Integrated approach combines concepts and propositions from two or more prior existing theories into a single new set of integrated concepts and propositions (Elliot, 2017). Integrated criminological theories have been constructed through theoretical integration and can be best understood as the act of combining two or more sets of logically interrelated
In this case researchers are more tend to use the interdisciplinary approach compare to multidisciplinary approach because of it provide a positive outcomes by relating lots of knowledge on a single approach. Meanwhile multidisciplinary approach still can be used but not
As a result, we can identify the areas they are weak in and they have rich knowledge in. Moreover, when students interact with each other we learn their abilities of skills. The diverse perspectives are just not beneficial for us teachers, but as a matter of fact is it advantageous for the
Work-based. Freeth et al. (2005) describe different types of interactive education: for example, IPE curricula in which seminars and conventions are included; situations in which case studies are solved together by students of different backgrounds; moments of learning based on the solution of problems (PBL). The authors suggest a combination of different kinds of IPE in order to motivate the students. The different kinds of IPE programs that are going to be described in this section all fit in these broad clusters but vary in the structure and the implementation.
The teachers need to understand the instructional designs and how to apply these. In executing this effectively the learning process should expose the utilization of theoretical frameworks, student centered learning, collaboration, culturally fit (diversity), awareness of different learning styles and reflective practices (Tuitt, 2003, p.251- 253). With this we can be sure that every child can learn every child must learn with inclusive pedagogy through accessibility of
‘Multi’ means ‘many’, and ‘inter’ means ‘between’ (‘intra’ means ‘within’). The Dictionary of Education (1) describes ‘multidisciplinary’ as representative of two or more professional disciplines brought together for the purpose of achieving coordinated and complimentary support functions. An ‘interdisciplinary’ course is described as the High School or University utilising subject matter from various fields in the solution of a problem; usually a new topic-centred area for analysis regardless of how it fits the traditional viewpoint. Other terms used are ‘integration of disciplines’ and ‘co-ordination’. It is evident in practice that ‘multidisciplinary’ and ‘interdisciplinary’ are similar.
According to Kesten (1987), the approaches in relation to independent learning are: autonomous learning, independent study, self-directed learning, student-initiated learning, project orientation, discovery and inquiry, teaching for thinking, learning to learn, self instruction and lifelong learning. In a normal classroom, instructions are usually given by the teacher and the students are expected to pay attention and take notes. However, in a self-directed learning classroom, the students take the initiative, with or without the help of others, in identifying their learning needs, the strategies that would best suit them and the resources that would enhance their learning process. Discovery-inquiry learning in a classroom is highly essential
Introduction In early childhood education, it is important for teachers to always consider and understand children and the families’ needs. Early childhood teachers cannot only work with their colleagues to face children and the families’ needs but also need to work with multi-disciplinary to collaborate the ideas with each other and discuss the best outcome for the children and the families in early childhood education setting together. So, the more explanation about the multi-disciplinary team is that teachers with different professionals such as psychologists, child social worker, police, adult social worker, health visitor or court working together to provide different services and support for children and the families’ needs. They are diverse professional groups who work together in order to collaborate, reflect, access and support children’s development, health and learning and also families' needs. Early childhood professionals are from diverse professional backgrounds.
Introduction The aim of this paper is to integrate the philosophical and practical assumptions of psychoanalytic/psychodynamic and the person-centered school. Taking the psychodynamic approach as the core theoretical orientation, the propositions of other schools of psychotherapy may be integrated to formulate client problem as well as inform treatment. This paper will begin with outlining the key philosophies of the psychoanalytic/psychodynamic and person-centered approach, followed by their points of contact and opposition as well as their strengths and weakness. Secondly, an integrated framework may be briefly explained. I will continue the discussion with my personal stance relating to the therapies.
Interdisciplinary research has become increasingly important in tackling today’s wicked and complex issues (Rice, 2013). However in order to collaborate and share ideas on the myriad methods, concepts and theories offered by different disciplines, effective communication is necessary to create common ground and understanding within an interdisciplinary team. A number of communication obstacles can be faced when dealing with different disciplinary language, ideas and when dealing with individuals at a personal level. This is not only a challenge that pervades all stages of research but also a process that takes a significant amount of time and money to overcome (Strang, 2009). For newcomers who underestimate the challenges involved in interdisciplinary