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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... rationale for this curriculum . Stake ( 1967 : 532 ) characterizes a curriculum rationale as ' ... the philosophic background and basic purposes of the pro ... rationale By curriculum rationale ( a rationale for a particular curriculum.
... rationale for this curriculum . Stake ( 1967 : 532 ) characterizes a curriculum rationale as ' ... the philosophic background and basic purposes of the pro ... rationale By curriculum rationale ( a rationale for a particular curriculum.
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Theory Into Practice Arend E. Carl. By curriculum rationale ( a rationale for a particular curriculum ) on the one hand is meant the broad objectives including the anticipated long - term effects , for example that history teaching will ...
Theory Into Practice Arend E. Carl. By curriculum rationale ( a rationale for a particular curriculum ) on the one hand is meant the broad objectives including the anticipated long - term effects , for example that history teaching will ...
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... rationale evaluation of curriculum realities against curriculum anticipations as criteria . This however leaves unevaluated the quality of the anticipations ( rationale aims , syllabus - anticipated instructional activities and learning ...
... rationale evaluation of curriculum realities against curriculum anticipations as criteria . This however leaves unevaluated the quality of the anticipations ( rationale aims , syllabus - anticipated instructional activities and learning ...
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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