Teacher Empowerment Through Curriculum Development: Theory Into PracticeJuta, 1995 - 275 ˹éÒ 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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Some | 1979 |
Curriculum Studies as a Field of Study 23 | 2001 |
The Process of Curriculum Development 45 | 2023 |
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Teacher Empowerment Through Curriculum Development: Theory Into Practice Arend E. Carl ªÁºÒ§Êèǹ¢Í§Ë¹Ñ§Ê×Í - 2009 |
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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 formulation function goals Hattingh identify 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