Abstract

A curriculum reform took place in Greece, in 2003, introducing the cross-thematic approach to learning (Alahiotis&Karatzia-Stavlioti,2006); on the basis of this new curriculum, educational material for all subjects has been produced and gradually introduced in schools. One of the main relative innovations in the Cross-Thematic Curriculum (CTC) is the Flexible Zone (FZ), a time zone of 2-4 teaching periods within which pupils and teachers are free to materialize projects and activities with themes of their interest using participatory and cooperative methodologies. In order to evaluate the pedagogic effectiveness of the FZ, an empirical research has been designed and applied. Considering that the teachers beliefs and attitudes towards this innovation could be a very important input for the assessment of the FZ effectiveness, we formatted and validated a Likert type attitude measurement tool, followed by item analysis (ANOVA), as well as other statistical analysis based on relevant questionnaire data. Statistical analysis of 101 random sample teacher questionnaires, shows that the majority of the participant had favorable attitudes towards the FZ, with the Attitude Scale Scores (ASS) ranging in the upper quartile of the normal distribution (mean 82,9±6,09, expected mean= 48). Sample characteristics such as gender, years of experience, type of in-service training, years of the FZ implementation etc., were found to be statistically significant and may be used to draw conclusions on the most effective ways of curriculum innovation dissemination and in-service training; issues that could be useful and to a certain extent informative on the effectiveness of other educational innovations. The general results, apart from the fact that they are indicative of the teachers’ positive stance, are already being used for a further, larger and deeper investigation of the theme of the FZ assessment through, for example, evaluating the students’ attitudes towards this curriculum change.