Contemporary trends and perspectives of the curricula: towards a meta-modern paradigm for curriculum

Koutselini, Mary

doi:10.1080/14681369700200005

Cited by 33 publications

(16 citation statements)

References 9 publications

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“…The contemporary postmodern historical context (Usher & Edwards, 1994;Wexler, 1995) supports a metamodern way of life (Koutselini, 1997a) and social understanding which presupposes a reconstruction of self and others in a communicative, interactive way. In this context, Greece-Cyprus Unified Education acquires new meaning, which, without rejecting ''nationality,'' transcends the obstacles imposed to communication and interaction with others and leads to a broader, truly interactive society.…”

Section: Resultsmentioning

confidence: 98%

“…Teachers' and parents' understanding reveals their cultural models, the cognitive constructs which give coherence and meaning to sociohistorical experience (Blumenfeld-Jones, 1996;Olson, 1980). In the case of Cyprus, teachers' understanding of Unified Education is grounded on schemata that GREECE-CYPRUS UNIFIED EDUCATION have been established in a historical and political context fully dominated by the national ideal (Koutselini, 1997a). The content analysis of the open question supports this view since only 5 out of 200 participants (Table 4) related the orientations of the temporary Unified Education with common aims between Greece and Cyprus due to the new context of the European Union, which creates different sociohistorical experiences.…”

Section: Discussionmentioning

confidence: 99%

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The Meaning and Rationale of Greece-Cyprus Unified Education: A Teachers’ and Parents’ Beliefs Study

Koutselini¹,

Michaelidou²

2004

Educational Research and Evaluation

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The purpose of the present study was to investigate Cypriot teachers' and parents' attitudes towards, and understanding of, the educational policy of Greece-Cyprus Unified Education. The data of the study were collected through a 3-part questionnaire and an open question asking for attitudes towards, meaning and justification of the Unified Education. The results indicated that teachers and parents approve educational policy of Greece-Cyprus Unified Education and that they believe that it must be implemented more explicitly. In spite of the official declarations of this educational policy, teachers and parents believe that Greece-Cyprus Unified Education does not currently exist. The results are discussed in the light of the effects of cultural factors on teachers' perceptions.

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Section: Resultsmentioning

confidence: 98%

Section: Discussionmentioning

confidence: 99%

The Meaning and Rationale of Greece-Cyprus Unified Education: A Teachers’ and Parents’ Beliefs Study

Koutselini¹,

Michaelidou²

2004

Educational Research and Evaluation

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Section: Learning To Learn Trainingmentioning

confidence: 99%

“…Furthermore, it requires the learner to understand how these processes might be changed to fit the situation. Koutselini (1997) argued that it involves the development of a "critical spirit…the ability to think constructively under the pressures and limitations of life and to produce selfunderstanding" (p. 99).Research demonstrates mixed results regarding the effectiveness of formal attempts to teach individuals to be self-regulated learners (Hattie, Biggs, & Purdie, 1996;Hofer & Yu, 2003;Simpson, Hynd, Nist, & Burrell, 1997). Training in learning to learn is thought to be most successful when it combines teaching the range of cognitive components of learning with a range of motivational components (Hofer & Yu, 2003).…”

mentioning

confidence: 99%

Advanced Learning Theories Applied to Leadership Development

Curnow¹,

Mulvaney²,

Calderon³

et al. 2006

PsycEXTRA Dataset

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Public reporting burden for this collection of information is estimated to average 1 hour per response, including the time for reviewing instructions, searching data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. Send comments regarding this burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden to Washington Headquarters Service, Directorate for Information Operations and Reports, 1215 Jefferson Davis Highway, Suite 1204, Arlington, VA 22202-4302, and to the Office of Management and Budget, Paperwork Reduction Project (0704-0188) Washington, DC 20503. PLEASE DO NOT RETURN YOUR FORM TO THE ABOVE ADDRESS. 1. REPORT DATE (DD-MM-YYYY) 11-08-20062. REPORT TYPE AUTHOR(S)Christina Curnow, Rebecca Mulvaney, Robert Calderon, Eric Weingart, Kenny Nicely, Heidi Keller-Glaze (Caliber, an ICF International Company) Jon Fallesen (Center for Army Leadership) 5f. WORK UNIT NUMBER PERFORMING ORGANIZATION NAME(S) AND ADDRESS(ES)Caliber, an ICF International Company 9300 Lee Highway Fairfax, VA 22031 PERFORMING ORGANIZATION REPORT NUMBER SPONSOR/MONITOR'S ACRONYM(S) 9. SPONSORING/MONITORING AGENCY NAME(S) AND ADDRESS(ES)Center for Army Leadership 250 Gibbon Avenue Fort Leavenworth, KS 66027-2314 SPONSORING/MONITORING AGENCY REPORT NUMBER 12. DISTRIBUTION AVAILABILITY STATEMENT SUPPLEMENTARY NOTES ABSTRACTThis report describes the development and implementation of an application of advanced learning theories to leadership development. A literature review was conducted to identify advanced learning theories that have been used across disciplines. These learning theories were then operationalized into a six hour training module on influencing others using tactics described by FM 6-22. Pre-and post-test measures of influencing behaviors and the outcomes of these behaviors were also developed. The module was implemented in L310, an optional negotiations course that is part of the Command General Staff College curriculum. Results showed evidence of improvement in influencing behaviors as a result of the module. SUBJECT TERMS LeadershipLearning Theory Influence Training INTRODUCTIONThe purpose of this task was to conduct research to exploit learning technologies to improve leadership development. The goal of the project was to implement an innovative training approach that incorporated advanced learning technologies/theories to encourage faster, deeper learning with respect to "Influencing Others." In this effort we sought to identify, adapt or develop an application of an advanced learning theory and evaluate the impact of the application as it relates to leadership.In this effort we performed the following tasks:Defined leadership as "influencing others" for the purpose of this project BACKGROUND ON LEADERSHIP AND ADVANCED LEARNINGIn this chapter we describe our definitions of leadership and deep learning as well as provide an overview of advanced learning theories. LEADERSHIPWe focused our research on ...

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“…The action research paradigm of teachers' development lies at the core of the meta-modern educational paradigm (Carr 2004;Elliott 1991;Koutselini 1997Koutselini , 2002 that promotes the transcendence of the misfortunes of imposed modern, undifferentiated and predetermined programmes and approaches. Action research procedures such as reflection, conceptualization of action in collaborative groups, and changing the school ethos support situated learning, self-awareness and contextualized learning experiences.…”

Section: Introductionmentioning

confidence: 99%

Engaging school teachers and school principals in an action research in-service development as a means of pedagogical self-awareness

Koutselini

Patsalidou

2014

Educational Action Research

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The European Commission has determined the following priorities to increase the quality of teacher training programmes in the European Union: ensuring that all teachers have access to the knowledge, attitudes and pedagogic skills they require to be effective; ensuring that provision for teachers' education and professional development is coordinated, coherent and adequately resourced; promoting a culture of reflective practice and research among teachers; promoting the status and recognition of the teaching profession; and supporting the professionalization of teaching. In this context, the RELEASE project pursued the adaptation of the teachers' in-service training programme in Cyprus to the teachers' and schools' needs. The project also aimed at the enhancement of the school principals' pedagogic role in supporting teachers' professional development, the promotion of teachers' development at school and the acquisition of self-regulated learning skills. The present paper draws on the benefits of the action research procedure for teachers' development and the changes revealed in the teachers' discourse throughout the project as illustrated in their oral and written reflections. The discourse analysis of the teachers' speech in different stages of the project indicates a movement from remoteness and distance to collaboration, participation, openness and exchange, and a movement from low trust in their own choices to reflection and self-confidence to make justified selections and act in alternative ways. The discussion of the project's results attempts to distinguish the effective key components of this project, providing empirical evidence/support for the reflective paradigm of teacher development.

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Contemporary trends and perspectives of the curricula: towards a meta-modern paradigm for curriculum

Cited by 33 publications

References 9 publications

The Meaning and Rationale of Greece-Cyprus Unified Education: A Teachers’ and Parents’ Beliefs Study

The Meaning and Rationale of Greece-Cyprus Unified Education: A Teachers’ and Parents’ Beliefs Study

Advanced Learning Theories Applied to Leadership Development

Engaging school teachers and school principals in an action research in-service development as a means of pedagogical self-awareness

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