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 2003
... tion ( 1981 ) , the document of the Committee of Education Department Heads ' n Kurrikulummodel vir Onderwys in Suid - Afrika ' ( November 1991 ) , the provisional report of the National Education Policy Educa- tion ( NEPI ) ( 1992 ) ...
... tion ( 1981 ) , the document of the Committee of Education Department Heads ' n Kurrikulummodel vir Onderwys in Suid - Afrika ' ( November 1991 ) , the provisional report of the National Education Policy Educa- tion ( NEPI ) ( 1992 ) ...
Side 14
... tion departments and educational institutions . In this way curriculum development action can be co - ordinated on a centralized basis to bring about the closest possible co - operation in regard to dissemina- tion , inservice training ...
... tion departments and educational institutions . In this way curriculum development action can be co - ordinated on a centralized basis to bring about the closest possible co - operation in regard to dissemina- tion , inservice training ...
Side
... tion . Macro- Macro - implementation is the application of policy and curriculum implementation initiatives as determined at national level by curriculum authorities . This will include an interaction between this authority and the ...
... tion . Macro- Macro - implementation is the application of policy and curriculum implementation initiatives as determined at national level by curriculum authorities . This will include an interaction between this authority and the ...
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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