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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... outcomes or ' desired terminal behaviour ' are the key in both approaches but they differ in regard to the relationship between means and end , the methods for identification of instructional goals , the structure and formulation of the ...
... outcomes or ' desired terminal behaviour ' are the key in both approaches but they differ in regard to the relationship between means and end , the methods for identification of instructional goals , the structure and formulation of the ...
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... OUTCOMES Curriculum goals Curriculum outcomes Curriculum plans , curriculum events , curriculum goals and curriculum outcomes are not the only elements influencing the quality of a curriculum or in which this quality is manifested and ...
... OUTCOMES Curriculum goals Curriculum outcomes Curriculum plans , curriculum events , curriculum goals and curriculum outcomes are not the only elements influencing the quality of a curriculum or in which this quality is manifested and ...
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... outcome thereof but especially also in the conse- quences / implications which the curriculum ( including the immediate outcomes ) has for individuals and the community in the long - term ( Human , 1986 : 26 ) . Cooley and Lohnes ( 1976 ...
... outcome thereof but especially also in the conse- quences / implications which the curriculum ( including the immediate outcomes ) has for individuals and the community in the long - term ( Human , 1986 : 26 ) . Cooley and Lohnes ( 1976 ...
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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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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