Journal of Education and Psychology

Abstract

Through content analysis and action research, this paper aims to justify the strategy of applying curriculum integration to facilitating schools to change from loosely coupled elements to a perceptionally integrated system. First discussed are questions of what makes changes effective and why organizations change. Secondly, educational phenomena about the relations between schools and change are analyzed from the organizational perspective. Thirdly, the images of change are illustrated from the self-organizing system perspective. Finally analyzed are the concepts of ownership and enactment, and the strategies for facilitating both through curriculum integration. It is claimed that curriculum integration, as a mode of thinking focusing on making connections, provides schools the optimal opportunity to change from loosely coupled elements to a perceptionally integrated system. Based on such an argument, an action research was conducted in an American public high school. The result showed that the process of providing opportunities to experience and reflect on curriculum integration inspired teachers to transit attentions and make many more connections, and meanwhile facilitated the school changing to a perceptionally integrated system.

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