Curriculum Integration in Primary Classrooms Connecting Theory, Research and Practice

Section 1. Defining Curriculum Integration: Problems and Possibilities

1. Navigating Curriculum Integration: An Introduction
Paula Lehane and Patrick Burke

2. Mapping Curriculum Integration: Perspectives from Literature and Practice
Karin Bacon

3. Knowledge Structures: Implications for Curriculum Integration
Graham McPhail

4. Child-Centred Curriculum Integration in Theory and Practice: Lessons from Aotearoa New Zealand
Tony Dowden

5. Curriculum Integration: An Evidence-Based Approach?
Paula Lehane and Patrick Burke

Section 2. Curriculum Integration in Action: Disciplinary Perspectives

6. STEM Unpacked: Frameworks, Features, and Classroom Challenges
Michelle Fitzpatrick, Clodagh Cleary and Aisling Leavy

7. Fractured, Stealthy, and Healthy Approaches to Integrating Social Studies: Insights from U.S. Classrooms
Elizabeth R. Hinde

8. Integrated Arts Education: Exploring how the Arts Intersect Within and Across the School Curriculum
Carmel O’Sullivan, Elaine Clotworthy, Mary Nugent, Susanne Colleary, Eileen Keane, Erika Piazzoli, Edmond Gubbins, Linda Krakaur, Marita Kerin, Susan McCormick and Louise Heeran Flynn

9. Integrating Approaches to Wellbeing in the Primary Curriculum
Fionnuala Tynan and Margaret Nohilly

Section 3. Language, Literacy and Learning: An Integrated Approach

10. How Integrated Literacy and Content-Area Instruction Improves Reading Outcomes in the Early Grades
Sonia Q. Cabell, Rebecca Vasile and C.J. Espittia

11. Building Knowledge, Literacy and Integration: Insights from Practice in Upper Primary School
Treasa Bowe

12. Learning through an Additional Language: Exploring the Possibilities of Content and Language Integrated Learning (CLIL)
Claire Dunne

Section 4. Putting Curriculum Integration into Practice: Insights for the Classroom

13. Pedagogy to Support Curriculum Integration: Learning from Research
Patrick Burke and Paula Lehane

14. Capturing Learning: The Difficulties of Assessment and Curriculum Integration
Paula Lehane and Patrick Burke

15. Integrating Learning, Teaching and Play in Primary School
Fiona Giblin

16. Planning for Curriculum Integration: Practical Pathways and Classroom Examples
Emma Farragher and Patrick Burke

17. Integrating Perspectives on Curriculum Integration: Examining Why, What, How and When
Patrick Burke and Paula Lehane

Biography

Paula Lehane is an Assistant Professor in the School of Inclusive and Special Education at Dublin City University's Institute of Education, Ireland.

Patrick Burke is an Assistant Professor in the School of Language, Literacy and Early Childhood Education at Dublin City University's Institute of Education, Ireland.

"I really liked reading Curriculum Integration in Primary Classrooms: Connecting Theory, Research and Practice. The authors provide substantive evidence for implementing curriculum integration at the primary level; however, they do this in the context of a critical review and not just anecdotal stories. Rich in theory, research and examples of practice, the book fills many gaps that currently exist in literature. At a time when many jurisdictions are retreating to discipline-based explicit instruction, this book offers a solid grounding to explore other directions and consider a more pragmatic approach."

Susan Drake, Distinguished Professor, Department of Educational Studies, Brock University, Canada.

"This book brings together multiple and diverse perspectives on curriculum integration from Ireland and beyond, offering readers a powerful and useful blend of theoretical discussion, research findings, and practical usable knowledge from the field. The book will be of great interest to educators and researchers globally with an interest in how integrated approaches might inform curriculum design and classroom practice. By engaging authentically with both the promises and the challenges of curriculum integration, the book contributes to ongoing deliberations about how best to support meaningful learning in primary classrooms around the globe."

Jim Spillane, Professor of Human Development and Social Policy, Northwestern University, Chicago, USA.

"This timely and evidence-informed book offers a comprehensive understanding of the complexities, benefits and challenges of cross-curricular teaching. Written by a team of international educators and researchers, who take a critical but applied stance, this book combines theory with practical suggestions, making it an invaluable guide to curriculum integration. Through rich examples and multiple perspectives, possible ways forward are brought to life, encouraging the reader to engage thoughtfully, to question and reflect. A focused and important read for practitioners and policy makers alike."

Teresa Cremin, Professor of Education (Literacy) and Co-Director of the Literacy and Social Justice Centre at The Open University, UK.

"Curriculum Integration in Primary Classrooms is an invaluable contribution to contemporary education. What impressed me most was the book’s balance of theory, research, and real classroom practice. Rather than presenting curriculum integration as a fashionable trend to be adopted uncritically, the editors and contributors offer a nuanced exploration of its history, philosophy, and practical implications. They highlight both the opportunities and the challenges, ensuring that readers come away with a realistic understanding of when and how integrated approaches can enrich children’s learning.

The book’s structure is particularly effective: beginning with foundational debates and definitions, moving through disciplinary perspectives, and concluding with concrete classroom strategies. Chapters on literacy, STEM, wellbeing, and the arts demonstrate how integration can be tailored to diverse contexts while still grounded in evidence. I appreciated the voices of practising teachers alongside leading researchers, which made the book both rigorous and accessible.

For educators, researchers, and policy-makers alike, this volume provides clarity in a field often clouded by ambiguity. It equips teachers with frameworks, examples, and critical questions to guide their practice. Ultimately, this book is not just about how to integrate curricula but about understanding the deeper why and when. The book serves as a catalyst, prompting readers to reconsider what meaningful education can and should be. A must-read resource!"

T.J. Ó Ceallaigh, Associate Professor, School of Education, University College Cork, Ireland.

"Curriculum integration remains one of the most topical and frequently debated approaches in contemporary primary educational practice. Esteemed Irish academics, Patrick Burke and Paula Lehane offer a timely and measured examination of the opportunities and challenges that curriculum integration poses for primary educational policy and practice. Intricately and systematically weaving the multidisciplinary literature and research, Burke and Lehane have created the most rigorous and illuminating linkages between research, theory and educational practice. This publication demonstrates the perfect example of a text that strikes the unique balance in bridging theoretical perspectives and practical guidance. It is abundantly clear that this text has been meticulously crafted to support readers in acquiring a thorough interpretation of the concept of curriculum integration whilst navigating the relevant theory, research and insightful examples of evidence- informed practice. With a spotlight on esteemed educational voices and research perspectives throughout the chapters, this publication will offer significant appeal to an extensive readership, affording inestimable material for pre-service and practising educators, policy makers and academic researchers across both national and international contexts. An essential resource in supporting contemporary educational policy, practice, and professional development."

Clara Fiorentini, Lecturer in Literacy Education & Early Childhood Education, Marino Institute of Education, Dublin, Ireland.

"Curricular integration can prove challenging, particularly for student teachers like myself, newly qualified teachers and less experienced teachers. This book is a well-written, up-to-date, and relatable piece of literature that helps to explain to everyone what cross-curricular integration is. I like how across all the chapters, and in particular the planning chapter, the authors combine research, theory, and classroom examples to show both the benefits and challenges of integration. They remind us that not everything needs to be integrated, stressing student interest, assessment, and context. Overall, the book provides practical, structured, and flexible guidance for teachers."

Connor Farmer, student teacher, Dublin City University, Ireland.