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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... mentioning that empowerment is manifested in the manner in which teachers reflect on their work and the freedom which ... mentioned that to writers such as Esteridge ( 1992 ) , Ornstein and Hunkins ( 1988 ) , Trousdale and Henkin ( 1991 ) ...
... mentioning that empowerment is manifested in the manner in which teachers reflect on their work and the freedom which ... mentioned that to writers such as Esteridge ( 1992 ) , Ornstein and Hunkins ( 1988 ) , Trousdale and Henkin ( 1991 ) ...
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... mentioned without discussion . These methods include questionnaires , conducting interviews , observation , think- tanks and available research results . Although it has already been pointed out that the various curric- ulum phases are ...
... mentioned without discussion . These methods include questionnaires , conducting interviews , observation , think- tanks and available research results . Although it has already been pointed out that the various curric- ulum phases are ...
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... mentioned description it is clear that it is a complex affair which must be handled with care . 7.4 FORMS OF CURRICULUM EVALUATION Paragraph 7.4 is mainly taken with permission from a document drawn up by PG Human et al ( 1986 : 33-57 ) ...
... mentioned description it is clear that it is a complex affair which must be handled with care . 7.4 FORMS OF CURRICULUM EVALUATION Paragraph 7.4 is mainly taken with permission from a document drawn up by PG Human et al ( 1986 : 33-57 ) ...
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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