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 2004
... essential and in this connection , Barrow ( 1984 : 13 ) states quite clearly : ' ... for it is the theory that provides the standards by which quality is judged ' and ' there can be no doubt about what should be the essential influence ...
... essential and in this connection , Barrow ( 1984 : 13 ) states quite clearly : ' ... for it is the theory that provides the standards by which quality is judged ' and ' there can be no doubt about what should be the essential influence ...
Side 12
... essential to have clarity in this regard . It would be very hazardous if curriculum development were not based on ... essential . Effective leadership is essential . A particular level of curriculum ability is necessary for all those ...
... essential to have clarity in this regard . It would be very hazardous if curriculum development were not based on ... essential . Effective leadership is essential . A particular level of curriculum ability is necessary for all those ...
Side
... essential during curriculum devel- opment to distinguish between instructional and learning objectives . A learning ... essential that the subject teacher takes aspects into account with a view to extracting maximum benefit from the ...
... essential during curriculum devel- opment to distinguish between instructional and learning objectives . A learning ... essential that the subject teacher takes aspects into account with a view to extracting maximum benefit from the ...
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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