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Chapter 11: Integrated Curriculum and Textbook Analysis

Integrated Curriculum Phelps (19), McAuliffe(15), McCabe (16), Coulombe (6), Campbell (3), and Stroum (22) combined the teaching of two or more subject areas. Phelps studied the integration of the spelling and reading programs in grade two. The experimental group combined the reading and spelling programs, but the control did not. Based on the results of the Stanford Achievement Test, it was shown that the students in the group which did not combine spelling and reading were better spellers. A critical ratio of .67 was found. McAuliffe, Campbell, and Stroum studied the integration of language arts and social studies. McAuliffe found that the pupils had a deeper interest in the subjects taught when the correlation method was employed. Campbell developed a resource unit on Central America which utilized both language arts and social studies skills. Stroum devised a unit on Japan integrating social studies and language arts materials. The units developed by Campbell and Stroum were not evaluated. McCabe studied the integration of English and physical education. Activities for this type of integration were prepared. The collection of data concerning the integration of physical education and English was extremely limited. Coulombe suggested integrating language arts and music appreciation and prepared a unit of study for such an integration. Mahoney (14) and Brion (2) evaluated the use of the typewriter in the elementary grades. Mahoney found that when using the typewriter, children showed an increased enthusiasm for school. It was also found that a greater interest in words was evident. Brion found that there was no deterioration of handwriting in the classes using typewriters and that there were no significant changes in attitude, interest. and adjustment between the typing and the non-typing groups. Kahan (12) studied the effect of studying Hebrew on reading achievement of 71 children in grades two, four, and six. It was found that average and above-average children could learn to speak and read two languages simultaneously without detriment to either language.