered by recent educational policy initiatives are best served by knowledgeable, professional teachers who are free to create responsive curricula in light of needs observed among students. I further argue that the educational community needs to examine the ways we have approached the teaching of metacognitive reading strategies. The apprentice-teachers did not take up these strategies as tools to deepen their understanding; instead, they perceived the strategies as "tasks" to be done after reading. Furthermore, to foster engaged reading, this study demonstrated the efficacy of a curriculum that provides students with voice and choice in selecting texts and socially-interactive environments in which to construct meanings around those texts.

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Jackoby, Henry Benjamin EdD. "The Crossover Project: A Case Study of One High School's Effort to Provide Skill-Deficient Students the Opportunity to Cross Over Into a College Preparatory Math Track." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1303424503.

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Hvastija, Darka, and Jasna Kos. "Project work Is the Legacy of Ancient Greece and Rome really the Cradle of European Civilization?" Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80221.

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In this paper the project for 15-year-old students with the title Ancient Greece and Rome and the sub-title Is the Legacy of Ancient Greece and Rome really the Cradle of European Civilization? is introduced. It shows how to connect mathematics with art, history, physics, geography and philosophy by studying ancient Greek scientists and their achievements. Collaborative teaching is introduced. The major aim of the project was to show mathematics as a part of human civilization and to follow its development through history. Some topics from theory of numbers and geometry were studied. One part of the project was also a theatre performance, which should make the students aware of the difficulties of many dedicated mathematicians to find the answers to some problems from the ancient times.

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Walsh-Moorman, Elizabeth A. "Multimodal Composing In Support of Disciplinary Literacy: A Search For Context In ELA and History Classrooms." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1515961727003752.

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Vacaretu, Ariana-Stanca. "Teaching and learning high school mathematics through an interdisciplinary approach." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-83141.

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Beckmann, Astrid. "Learning Mathematics through Scientific Contents and Methods." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79411.

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The basic idea of this paper is to outline a cross-curricular approach between mathematics and science. The aim is to close the often perceived gap between formal maths and authentic experience and to increase the students’ versatility in the use of mathematical terms. Students are to experience maths as logical, interesting and relevant through extra-mathematical references. Concrete physical or biological correlations may initiate mathematical activities, and mathematical terms are to be understood in logical contexts. Examples: physical experiments can lead to a comprehensive understanding of the concept of functions and of the intersection of medians in triangles. Biological topics can lead to the concepts of similarity and proportion as well as to the construction of pie charts. In the European ScienceMath Project a variety of teaching modules was developed and tested in secondary schools.

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Průchová, Věra. "Realizace a hodnocení projektové výuky na základní škole." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-390633.

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The thesis Water is Life describes the natural science project realized over seven years at elementary school in Chrudim. The theoretical part is dedicated to comparison of the transmissive and constructive-based teaching. It also defines the terms: project, project- based teaching, projective method and research-based teaching. Further chapters deal with contrasting the project-based teaching with integrated theme-based teaching and implementation of the topic Water in the Framework Education Programme for Elementary Education. The analytical part of the thesis describes the process of realization of the Water is Life project from the methodology to the final evaluation. It also employs critical analysis of the project with emphasis on "projectivity" of the projects and necessity of following the basic criteria for the project-based teaching. The main aim of this thesis is to describe the problematic parts and the possible alterations of the described project. KEYWORDS Project teaching, cross-curricular relationships, water, project analysis, observation, inquiry-based science education

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Books on the topic "Cross curricular projects"

McGraw-Hill science: Cross curricular projects. New York, N.Y: McGraw-Hill School Division, 2000.

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Paul, Ginnis, ed. Covering the curriculum with stories: Six cross-curricular projects that teach literacy and thinking through dramatic play. Carmarthen, Wales: Crown House Pub., 2006.

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Union, Rugby Football. Cross-curricular project for schools: Key Stages 1, 2, 3. Twickenham: Educational Projects, R.F.U., 1995.

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Cawley, Patricia A. Record of pupil achievement project: Cross-curricular skills profiling : some beginnings. Ipswich: Suffolk County Council, 1988.

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Walker, Neil. Waves in the air: A cross-curricular project on radio and broadcasting. Coventry: SCIP/MESP, 1992.

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Lister, Ted. Oil & Gas: energy for the world: A cross-curricular project resource for secondary school or college students and their teachers. London: Institute of Petroleum, 1996.

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March, Gerald. Th e management of careers education and guidance as a cross-curricular activity: An account of a project in East kent. Maidstone: Kent County Council, 1991.

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Australia. Office of Multicultural Affairs., ed. Training as access: Guidelines for the development of heritage curricula and cultural diversity : a project to develop guidelines for cross-cultural training curricula for the museum sector. Canberra: Australian Government Pub. Service, 1993.

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Griffith, Delwyn. Turning back the pages: A self contained project with cross curricular implications that makes good use of the inter-active nature of local newspapers. London: Newspaper Society, 1986.

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Robinson, Deborah Ann. An evaluation of the factors which influenced the establishment of cross-curricular ways of working with reference to the mathematics and TVEI joint support project. [Guildford]: [University of Surrey], 1990.

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Book chapters on the topic "Cross curricular projects"

Carreira, Junko Matsuzaki, and Tomoko Shigyo. "11. Developing and Evaluating a Syllabus for Pre-service Teacher Education for Japanese Primary English Teachers: Introducing Cross-Curricular Projects." In Early Language Learning and Teacher Education, edited by Subhan Zein and Sue Garton, 197–214. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788922661-012.

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Reimers, Fernando M. "Learning from Teaching Graduate Students How to Design Climate Change Education Programs." In Education and Climate Change, 181–201. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57927-2_7.

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AbstractThis chapter discusses lessons learned engaging my graduate students in education policy analysis at the Harvard Graduate School of Education in designing climate change education curricula in partnership with educational institutions around the world. Studying those programs developed by my students, I draw out seven cross-cutting themes about what such an approach yields for students, for the educational institutions they partnered with and for my own institution, while drawing parallels between those curricula and the graduate course in comparative education policy analysis in which these curricula were developed. In addressing those themes the chapter revisits some of the central arguments presented in the introductory chapter about the urgency and the challenges of enhancing the effectiveness of climate change education, and some of the key conclusions of critical reviews of the literature on education and climate change about the limitation of existing approaches to the subject.Those themes are: Educating students to address climate change is about engaging them in active problem solving, not contemplation. While learning from doing is valuable, to advance the field of climate change education, it is necessary to conceptualize and theorize practice. The need to think broadly about learning outcomes in climate change education The power of contextually situated learning A Signature project-based pedagogy to Change Climate through Education Augmenting the capacity for climate change education among teachers and schools The limitations of infusing climate change education in existing courses The chapter concludes examining some blind spots in the climate change curricula presented in the book and drawing parallels between the education response to the COVID-19 Pandemic of 2020 and the education response to Climate Change.

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Rodosthenous-Balafa, Marina, Maria Chatzianastasi, and Agni Stylianou-Georgiou. "Creative Ways to Approach the Theme of Cultural Diversity in Wordless Picturebooks Through Visual Reading and Thinking." In Dialogue for Intercultural Understanding, 73–86. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71778-0_6.

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AbstractCultural diversity, as one of the most important characteristics of European community in the framework of the DIALLS project (see Chapter 10.1007/978-3-030-71778-0_1 for overview), is integral to notions of cultural identity and cultural literacy. The acknowledgement of identity formation as an ongoing, dynamic process through interaction rather than a pre‐conceived characteristic arises as an imperative need, in order to encourage democracy to thrive through constructive confrontation and integration (Rapanta et al. in The Curriculum Journal, 2020). According to Bland, picturebooks that authentically reflect cultural diversity can move even young readers towards “flexibility of perspective” (CLELE Journal, 4(2):45, 2016). Bishop (Perspectives: Choosing and Using Books for the Classroom, 6(3):ix–xi, 1990) highlights the need for young readers to recognise themselves in books they read, learn about the lives of other people, and be able to cross between groups and worlds. However, reading wordless picturebooks can be a challenging task, because of the ambiguity and open nature of their visually rendered narratives. The affordances of wordless picturebooks and the challenges embedded in their reading are discussed by the authors in Chapter 10.1007/978-3-030-71778-0_5 of this volume. This chapter presents several creative ways to analyze and approach the theme of cultural diversity in class, through various disciplinary lenses and methodological approaches.

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"Enrichment by Use of Masterclasses/Cross-curricular Projects." In Using Science to Develop Thinking Skills at Key Stage 3, 125–32. David Fulton Publishers, 2013. http://dx.doi.org/10.4324/9780203063767-16.

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Sableski, Mary-Kate, Jackie M. Arnold, and John White. "Developing a Multicultural Cross-Curricular Study Abroad Experience." In Handbook of Research on Efficacy and Implementation of Study Abroad Programs for P-12 Teachers, 221–36. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1057-4.ch013.

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Study abroad experiences can and should be inherently two-fold. Before, during, and after the study abroad commitment, students experience and live both their curricular content as well as their culturally diverse experiences. In the Department of Teacher Education at the University of Dayton, our mission is to engage students in experiences that will support their ability to be reflective practitioners in a diverse society. This chapter will describe the development of a study abroad program designed to assist preservice teachers in developing and utilizing these skills and dispositions in a global setting. The study abroad experience required courses from both teacher education and general education content. An overarching goal of our program was to facilitate students' ability to utilize a multicultural lens both in their study abroad experience and throughout their lives. This chapter will describe how three professors integrated cross-curricular projects grounded in children's and young adult literature, historical literacy, and understanding diverse populations.

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Wright, Katherine Landau. "The Potential of Document Sharing for Scaffolding Writing Instruction." In Social Media in Higher Education, 198–215. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2970-7.ch010.

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As the current focus of education is often on test scores rather than student learning, many public school teachers do not emphasize the development of cross-curricular writing skills in their curriculum. With the inherent pressures of standardized tests and growing class sizes, the burden of assessing writing projects often makes them prohibitive. However, recent research has shown that developing strong cross-curricular writing programs can not only support content knowledge but also raise standardized test scores. Web 2.0 document sharing technology can reduce teacher workload while providing more scaffolding and instruction than traditional writing assignments. Using these programs, instructors can implement collaborative writing projects that will allow students to learn as they write. This chapter uses pedagogical frameworks such as Balanced Literacy, Gradual Release of Responsibility, and Lev Vygotsky’s Zone of Proximal Development to support the implementation of cloud software in public schools. It also outlines action research from a middle school classroom using cloud technology and makes practical suggestions for use of free software in secondary curriculum.

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Murray, Cecilie. "Imagine Mobile Learning in your Pocket." In Wireless Technologies, 2060–88. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-101-6.ch807.

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Students and teachers are embracing mobile technologies in their social lives. How is this reflected in K-12 schools? This chapter examines the experiences of students and teachers in a range of mobile learning projects in the K-12 environment. Four research projects highlight the experiences of students and teachers as they grapple with mobile technologies and the wireless environment, with implementation and technical issues, with learning approaches and pedagogical innovations. The projects focused on Literacy, Mathematics and cross-curricular learning with Australian primary and secondary students as well as students in international collaborative projects. In each project, students demonstrated improved attitudes to school, greater engagement and participation in learning and enhanced performance. Teachers learned a diversity of approaches to classroom management and curriculum planning, and demonstrated significant pedagogical change. The benefits of mobile learning were also reflected in the community, with parents taking greater responsibility and interest in their children’s learning opportunities.

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Murray, Cecilie. "Imagine Mobile Learning in your Pocket." In Mobile Technologies and Handheld Devices for Ubiquitous Learning, 209–36. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-61692-849-0.ch012.

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Eubanks, Kari M., and Scott T. Lamie. "Virtually Authentic." In Advances in Early Childhood and K-12 Education, 84–104. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6364-8.ch007.

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This chapter addresses the process of creating cross-curricular projects in an online environment, specifically the considerations, constraints, and methodologies. It discusses how to approach this type of learning through the lens of students' technology literacies, providing meaningful connections to digital pathways with which students are already engaged and authentic learning. The chapter also describes a digital makerspace as an avenue for student learning to take place. Finally, the authors present a student project that represents a culmination of these techniques. The project uses the engineering design process to blend both science and English language arts practices using side-by-side inquiry and the digital makerspace as a presentation medium.

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Yildiz, Melda N., and Belinha S. De Abreu. "Fostering Global Literacies among Pre-Service Teachers through Innovative Transdisciplinary Projects." In Cross-Cultural Interaction, 150–68. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4979-8.ch010.

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This chapter investigates the role of global literacy skills in teacher education while integrating multiple literacies as a means of further developing pre-service teachers’ global competencies and 21st century skills1 while designing innovative transdisciplinary curriculum projects with limited resources and equipment in the global education context. The goal is to: a) introduce the role of multiple literacies (e.g., information, technology, geography, media literacy) in developing global competencies and 21st century skills among pre-services teachers; b) showcase pre-service teachers’ Universal Design of Learning (UDL)2 model lessons across content areas (e.g., math, geography, cultural studies, physical education) in P-12 curriculum; and c) demonstrate creative strategies and possibilities for engaging pre-service teachers in project-based global literacy activities integrating new technologies.

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Conference papers on the topic "Cross curricular projects"

Harms, Sherri, and John Hastings. "A cross-curricular approach to fostering innovation such as virtual reality development through student-led projects." In 2016 IEEE Frontiers in Education Conference (FIE). IEEE, 2016. http://dx.doi.org/10.1109/fie.2016.7757628.

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Takai, Shun. "An Analytical Model of Collaboration Between Engineers Working on Team and on Individual Projects." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-67561.

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Collaboration of engineers with diverse technical background such as those found in cross-functional teams has been addressed as a key for successful system development. Similarly, the benefit of team-based-project class is increasingly emphasized in curriculum development. In a team project, however, there is always a temptation for a team member to free-ride on other team members’ efforts (i.e., receive the same credit without contributing to the project). This paper presents an analytical model in which two engineers work on a team project, as well as individually on separate projects. The engineers receive the same performance evaluation on their team project (whether they actually contribute to the project or not), but independent evaluations on their individual projects. This paper uses the model to identify conditions that discourage free-riding and encourage collaboration between two engineers. The results of the analysis and implications to team projects in industry and in curriculum are discussed.

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E. Brock, Sabra, Zvi G Loewy, and F. Ellen Loh. "Team Skills: Comparing Pedagogy in a Graduate Business School to That of a College of Pharmacy Professional Program." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3733.

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Aim/Purpose: To measure the change in team skills resulting from team projects in professional and graduate school courses, a pilot study was conducted among students in two courses in a graduate school of business and one in the pharmacy school of the same institution of higher learning. This pilot study evaluated (a) students receiving training and practice in working as part of a classroom team were able to translate the formal training into the belief they had improved routine team interactions and experienced benefits from the intervention, and (b) determine whether changes in perceived team skills acquired by graduate business students differed from those of pharmacy school students. Background: This pilot study examined the usefulness of adding a teamwork skills module imported from a graduate school of business to increasing team skills in a pharmacy curriculum. Methodology: Thirty-five students (22 in a graduate school of business and 13 in a school of pharmacy) took a survey comprised of 15 questions designed on a 5-point scale to self-evaluate their level of skill in working in a team. They were then exposed to a seminar on team skills, which included solving a case that required teamwork. After this intervention the students repeated the survey. Contribution: As the pharmacy profession moves to be more integrated as part of inter-professional healthcare teams , pharmacy schools are finding it necessary to teach students how to perform on teams where many disciplines are represented equally. The core of the pharmacy profession is shifting from dependence on the scientific method to one where team skills are also important. Findings: The small size of the pilot sample limited significance except in the greater importance of positive personal interaction for business students. Directional findings supported the hypothesis that the business culture allows risk-taking on more limited information and more emphasis on creating a positive environment than the pharmacy culture given its dependence on scientific method. It remains moot as to whether directly applying a teaching intervention from a business curriculum can effectively advance the team skills of pharmacy students. Recommendations For Practitioners: Educators in professional schools such as pharmacy and medicine may find curricular guidance to increase emphasis on learning teamwork skills. Recommendations for Researchers: Researchers are encouraged to explore cross-disciplinary exchanges of teaching core business skills. Impact on Society : The question is posed that as pharmacy schools and the pharmacy profession integrate more into the business of pharmacy whether this difference will close. Future Research: A full study is planned with the same design and larger sample sizes and expanding to include students in medical, as well as pharmacy classes.

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Ishii, Kosuke, Sun K. Kim, Whitfield Fowler, and Takashi Maeno. "Tools for Project-Based Active Learning of Amorphous Systems Design: Scenario Prototyping and Cross Team Peer Evaluation." In ASME 2009 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2009. http://dx.doi.org/10.1115/detc2009-86492.

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Whereas team project-based learning of engineering design has attracted wide acceptance, it is still rare to see a curriculum that addresses high level societal needs involving diverse students with a wide range of practical experience. Such a curriculum should develop a shared understanding of the use of scenarios for amorphous products and a process to objectively evaluate the project progress while the design concepts mature. This paper describes two key tools that respond to these challenges: 1) scenario prototyping and 2) cross-team project scorecarding. These tools evolved through a collaborative curriculum development of Keio University, MIT, and Stanford in the development of the Active Learning Project Sequence (ALPS), a capstone experience for Keio’s new Graduate School of System Design and Management (SDM). ALPS selected a theme from the “Voice of Society,” according to which the project teams generated solution scenarios, identified requirements, and described the proposed system using appropriate prototypes of not only hardware but other amorphous means as well. The twelve ALPS teams in 2008 addressed the theme “Enhancing the Lives of Seniors in Japan,” which led to more specific scenarios. The paper gives an overview of the ALPS workshop sequence, and describes in detail two key learning modules that were essential in integrating the multi-disciplinary teams: a) scenario prototyping and b) cross-team project scorecarding. These methods are going through further trials in Stanford’s own Design for Manufacturability curriculum involving 10 project teams in the US and Japan.

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Libin, Elena. "Future competencies for digitally aligned specialties: coping intelligently with global challenges." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11210.

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The main goal of any education is to prepare students for future professional and life challenges. What is missing, however, from current curricula is the subject that deals with developing core competencies that are cross-cutting and focused on building the skills necessary for any specialties - technological, medical or humanities. Main results from presented joined projects - Robotic Psychology & Robotherapy Study, and the Coping Intelligence Project - build a configuration for a shared knowledge databank on human-technology interface, as well as on how coping intelligence impact academic achievements, professional expertise and life success. Evidence suggests that generalized efficient and inefficient problem solving in college students majoring in science, CS & IT, and mathematics is associated with various profiles that differ by learning experiences with STEM disciplines, academic locus of control, and the level of academic achievements. Furthermore, implementing a coping intelligence approach in academic curricula elucidates the transformative role of core competencies, required for the successful management of risks and challenges associated with a variety of digitally aligned professional activities.

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Wilkinson, Carl. "Implementing a cross-curricular digital project into a PGCE computer science initial teacher education course." In 2017 Intelligent Systems Conference (IntelliSys). IEEE, 2017. http://dx.doi.org/10.1109/intellisys.2017.8324213.

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Chepaitis, Elia. "The Changing Ecology of IT Management: Cross Disciplinary Explorations of Context and Content." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2460.

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In the past decade, the context of Information Technology (IT) management changed in seminal areas: the circle of players, the tools, the emergence of Internet technologies, the evolution of information societies and digital economies, and critical questions of ethics and equity. These seismic changes can be captured if corresponding shifts occur in the content and context of IT education. A shift in context alters courses, methods, and materials but also the curriculum itself. The author identifies a variety of projects that immerse students in the altered ecologies of IT management and of IT education. The paper describes one of these projects--a student-authored proposal for a textbook on international information systems.

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Nemejc, Karel, Radmila Dytrtova, Katerina Tomsikova, and Jiri Sedivy. "Didactic Approaches to the Application of Cross- Curricular Topics in Secondary Vocational Education." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.039.

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Modern society is often referred to as a society of knowledge and information. In this context, activating methods are experiencing a renaissance. Such methods offer students the opportunity to progress to perceive more accurately and comprehensively, recognize and experience stimuli, develop their perception and thinking, effectively solve problems, communicate and act objectively and successfully. It can be an active teaching and learning that is the way that can contribute to such a goal in the era of systematic cognition and differentiation of information, raising living standards, changing lifestyles, and globalizing the world. The question is how to bridge this epoch in the sense of preparing students for their active roles as inhabitants of the planet, accepting a responsible way of life in line with sustainable development. It is especially important for environmental education to understand the context and learn interdisciplinary, comprehensively, to be able to distinguish values, to take interest in and get to know one's surroundings, to discover, to take the initiative and to be sensitive and receptive as well. Therefore, it is necessary to think about the didactic methods that teachers use in their lessons and focus on activating methods and forms of teaching, leading to the fulfilment of such sub-objectives. In this context, the aim of the paper is to introduce and analyse new activating didactic approaches to the implementation of the cross-curricular topic “Man and the environment” as designed by graduate students of the Institute of Education and Communication at the Czech University of Life Sciences Prague between the academic years 2019 and 2020. Didactic approaches (such as project-based learning, field learning with the support of worksheets, and the use of nature educational trails) applicable in practice were designed for selected localities, focusing on increasing the interest and awareness of secondary and secondary vocational school students about their surrounding natural environment.

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García Bernabeu, Ana, Vicente Guerola-Navarro, Mila Bravo Selles, Sandra Oltra Crespo, Lucía Agud Albesa, and Elena Perez-Bernabeu. "PROBLEM-BASED LEARNING FOR CROSS-CURRICULAR COMPETENCES ASSESSMENT OF BUSINESS ADMINISTRATION DEGREE STUDENTS: THE ACTIVAT INNOVATIVE EDUCATION PROJECT." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0331.

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Montalvo, Gemma, Gloria Quintanilla, Fernando E. Ortega-Ojeda, Carmen García-Ruiz, Pablo Prego-Meleiro, Carmen Figueroa Navarro, Begoña Bravo-Serrano, et al. "Peer actions for a service learning project to prevent drug-facilitated sexual assaults." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11313.

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The service-learning methodology combines active learning processes and community service. This service-learning experience was performed using an interdisciplinary and cross plan. The teachers made a horizontal coordination in the courses, and a vertical coordination in subjects of the Degrees involved. This allowed working together in the students’ curricular training process. It also permitted covering various specific skills, as corresponds to the different subjects, whilst optimizing the students’ workload. The service addressed the problem of drug-facilitated sexual assaults (DFSA) in the youth leisure nightlife. DFSA is the temporary disability of a person caused by a decrease in her/his volitional and cognitive abilities due to the voluntary or involuntary consumption of a psychoactive substance. An active learning about the problem was encouraged in the classroom, focused on recognizing myths, attitudes, and risk situations. The service-learning actions to the community was based on an anonymous survey conducted among the students, which dealt with the problem. The Service Learning was stimulated through the design, planning and development of activities aimed at gaining social awareness of the existing problem while favouring peer learning processes. The students undertook awareness actions at different levels, spreading their message by means of social networks, high school workshops, and information stands on the street.

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