MSc in Curriculum Development and Instruction

Course Information Package

Course Unit CodeESPLE512
Course Unit DetailsMEd Curriculum Development and Instruction (Required Courses) - MA Educational Sciences: Dynamic Learning Environments (Required Courses) -
Number of ECTS credits allocated10
Learning Outcomes of the course unitBy the end of the course, the students should be able to:
  1. Identify the differences underlying the main philosophical traditions of educational research and understand how each tradition affects research and the construction of meaningful knowledge.
  2. Conduct research, taking into consideration, important ethical and legal considerations regarding subjects and populations that are being studied.
  3. State a problem in an area of interest and formulate researchable hypotheses.
  4. Construct a literature review on a topic of interest by using various sources of information.
  5. Use different data collection instruments. They should also be able to describe their data and conduct appropriate data analysis using the techniques covered in the module.
  6. Critically study scientific papers in educational studies which are referred to quantitative or qualitative research.
Mode of DeliveryFace-to-face
Recommended optional program componentsNONE
Course Contents

·    Different theories guiding research in education and their consequences for knowledge construction within research community.

·    The characteristics of quantitative and qualitative research and the phenomenon of triangulation in research.

·    The basic stages in educational research design: problem identification, conducting an appropriate literature review, the formation of hypotheses, data collection, data analysis for both quantitative and qualitative studies and finally reporting and evaluating research results.

·    The development of a questionnaire. Validity and reliability.

·    The types of interview and the development of an interview. The analysis of data.

·    The types of observation and the development of an observation. The analysis of the data.

·    The survey designs, ethnographic and case study research, action research and program evaluation.

Recommended and/or required reading:
  • De Landsheere, G. (1996). H Eμπειρική Έρευνα στην Εκπαίδευση. (Α. Μπρούζος, & Γ. Δίπλας, Eπιμ. έκδ. και μετάφρασης). Αθήνα: Τυπωθήτω-Γιώργος Δαρδάνος.
  • Cohen, L. & Manion, L. (2000). Research Methods of Education (X. Mitsopoulou & M. Filopoulou, Trans.). New York: Routledge.
  • Gajendra, V. & Kanka, M. (2004). Εκπαιδευτική Έρευνα: Θεωρητικές προσεγγίσεις και τεχνικές. Αθήνα: Τυπωθήτω.
  • Papanastasiou, K., & Papanastasiou, E. (2005). Research Methods in Education. Nicosia. (In Greek).
  • Creswell, J. (2007). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (3rd ed.): Prentice Hall
  • Green, J., Camilli, G., & Elmore, P. (Eds.). (2006). Handbook of Complementary Methods in Education Research. New Jersey: Lawrence Erlbaum Associates, Inc., Publishers.
  • Weiss, C. (1997). Evaluation. New Jersey: Prentice Hall
  • Wiersma, W., & Jurs, S. (2008). Research Methods in Education: An Introduction. F.E. Peacock Publishers.
Planned learning activities and teaching methodsThe theoretical part of the module (content of the taught concepts) is delivered by means of lectures, documentaries viewing and discussing as well as workshops engaging students in collaborative learning.
Assessment methods and criteria
Final Exam50%
Language of instructionGreek
Work placement(s)NO