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 39
... Ongoing evaluation is necessary to identify strong and weak points and to develop them on an ongoing basis . Feedback must lead to adaptations and improvements , for ex- ample of objectives , contents , media or methods . Ongoing moni ...
... Ongoing evaluation is necessary to identify strong and weak points and to develop them on an ongoing basis . Feedback must lead to adaptations and improvements , for ex- ample of objectives , contents , media or methods . Ongoing moni ...
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... ongoing evaluation of the logistical aspects in order to be able to make ongoing adjustments and to promote the strengthening of good communication . 6.2 DETERMINATIVE FACTORS FOR SUCCESSFUL IMPLEMENTATION The factors which may ...
... ongoing evaluation of the logistical aspects in order to be able to make ongoing adjustments and to promote the strengthening of good communication . 6.2 DETERMINATIVE FACTORS FOR SUCCESSFUL IMPLEMENTATION The factors which may ...
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... ongoing basis during implementation . Phase 2 comprises bringing about sufficient support networks ( instruction , communication , contact opportunities , ongoing discussion meetings ) and also contains elements which should actually ...
... ongoing basis during implementation . Phase 2 comprises bringing about sufficient support networks ( instruction , communication , contact opportunities , ongoing discussion meetings ) and also contains elements which should actually ...
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The Process of Curriculum Development 45 | 11 |
Effective Curriculum Design for Dynamic Curriculum Development 79 | 44 |
Curriculum Dissemination as a Critical Phase within Dynamic Curriculum | |
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Teacher Empowerment Through Curriculum Development: Theory Into Practice Arend E. Carl Begrenset visning - 2009 |
Vanlige uttrykk og setninger
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 implementation important initiative input instructional learning situation inter alia Jordaan knowledge 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 take place teacher empowerment teacher involvement teacher participation teaching methods thereof tion trial balance ulum University of Stellenbosch utilization various