Cyprus: Exploring Educational Reform 2004–2014

Klerides, Eleftherios; Philippou, Stavroula

doi:10.5040/9781472593511.ch-004

Cited by 13 publications

(1 citation statement)

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“…In practice the negotiations between the Cypriot communities have been complicated by this accession and whilst, legally at least, EU regulations cover the whole of the island, they are enforceable only in the southern part. Whilst recent educational developments on the island are shaped by local, post-colonial anxieties, ideologies and histories as well as by Greek national culture and identity, the recent internationalisation of Cyprus with regards to membership of the EU, UNESCO and OECD have become the dominant factors in the last 20 years (Klerides and Philippou, 2015).…”

Section: Diversity States and Regionsmentioning

confidence: 99%

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2015

JICE

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The middle-income trap is an economic phenomenon to describe economies that have stagnated at the middle-income level and failed to progress into the high-income level. Inspired by this economic concept, this paper explores a hypothesis: is there a 'mid-rank trap' for universities in the exercise to rank universities globally? Using the rankings between 2004 and 2014 that were jointly and separately developed by Times Higher Education and Quacquarelli Symonds Company, this paper argues that there is indeed a phenomenon, which I term as 'mid-rank trap' whereby universities remain stagnant for a decade in a similar band of the rankings. Having established the hypothesis for universities, the paper examines policies and interventions that have been successfully carried out to elevate economies away from the middle-income trap, and importantly, to draw out the underlying principles of these economic policies and interventions that can be incorporated into policymaking and strategic planning for universities using the Malaysian higher education system as a case study.

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Section: Diversity States and Regionsmentioning

confidence: 99%

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2015

JICE

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Recontextualising Stenhouse: Instantiations of the ‘teacher as researcher’ metaphor in Greece and Cyprus

Philippou,

Tsafos

2024

The Curriculum Journal

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This paper explores the transfer, translation and recontextualisation of Laurence Stenhouse's work, as encapsulated in the ‘teacher as researcher’ metaphor, to the Greek language and in the fields of research and policy in Greece and Cyprus. We first briefly frame action research work as emerging through and within a specific space‐time (and in conversation with others in North America, Australia and Europe). We then trace its translation from English to Greek in specific key publications in books and articles (including his 1975 seminal work An introduction to curriculum research and development), which have since been central to curriculum studies as an academic field in both countries. We then construct four vignettes as cases of different uses of the metaphor in different fields. The first two refer to the institutional context of a new type of school called ‘second chance schools’ and a state policy for the professional development of teachers in Greece. The other two refer to an initial teacher education university programme and to the most recent school curriculum change in the Republic of Cyprus. We conclude by discussing certain patterns of constriction across the four vignettes in the recontextualisation of the ‘teacher as researcher’ to particular aspects of the metaphor as it morphed in two rather centralised contexts with a strong historical presence of a formal, state‐mandated curriculum and of teachers as public servants. Despite these patterns of constriction, we also note how other aspects of the metaphor provided conditions for some transformation.

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Tracing Disciplinarity in the History Classroom: The Cases of Two Elementary School Teachers Amid Curriculum Change in the Republic of Cyprus

Philippou

2020

The Palgrave Handbook of History and Social Studies Education

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Cyprus: Exploring Educational Reform 2004–2014

Cited by 13 publications

References 0 publications

Untitled

Untitled

Recontextualising Stenhouse: Instantiations of the ‘teacher as researcher’ metaphor in Greece and Cyprus

Tracing Disciplinarity in the History Classroom: The Cases of Two Elementary School Teachers Amid Curriculum Change in the Republic of Cyprus

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