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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Side 23
Theory Into Practice Arend E. Carl. CHAPTER Effective Curriculum Design for Dynamic 45 Curriculum Development At the ... CURRICULUM DEVELOPMENT Introduction - Value 79.
Theory Into Practice Arend E. Carl. CHAPTER Effective Curriculum Design for Dynamic 45 Curriculum Development At the ... CURRICULUM DEVELOPMENT Introduction - Value 79.
Side 25
Theory Into Practice Arend E. Carl. FECINE CURRICULUM DESIGN FOR DYNAMIC CURRICULUM DEVELOPMENT : 4.1 INTRODUCTION The dynamic of any curriculum ( at whatever level ) is determined to a large extent by the quality of its design . Curriculum ...
Theory Into Practice Arend E. Carl. FECINE CURRICULUM DESIGN FOR DYNAMIC CURRICULUM DEVELOPMENT : 4.1 INTRODUCTION The dynamic of any curriculum ( at whatever level ) is determined to a large extent by the quality of its design . Curriculum ...
Side 29
... curriculum design , it must be looked at against the background of paragraph 4.3 . The extent will differ at every ... Curriculum design and the development level of the child One of the most basic points of departure is that any ...
... curriculum design , it must be looked at against the background of paragraph 4.3 . The extent will differ at every ... Curriculum design and the development level of the child One of the most basic points of departure is that any ...
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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