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100	1		_aGhosn, Sasha Alexandra Hassan _gMaster in Education Management
245	1	0	_aTeachers’ Attitudes towards Curriculum Integration in the Lower Elementary Grades: A Review of Intradisciplinary, Interdisciplinary, and Transdisciplinary Integration in Lebanese Schools
260			_aBeirut _bLebanese International University _c2013
300			_a94 pages
500			_aالنوع : Mémoire
520	3		_aThe present paper studies teachers’ attitudes towards curriculum integration as well as teachers’ current instructional practices in Lebanese schools. Instruction in the twenty-first century highly relies on new educational trends such as life-long learning, integrated learning, and collaborative learning. The fact is that most schools in Lebanon seem to follow the traditional models of education, thus leaving lower elementary students with two main problems: lack automaticity in the target language, and inability to make connections across subject areas. In order to study teacher’s attitudes towards integration and their practices of modern instructional methods, a sample of 37 teachers from 6 different schools in the cities of Saida and Beirut participated in a questionnaire survey. Six hypotheses were posed in order to study relationships between teachers’ traits or attitudes and instructional methods. The results of this research yielded that teachers’ age has an effect on preference over curriculum integration. However, no relationships were found between the following variables: (1) use of direct instruction and preference over segmented skill instruction, (2) belief children learn best through the integrated curriculum and actual integration of content, and (3) kind of teacher (homeroom/ subject teacher) and use of integrated instruction. Finally, teachers who work in schools where curriculum is integrated were found to be more familiarized with, and use a wider range of, instructional methodologies. It can be concluded from this study that teachers need more preparation during their teacher-training and practice. It was also found that teacher’s lack of support for instructional integration, together with lack of preparation, the national curricula, and schools’ values may be some impediments for curriculum integration.
650		4	_aCurricula
650		4	_aCurriculum
650		4	_aCycle primaire
650		4	_aEducation intégratrice
650		4	_aElementary Education
650		4	_aIntegrative Education
650		4	_aLes Attitudes et conceptions des enseignants
650		4	_aTeachers attitudes and conceptions
650		4	_aالتربية الادماجية
650		4	_aالمرحلة الابتدائية
650		4	_aالمناهج
650		4	_aمواقف المعلمين وتصوراتهم
856			_zLebanese International University
942			_cLAESDATA
999			_c20787 _d20787