Course Details

1. Use terminology and make interpretations related to the curriculum, teaching and learning.
2. Analyze the term curriculum and the various meanings associated with its application to micro-level and macro-level.
3. Conduct critical examination and study of the curriculum and its various dimensions
4. Examine and analyze various curriculum models and develop curriculum, illustrating the relationship between curriculum, teaching and learning and the impact of the curriculum on the teaching and learning process.
5. Recognize the historical, political and socio-cultural framework within which the curriculum is developed and the changes occuring because of its interaction within a particular context, as well as its relation with textbooks and other items related to the curriculum.
6. Evaluate the various forms of curriculum including the formal and hidden curriculum, employing a critical approach to their local, European and global level.

Definitions of curriculum: Curriculum in the narrow and broad sense. The theory and praxis of curriculum at the micro and macro level. Interpretations of the curriculum based on the idea of Tyler and based on the classic curriculum questions identified by Schubert and his colleagues. Differences between curriculum and curriculum studies. Analysis of the different forms of curriculum.

Curriculum orientations: Curriculum, knowledge, reality and individuals, and their interactions. The way the above shape each other according to the way they are perceived. Curriculum orientations, including intellectual traditionalism, social behaviorism, critical reconstructionism and experientialism. The way curriculum orientations affect and shape the curriculum and the way emphasis is placed on knowledge, the individual and the society.

Issues and dimensions of curriculum: The hidden curriculum. Important issues in the curriculum, such as assessment, policy considerations, reform, critical thinking, feminism, interculturalism. The curriculum as political text, biographical text, feminist text, etc.

Curriculum desin models:  Curriculum development models including Taba’s inductive thinking model, the Tyler’s productive model and Walker’s descriptive model, as well as models based on objectives, content and process. Schwab’s emphasis on the four commonplaces of curriculum and the way it can be employed to assess the effectiveness of curriculum and whether it meets the needs of individuals in a particular society.

Curriculum and school: The relationship of curriculum with the school, teaching and learning according to Tyler, Schwab, Maslow, Eisner, Apple, Freire. School textbooks and curriculum orientations and the relationship between textbooks and curriculum and teaching.

Implementing curriculum into practice: The curriculum within the local context of Cyprus and its European and global dimension. The relationship between curriculum and instruction. The interdisciplinary approach in curriculum and the method of project. Curriculum implementation and the technocratic approach (technical effect) or the humanitarian approach (professional, humanitarian action).

• Φλουρής, Γ. Στ. (2008). Αναλυτικά προγράμματα για μια νέα εποχή στην εκπαίδευση. (7η εκδ.), Αθήνα: Γρηγόρης.
• Χατζηγεωργίου, Γ. (2004). Γνώθι το curriculum (2η έκδ.), Αθήνα: Ατραπός.
• Υπουργείο Παιδείας και Πολιτισμού. (2010). Αναλυτικό πρόγραμμα για την Προσχολική και πρώτη σχολική περίοδο: Γέννηση-6 χρονών. Λευκωσία, Κύπρος: Υπηρεσία Ανάπτυξης Προγραμμάτων, Παιδαγωγικό Ινστιτούτο.

• Christodoulou, N. (2010). Conceptual empiricist perspective. In C. Kridel (Ed.), Encyclopedia of Curriculum Studies, CA, USA: Sage.
• Christodoulou, N. (2010). Deliberative curriculum. In C. Kridel (Ed.), Encyclopedia of Curriculum Studies, CA, USA: Sage.
• Christodoulou, N. (2010). Embodied curriculum. In C. Kridel (Ed.), Encyclopedia of Curriculum Studies, CA, USA: Sage.
• Christodoulou, N. (2010). Traditionalist perspective. In C. Kridel (Ed.), Encyclopedia of Curriculum Studies, CA, USA: Sage.
• Christodoulou, N., & Philippou, S. (2007). Curriculum studies in Cyprus: Directions, limitations and challenges, Paper presented at the meeting of the American Educational Research Association, Chicago, IL.
• Grundy, S. (2003). Αναλυτικό πρόγραμμα: Προϊόν ή πράξις. (μτφ. Ε. Γεωργιάδη), Αθήνα: Εκδόσεις Σαββάλας.
• Pinar, W. F., Reynolds, W. M., Slattery, P., & Taubman, P. M. (1995). Understanding curriculum, NY: Peter Lang.
• Schubert, W. H. (1986). Curriculum: Perspective, paradigm, and possibility, New Jersey: Prentice-Hall Inc.
• Schubert, W. H., Lopez-Schubert, A.L., Thomas, T.P., & Carroll, W.M. (2002). Curriculum books: The first hundred years (2nd Ed.). NY: Peter Lang Publishing, Inc.
• Stenhouse, L. (2003). Εισαγωγή στην έρευνα και την ανάπτυξη του αναλυτικού προγράμματος. (μτφρ. Α. Σ. Τσάπελης), Αθήνα: Εκδόσεις Σαββάλας,.
• Tyler, R. W. (1949). Basic principles of curriculum and instruction, Chicago: The University of Chicago Press.
• Θεοφιλίδης, Χ. (2003). Διαθεματική προσέγγιση διδασκαλίας, Αθήνα: Εκδόσεις Γρηγόρη.
• Ιωαννίδου-Κουτσελίνη, Μ. (2001). Ανάπτυξη προγραμμάτων: Θεωρία- έρευνα- πράξη, Λευκωσία.
• Κατσαρού, Ε., & Τσάφος, Β. (2003). Από την έρευνα στη διδασκαλία: Η εκπαιδευτική έρευνα δράσης, Αθήνα: Εκδόσεις Σαββάλας.
• Κάτσικας, Χρ., & Θεριανός, Κ. Ν. (2005). Η εκπαίδευση της αμάθειας, Αθήνα: Gutenberg.
• Μάγος, Κ. (2002). Για τη μέθοδο project. Στη σειρά Εκπαίδευση Μουσουλμανοπαίδων, Κλειδιά και Αντικλείδια, Διδακτική Μεθοδολογία, Αθήνα: ΥΠΕΠΘ, Πανεπιστήμιο Αθηνών.
• Ματσαγγούρας, Η.Γ. (2003). Η διαθεματικότητα στη σχολική γνώση. Εννοιοκεντρική αναπλαισίωση και σχέδια εργασίας, Αθήνα: Εκδόσεις Γρηγόρη.
• Νικολακάκη, Μ. (Επιμ.). (2005). Προς ένα «σχολείο για όλους»: Διαθεματικότητα και συνεκπαίδευση στο δημοτικό σχολείο, Αθήνα: Ατραπός.
• Χατζηγεωργίου, Γ. (2005). Πρόταση για ένα σύγχρονο αναλυτικό πρόγραμμα, Αθήνα: Ατραπός.

The taught part of the course is delivered to students through lectures by the instructor, using technology and other conventional material. Lecture notes and presentations are available through the web for students to use in combination with the textbooks. Lectures are supported with in-classroom assignments, group work and presentations by the students, as well as various hands-on activities. There is extended use of technology in the classroom and Moodle as an additional teaching and learning platform in and out of the classroom.