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EDU 505 Education Innovation and Curriculum: Reading list

EDU 505 Education Innovation and Curriculum

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.

Module texts

Key indicative readings

Recommended readings

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
Breines, I., Connell, R. and Eide, I. (2000). Male roles, masculinities and violence: a culture of peace perspective. Paris: UNESCO.
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
English, F. W. (2010). Deciding what to teach and test: developing, aligning and leading the curriculum. 3rd edn. Newbury Park, CA: Corwin Press.
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.
Fullan, M. (2016). The new meaning of educational change. 5th edn. New York, NY: Teachers College 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.
Harber, C. (1997). Education, democracy, and political development in Africa. Brighton England: Sussex Academic Press.
Hargreaves, A. (1994). Changing teachers, changing times: teachers' work and culture in the postmodern age. London: Continuum.
Hawes, H (1988). Child to child: another path to learning. Paris: UNESCO.
Hall, D. R. and Hewings, A. (2001). Innovation in English language teaching: a reader. London: Routledge.
Hawes, H. (ed.). (1997). Health promotion in our schools. UNICEF.
Hubley, J (1993). Communicating health: an action guide to health education and health promotion. London: Macmillan.
Lewin, K. & Stuart, J. (1991). Educational innovation in developing countries: case studies of changemakers. London: Palgrave Macmillan.
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.
Nielsen, H. D. and Cummings, W. K. (1997). Quality education for all: community-oriented approaches. New York: Garland.
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.
Phillips, R. and Furlong, J. (2001). Education, reform and the state: twenty-five years of politics, policy and practice. London: RoutledgeFalmer.
Polyzoi, E., Fullan, M. and Anchan, J. P. (2003). Change forces in post-communist Eastern Europe : education in transition. London: RoutledgeFalmer.
Pridmore, P. (2000). Children's participation in development for school health. Compare: A Journal of Comparative and International Education, vol. 30(1), pp. 103–113.
Pridmore, P. and Stephens, D. (2000). Children as partners for health: a critical review of the child-to-child approach. New York: Zed Books.
Purdy, B (1997). A.S. Neill: Bringing happiness to some few children. Nottingham: Education Heretics Press.
Rassekh, S and Vaideanu, G (1987). The contents of education. Paris: UNESCO.
Ruddock, J (1991). Innovation and change. Milton Keynes: Open University Press.
Schon, D. A. (1983). The reflective practitioner : how professionals think in action. New York: Basic Books.
Skilbeck, M. (1994). The vocational quest: new directions in education and training. London: Routledge.
Smyth, J. (1995). Critical discourses on teacher development. London: Cassell.
Tait, A. and Mills, R. (2003). Re-thinking learner support in distance education: change and continuity in an international context. London: RoutledgeFalmer.
UNICEF. (1995). Children Working for Peace. Oxford: UNICEF/Oxford DEC.
Wang, M. C., Haertel, G. D. and Walberg, H. J. (1998). Models of reform: a comparative guide. Educational Leadership, vol. 55( 7), p. 66-71.
Wald, P.J. and Castleberry, M.S. (2000) Educators as learners: creating a professional learning community in your school. Alexandria, VA.: Association for Supervision and Curriculum Development.
Wiggins, G. and McTighe, J. (1998). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.