Department: Master of Education
Module Description: Curriculum models and curriculum design and development procedures are explicated and explored, and practical exercises in curriculum development undertaken. Issues of power and control of the curriculum, as well as transfer across national contexts, are explored. The nature of innovation in the curriculum and teaching is critically evaluated in relation to a range of international case studies including contemporary initiatives in areas such as adult literacy, health education, peace education, community extension, vocational education and learner-centred learning.
Alexander, R.J. (1995). Versions of primary education. London: Routledge.
Bishop, G. (1986). Innovation in education. London: Macmillan.
Davies, L. (2004). Conflict and education: complexity and chaos. London: RoutledgeFalmer.
Jackson, P. (ed.). (1992). Handbook of research on curriculum. New York: MacMillan. (see lecturer).
MacDonald, T. (1998). Rethinking health education: a global approach. London: Routledge.
Markee, N. (1997). Managing curricular innovation. Cambridge: Cambridge University Press.
Molnar, A. (ed.). (1997). The construction of children's character. Chicago: NSSE.
Morrison, K. (1998). Management theories for educational change. London: Paul Chapman.
Adams, R. S. and Chen, D. (1981). The process of educational innovation. Paris: UNESCO.
Aguilar, P. and Retamol, G. (1998). Rapid educational responses in complex emergencies. Geneva: International Bureau of Education. Request item
Berstadt, A. (1994). Peace-related education in schools, then and now. Malmo: Sweden. Request item
Bishop, G. (1989). Alternative strategies for education. London: Macmillan.
Brandes, D. and Ginnis, P. (1990). The student-centred school. Oxford: Blackwell. Request item
Brandes, D. and Ginnis, P. (1996). A guide to student-centred learning. London: Thornes. Request item
Broadfoot, P. and Osborn, M. (1993). Perceptions of teaching: primary school teachers in England and France. London: Cassell. Request item
Buchert, L. and UNESCO. (1998). Education reform in the South in the 1990s. Paris: UNESCO.
Casey, K. (1993). I answer with my life: life histories of women teachers working for social change. New York: Routledge. Request item
Fisher, S. (2000). Working with conflict: skills and strategies for action. London: Zed Books.
Fullan, M. (1993). Change forces: probing the depths of educational reform. London: Falmer Press.
Long, D. G. (1990). Learner managed learning: the key to lifelong learning and development. London: Kogan Page. Request item
Ginnis, P (2002). The teacher’s toolkit. Carmarthen: Crown House Publishing.
Hawes, H (1988). Child to child: another path to learning. Paris: UNESCO.
Hawes, H. (ed.). (1997). Health promotion in our schools. UNICEF.
Meighan, R. (1995). John Holt: personalised education and the reconstruction of education. Nottingham: Educational Heretics Press.
Nias, J. (1989). Primary teachers talking: a study of teaching as work. London: Routledge.
O'Donnell, K. (1997). Biting the moral bullet: issues of peace and justice. London: Hodder & Stoughton.
Parkay, F. W. and Hass, G. (2006). Curriculum planning: a contemporary approach. 8th edn. Boston: Allyn and Bacon.
Rassekh, S and Vaideanu, G (1987). The contents of education. Paris: UNESCO.
Ruddock, J (1991). Innovation and change. Milton Keynes: Open University Press.
Smyth, J. (1995). Critical discourses on teacher development. London: Cassell.
UNICEF. (1995). Children Working for Peace. Oxford: UNICEF/Oxford DEC.
Wiggins, G. and McTighe, J. (1998). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.