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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... Classification of contents All curriculum developers , regardless of the level or terrain on which they curriculate , will have to take into account the classification and systematization of the already selected content . Effective ...
... Classification of contents All curriculum developers , regardless of the level or terrain on which they curriculate , will have to take into account the classification and systematization of the already selected content . Effective ...
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... classification principle ( from the simple to complex , chronological , from basic to more advanced content , known to unknown ) . Psychological classification principle ( from the known to the un- known ) . Punctual classification ...
... classification principle ( from the simple to complex , chronological , from basic to more advanced content , known to unknown ) . Psychological classification principle ( from the known to the un- known ) . Punctual classification ...
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... classification of learning contents takes place ac- cording to the required classification principles . Pupils themselves also have had an input in choice and classification ( where possible ) . 7. Selection and organization of learning ...
... classification of learning contents takes place ac- cording to the required classification principles . Pupils themselves also have had an input in choice and classification ( where possible ) . 7. Selection and organization of learning ...
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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