Teacher Empowerment Through Curriculum Development: Theory Into PracticeJuta, 1995 - 275 sider This 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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... analysis ' , a term defined by Londoner ( 1972 ) as follows : ... the total analytical procedure . . . for progressing from the assessment of an educational need and the specification of the terminal outcome to the actual achievement of ...
... analysis ' , a term defined by Londoner ( 1972 ) as follows : ... the total analytical procedure . . . for progressing from the assessment of an educational need and the specification of the terminal outcome to the actual achievement of ...
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... analysis , goals , objectives , selection and handling of core and learning con- tents , choice of teaching media , selection of teaching methods and evaluation . Situation analysis According to Oliva ( 1988 : 223 ) , making a situation ...
... analysis , goals , objectives , selection and handling of core and learning con- tents , choice of teaching media , selection of teaching methods and evaluation . Situation analysis According to Oliva ( 1988 : 223 ) , making a situation ...
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... analysis of the community within which a school is situated may produce important information which will influence ... analysis of the relevant community may therefore identify specific strong and weak points which may in turn influence ...
... analysis of the community within which a school is situated may produce important information which will influence ... analysis of the relevant community may therefore identify specific strong and weak points which may in turn influence ...
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activities aims approach aspects broad curriculum Carl Cawood class-room classification components contribution control accounts criteria curric curricula curriculum agents curriculum design curriculum dissemination curriculum evaluation curriculum models curriculum studies D.Ed databases decision-making determine dynamic curriculum development educational effective curriculum empowered teacher evaluation strategies example factors function goals Hattingh identify important initiative input instructional learning situation inter alia Jordaan knowledge kurrikulumontwikkeling leadership learner learning contents learning experiences lesson ment methods of evaluation micro-curriculum Module needs objectives Oliva ongoing orientation outcomes particular persons practice Pretoria principles process of curriculum programme pupils rationale regard to curriculum relevant renewal role school curriculum school phase school principal situation analysis skills social South Africa specific strategies subject curriculum development subject group subject teacher syllabus development Taba take place teacher empowerment teacher involvement teacher participation teaching methods thereof tion trial balance ulum University of Stellenbosch utilization various