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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... Objectives Carl ( 1988 et al ( 1988 : 41 ) and Oliva ( 1988 : 282 ) find a strong connec- tion between aims and objectives stating that the objectives are the further expression and refinement of aims . This is of particular impor ...
... Objectives Carl ( 1988 et al ( 1988 : 41 ) and Oliva ( 1988 : 282 ) find a strong connec- tion between aims and objectives stating that the objectives are the further expression and refinement of aims . This is of particular impor ...
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... objectives , ie life skills , methodological and content objectives . These types of goals each have specific sources of origin , for example the future needs of the community ( life skills objectives ) analysis of subject by subject ...
... objectives , ie life skills , methodological and content objectives . These types of goals each have specific sources of origin , for example the future needs of the community ( life skills objectives ) analysis of subject by subject ...
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... objectives . There is mutual interaction as the goals and objectives at all these levels should still be linked to the general goals of educational views and philosophies of life . Subject objectives and broad school objectives should ...
... objectives . There is mutual interaction as the goals and objectives at all these levels should still be linked to the general goals of educational views and philosophies of life . Subject objectives and broad school objectives should ...
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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