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Now showing items 31-40 of 63
Beyond Discipline
(1996)
The innovation of zones of educational priorities in Cyprus. Curriculum and Teaching
(2008)
This article examines Zones of Educational Priority (ZEP), an innovation in its fourth year of implementation within the Cyprus Educational System. The ZEP concept aims at reducing social inequality through three distinctive ...
Theory‐practice divide in teacher education at the University of Cyprus and the role of the traditional values of the Orthodox Church
(2000)
This paper presents the results of a long-term project which compared primary school student-teachers' theories on teaching with their actual teaching, investigated the factors underlying the revealed discrepancy and tried ...
Participatory teacher development at schools
(2008)
This article describes an action research study on reflective development at school and discusses methodological and pedagogical issues arising from teacher beliefs and expectations. Teachers and researchers participated ...
The ‘problem’ of discipline in light of modern post-modern discourse
(2002)
This article argues that pedagogical assumptions underlying disciplinary practices require radical revision. The needs of today's globalised society, with the resultant broad interaction and communication among different ...
Contemporary trends and perspectives of the curricula: towards a meta-modern paradigm for curriculum
(1997)
This paper examines curriculum trends and perspectives in the light of the modernist - postmodernist debate. It argues that the new ideological and institutional frameworks of our era prefigure a meta-modern paradigm for ...
Reconsidering the contribution of teacher knowledge to student learning: Linear or curvilinear effects?
(2016)
Given mixed findings on the association between teacher knowledge and student learning, in this study, we revert to Shulman's framework to reconsider this association by exploring both linear and curvilinear effects. Toward ...
The active involvement of teachers in action research for differentiation of the teaching-learning process: Understanding the needs of students and weaknesses of the curriculum
(2015)
The current participatory action research examines teachers’ involvement in differentiated teaching and learning strategies in mixed ability classrooms describing their steps from the point of defining the problem to the ...