Teacher Empowerment Through Curriculum DevelopmentJuta and Company Ltd, 2004 - 288 sider South African education faces tremendous challenges - several of which relate to curriculum development. The aim of this guide is to empower teachers to become agents of curriculum change, to make a positive contribution towards the development and transformation of education. |
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Side ii
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Side 5
... Criteria 2.04 : Evaluation of Proposals 2.01 : Preamble The Goverment Land Bank ( " Bank " ) , pursuant to St. 1975 , c . 212 , as amended ( " Enabling Act " ) , may dispose of state surplus land or an interest therein ( " State Surplus ...
... Criteria 2.04 : Evaluation of Proposals 2.01 : Preamble The Goverment Land Bank ( " Bank " ) , pursuant to St. 1975 , c . 212 , as amended ( " Enabling Act " ) , may dispose of state surplus land or an interest therein ( " State Surplus ...
Side 864
... criteria. Step 3. Structuring decision criteria: The identified criteria must be logically arranged and thoroughly classified in order to provide a comprehensive analysis of all the relevant aspects. Hierarchies of criteria can be ...
... criteria. Step 3. Structuring decision criteria: The identified criteria must be logically arranged and thoroughly classified in order to provide a comprehensive analysis of all the relevant aspects. Hierarchies of criteria can be ...
Side 3
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Side 3
... Criteria at Section 5 , paragraph ( c ) . Attachment " A " is the amendment to the Criteria which has been developed to effectuate this change . This amendment of the Cri- teria is herewith submitted to the Joint Committee on Atomic ...
... Criteria at Section 5 , paragraph ( c ) . Attachment " A " is the amendment to the Criteria which has been developed to effectuate this change . This amendment of the Cri- teria is herewith submitted to the Joint Committee on Atomic ...
Innhold
Some Perspectives | 3 |
IN THIS CHAPTER | 4 |
Curriculum Studies as a Field of Study | 23 |
The Process of Curriculum Development | 51 |
Effective Curriculum Design for Dynamic Curriculum Development | 85 |
Curriculum Dissemination as a Critical Phase within Dynamic Curriculum Development | 141 |
Successful Curriculum Implementation | 171 |
Comprehensive Curriculum Evaluation within Dynamic Curriculum Development | 179 |
The Operationalization of the Curriculum | 219 |
BIBLIOGRAPHY | 245 |
The Responsibility of the Empowered Teacher in regard to Curriculum Development | 247 |
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Vanlige uttrykk og setninger
achievement activities aims application approach aspects assessment broad curriculum Carl Cawood class-room classification components contribution control accounts core criteria curricula curriculum agents curriculum design curriculum dissemination curriculum evaluation curriculum model Curriculum Planning curriculum studies D.Ed databases decision-making determine dynamic curriculum development Education and Training empowered teacher ensure evaluation strategies example factors function goals Hattingh identify important initiative inter alia Jordaan knowledge kurrikulumontwikkeling leadership learners learning areas learning contents learning experiences learning outcomes learning programmes methods of evaluation National Curriculum needs objectives Oliva ongoing orientation outcomes-based education particular persons practice Pretoria principles process of curriculum pupils rationale regard to curriculum renewal Research role school curriculum school phase school principal situation analysis skills social South Africa specific strategies structure subject curriculum development subject teacher syllabus Taba take place teacher empowerment teaching methods thereof Training band trial balance University of Stellenbosch utilized values various
Referanser til denne boken
Managing the Curriculum in South African Schools Marianne Coleman,M. Graham-Jolly,David Middlewood Begrenset visning - 2003 |