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- W2105027257 abstract "This paper describes an innovative teaching collaboration between two university professors to prepare undergraduate preservice teachers for planning, designing, and assessing interdisciplinary curriculum. Specifically, we were interested in whether deliberate efforts to integrate social studies and assessment methods courses would facilitate our students’ learning compared to when such courses are taught in isolation (traditional instruction). Fifty-nine undergraduate elementary education preservice teachers served as participants. Approximately half received integrated instruction, the other half traditional instruction. In both instructional formats, preservice teachers were required to design and implement interdisciplinary units (i.e., lessons, assessments) during their clinical experience. Examination of interdisciplinary units revealed that preservice teachers receiving integrated instruction outperformed their nonintegrated coursework peers in developing, assessing, and reflecting on interdisciplinary content." @default.
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- W2105027257 date "2010-01-01" @default.
- W2105027257 modified "2023-09-23" @default.
- W2105027257 title "Planning, Teaching, and Assessing Elementary Education Interdisciplinary Curriculum." @default.
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