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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... social reconstructivism . ( 1 ) By technology McNeil understands a fixed rigid structure which allows little flexibility . It is decided in advance what will be in- structed and there is minimal departure from this . He refers to this ...
... social reconstructivism . ( 1 ) By technology McNeil understands a fixed rigid structure which allows little flexibility . It is decided in advance what will be in- structed and there is minimal departure from this . He refers to this ...
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... SOCIAL STRUCTURE The social system According to Hattingh ( 1989 : 10 ) curriculum dissemination , just like the teaching organization in which it must serve , extends over a wide variety of fields which vary from mere organizational ...
... SOCIAL STRUCTURE The social system According to Hattingh ( 1989 : 10 ) curriculum dissemination , just like the teaching organization in which it must serve , extends over a wide variety of fields which vary from mere organizational ...
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... social interaction model ( as quoted by Hattingh , 1989 : 52-53 ) accentuates the patterns in terms of which dissemination takes place in a social system . According to Havelock all research in respect of the process of dissemination ...
... social interaction model ( as quoted by Hattingh , 1989 : 52-53 ) accentuates the patterns in terms of which dissemination takes place in a social system . According to Havelock all research in respect of the process of dissemination ...
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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