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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... factors within the social structure which may either promote or impede curriculum dissemination . A few facilitating factors are a pleasant and positive climate of renewal , thorough planning , good communication , high level of cur ...
... factors within the social structure which may either promote or impede curriculum dissemination . A few facilitating factors are a pleasant and positive climate of renewal , thorough planning , good communication , high level of cur ...
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... factors the complexity and multi - leveled nature of the disseminator's problem be- comes clear . It is , for example , theoretically possible that the dissemination team only neglected to bear in mind one of the many possible factors ...
... factors the complexity and multi - leveled nature of the disseminator's problem be- comes clear . It is , for example , theoretically possible that the dissemination team only neglected to bear in mind one of the many possible factors ...
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... factors and elimination of inhibiting factors , the ongoing evaluation of the dissemination procedures which are now being applied during implementation , the ongoing evaluation of the logistical aspects in order to be able to make ...
... factors and elimination of inhibiting factors , the ongoing evaluation of the dissemination procedures which are now being applied during implementation , the ongoing evaluation of the logistical aspects in order to be able to make ...
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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