Teacher Empowerment Through Curriculum Development: Theory Into PracticeJuta and Company Ltd, 2009 - 244 ˹éÒ Treating curriculum studies as an educational field in its own right, this critical resource gives teachers the power to control the focus and direction their classes take by revealing the variety of benefits gained from rigorous curriculum planning. Stressing the importance of a teacher’s own involvement in the creation of curriculum, the guide shows teachers how to deal with the constant changes they face. For educators looking to contribute responsibly and dynamically to the content of their classes, this valuable and updated tool reveals new techniques that will empower educators and the significance behind involved curriculum development. |
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1 | 7 |
Curriculum Studies as a Field of Study | 17 |
3 | 35 |
5 | 36 |
6 | 44 |
3 | 46 |
Effective Curriculum Design for Dynamic Curriculum Development | 63 |
Curriculum Dissemination as a Critical Phase within Dynamic Curriculum | 111 |
Comprehensive Curriculum Evaluation within Dynamic Curriculum | 139 |
4 | 145 |
Payoff evaluation | 157 |
7 | 168 |
5 | 176 |
The Responsibility of the Empowered Teacher in regard to Curriculum | 193 |
| 221 | |
| 234 | |
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academic achievement activities adaptation aims applied approach aspects assessment assessment for learning broad curriculum Carl classification classroom cognitive components contribution Control Accounts criteria curricula curriculum agents curriculum design curriculum dissemination curriculum evaluation curriculum studies decision-making determine dynamic curriculum development Education and Training empowered teacher ensure evaluation strategies evaluation/assessment example function goals Grades identify implementation important initiative input instructional integration Jordaan knowledge leadership learners learning area learning contents learning experiences learning outcomes learning programmes micro-curriculum National Qualifications Framework needs objectives Oliva ongoing opportunities organisation orientation outcomes-based education particular persons planning Pretoria principles process of curriculum rationale realise reconstructivism regard to curriculum renewal role school curriculum school principal Self-actualisation situation analysis skills social South Africa specific strategies structure subject curriculum development subject group subject teacher syllabus take place teacher empowerment teacher involvement teacher participation teaching methods Training band University of Stellenbosch utilisation values various