Teacher Empowerment Through Curriculum Development: Theory Into PracticeThis text argues that teachers have a cardinal role to play in curriculum development, as they are directly involved in class-room practice. It explores topics relating to curriculum development, design and implementation and examines the responsibility of the empowered teacher. |
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Innhold
Some Perspectives | 1979 |
Curriculum Studies as a Field of Study 3 | 2012 |
The Process of Curriculum Development | 2018 |
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Vanlige uttrykk og setninger
able acceptance according achieved actions activities adaptation aims already analysis application approach aspects broad Carl class-room classification clear committees components concept connection contents continuing contribution core course criteria curricula curriculum design curriculum development curriculum evaluation described determine dissemination dynamic educational effective empowered empowerment essential evaluation example existing experiences extent factors field figure function further give goals greater Human identify implementation important individual influence initiative instructional inter involvement knowledge lead leaders leadership learner learning lesson means ment mentioned methods nature necessary needs objectives opportunities orientation outcomes participation particular persons phase planning possible practice principles programme pupils question rationale refers regard relevant renewal requirements respect responsibility role selection situation skills social sources specific standards strategies structure studies subject curriculum success syllabus take place Tanner teacher teaching tion understanding utilization various
Bibliografisk informasjon
| Tittel | Teacher Empowerment Through Curriculum Development: Theory Into Practice |
| Forfatter | Arend E. Carl |
| Utgiver | Juta, 1995 |
| Original fra | Cornell University |
| Digitalisert | 14. jul 2009 |
| ISBN | 070213242X, 9780702132421 |
| Lengde | 275 sider |
| Eksporter sitat | BiBTeX EndNote RefMan |