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 1987
... manner in which schools are organized ? What is emancipation ? How much freedom must there be ? An interesting conclusion was made by Lichtenstein ( 1991 ) after a research project , viz that greater decentralization did not necessarily ...
... manner in which schools are organized ? What is emancipation ? How much freedom must there be ? An interesting conclusion was made by Lichtenstein ( 1991 ) after a research project , viz that greater decentralization did not necessarily ...
Side 1988
... manner . In the next subsection some supporting factors in regard to empowerment will be given . 1.4 CONDITIONS AND SUPPORTING FACTORS From the discussion above specific factors can already be inferred which may be regarded either as ...
... manner . In the next subsection some supporting factors in regard to empowerment will be given . 1.4 CONDITIONS AND SUPPORTING FACTORS From the discussion above specific factors can already be inferred which may be regarded either as ...
Side 14
... manner process and utilize information country - wide to the benefit of educa- tion departments and educational institutions . In this way curriculum development action can be co - ordinated on a centralized basis to bring about the ...
... manner process and utilize information country - wide to the benefit of educa- tion departments and educational institutions . In this way curriculum development action can be co - ordinated on a centralized basis to bring about 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