Holdings: Teacher empowerment through curriculum development

Teacher empowerment through curriculum development: theory into practice

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Bibliographic Details
Main Author:	Carl, Arend E. (Author)
Format:	Book
Language:	English
Published:	Cape Town Juta 2009
Edition:	3. ed.
Subjects:	Curriculum planning Education / Curricula Teacher participation in curriculum planning Erziehung Education > Curricula Lehrer Curriculumplanung
Online Access:	Inhaltsverzeichnis
Item Description:	Includes bibliographical references (p. 221-233) and index
Physical Description:	XI, 244 S. 25cm
ISBN:	9780702177514

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MARC


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Record in the Search Index

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adam_text	CONTENTS DEDICATI 0 N V PREFACE XI CHAPTER 1 THE ISSUE OF EMPOWERMENT OF THE TEACHER AS CURRICULUM AGENT: SOME PERSPECTIVES 1 1.1 INTRODUCTION 1 1.2 A NOTIONAL AND CONCEPT STATEMENT..................................................................... ............ 3 1.3 MANIFESTATIONS OF EMPOWERMENT 7 1.4 CONDITIONS AND SUPPORTING FACTORS....................................................................... .......... 9 1.5 THE ROLE OF LEADERSHIP IN THE EMPOWERMENT PROCESS 10 1.6 THE EMPOWERED TEACHER: A SYNTHESIS..................................................................... ........ 14 CHAPTER 2 CURRICULUM STUDIES AS A FIELD OF STUDY 17 2.1 THE NECESSITY OF RELEVANT CURRICULUM DEVELOPMENT FOR A DEVELOPING SOUTH AFRI CA 17 2.2 CURRICULUM STUDIES AS A FIELD OF STUDY......................................................................... .. 22 DESCRI PTION OF THE FIELD 22 DEFI NIT IONS 26 2.3 SUM MA RY 35 CHAPTER 3 THE PROCESS OF CURRICULUM DEVELOPMENT............................................................ 37 3.1 INTRODUCTION: POSSIBLE INTERPRETATIONS............................................................... ............ 37 GLOBAL REVIEW OF CURRICULUM DEVELOPMENT PHASES................................................... 38 3.2 APPROACHES TO CURRICULUM DEVELOPMENT................................................................... .... 39 INTROD UCTI 0 N 39 THE ACADEMIC APPROACH 40 THE EXPERIENTIA I APPROACH 41 THE TECHNOLOGICAL APPROACH 42 THE PRAGMATIC APPROACH...................................................................... .............................. 44 3.3 ORIENTATIONS IN RESPECT OF CURRICULUM DEVELOPMENT 46 INTROD UCTION 46 O RI ENTA T IONS 46 EXPONENTS OF THE VARIOUS ORIENTATIONS 47 SUM MA RY .. 55 3.4 MANIFESTATIONS AND FUNCTIONING OF CURRICULA 56 3.5 PRINCIPLES OF CURRICULUM DEVELOPMENT................................................................... ........ 56 3.6 SUM MA RY 60 CHAPTER 4 EFFECTIVE CURRICULUM DESIGN FOR DYNAMIC CURRICULUM DEVELOPMENT....... 63 4.1 INTRODUCTION 63 4.2 CLARIFICATION OF THE CONCEPT: THE INTERDISCIPLINARY NATURE OF CURRICULUM DESI9N 63 VII :: TEACHER EMPOWERMENT 4.3 LEVELS ON WHICH CURRICULUM DESIGN MAY TAKE PLACE 64 4.4 THE PROCESS OF CURRICULUM DESIGN 66 INTROD UCTI 0 N 66 CURRICULUM DESIGN AND THE DEVELOPMENT LEVEL OF THE CHILD 66 CRITERIA FOR CURRICULUM DESIGN 67 MODELS FOR CURRICULUM DESIGN 70 4.5 COMPONENTS OF CURRICULUM DESIGN FOR MICRO-CURRICULUM DEVELOPMENT.............. 75 SITUATION ANALYSIS 75 AI MS 78 OBJECTIVES 83 O UTCO MES.... 84 CONTENT OF THE CURRICULUM 89 INSTRUCTIONAL-IEARNING STRATEGIES AND TEACHING METHODS........................................ 93 EVAIUATI 0 NL ASSESSMENT.............. 97 4.6 SYNTHESI S... 106 CHAPTER 5 CURRICULUM DISSEMINATION AS A CRITICAL PHASE WITHIN DYNAMIC CURRICULUM DEVEIOP MENT... 111 5.1 INTRODUCTION: CURRICULUM DISSEMINATION AS A PHASE 111 5.2 DISSEMINATION AND THE INVOLVEMENT OF THOSE INTERESTED IN THE CURRICULUM....... 112 PREPARATION OF THOSE INVOLVED...................................................................... .................... 112 INVOLVEMENT 114 RENEWAL C1IMATE 115 ELIMINATION OF RESISTANCE TO CHANGE 116 5.3 CURRICULUM DISSEMINATION AS SOCIAL STRUCTURE............................................................. 116 THE SOCIAL SYSTEM........................................................................ ......................................... 116 INTER- AND INTRA PERSONA I ASPECTS 118 FACILITATI NG AND INH IBITI NG FACTORS....................................................................... ........... 119 5.4 AIMS 120 5.5 STRATEGIES FOR CURRICULUM DISSEMINATION 120 5.6 PROCEDURES FOR CURRICULUM DISSEMINATION................................................................. .... 122 5.7 MODELS FOR CURRICULUM DISSEMINATION................................................................. ........... 123 INTRODUCTION 123 HAVELOCK S MODEL......................................................................... ........................................ 123 RUDDOCK AND KELLY S MODEL......................................................................... ...................... 125 SCHON S MODEL 126 FUNCTIONS OF MODELS 127 5.8 LOGISTICAL ASPECTS 127 INTROD UCTION 127 AD M INISTRATION 127 HUMAN ASPECTS....................................................................... .............................................. 127 PHYSICA I ASPECTS 127 SUM MA RY 1 28 5.9 COMMUNICATION WITHIN CURRICULUM DISSEMINATION 128 5.10 SYNTHESIS..................................................................... ........................................................... 130 VIII CONTENTS CHAPTER 6 SUCCESSFU I CURRICU IU MIM PLEMENTATION . 6.1 INTROD UCTI 0 N . 6.2 DETERMINATIVE FACTORS FOR SUCCESSFUL IMPLEMENTATION . 6.3 LEVEIS OF IM PIE MENTA T ION . M ACRO- IMPIE MENTATI 0 N . MI CRO- IMPIEMENTATI 0 N . 6.4 IMPIE MENTA T ION STRATEG IES . 6.5 SUMMARY . CHAPTER 7 COMPREHENSIVE CURRICULUM EVALUATION WITHIN DYNAMIC CURRICULUM DEVELOPME NT . 7.1 INTROD UCT ION . 7.2 EVALUATION OF THE CURRICULUM: A FIELD DESCRIPTION . 7.3 MODELS FOR CURRICULUM EVALUATION . 7.4 FORMS OF CU RRICU IUM EVAIUATION . BASIC DIFFE RENTI AT IONS . COMPARAT IVE EVAIUAT ION . IMPIEMENTATION EVAIUATION . CONSENSUS EVAIUATI 0 N . DIAGNOSTI C EVAIUAT ION . PAY-OFF EVAIUATI 0 N . FUNDAMENTA 1 EVAIUAT ION . SU M M A RY . 7.5 MET HODS OF EVAIUATI 0 N . 7.6 THE EVALUATION OF A CURRICULUM WITH THE AID OF A CHECKLIST.. . ROWNT REE S CHECKL IST (1978) . PRATT S CHECKL IST (1980) . CAWOOD S CHECKL IST (1984) . A POSSIBLE DRAFT CHECKLIST (CARL 1994) . 7.7 SYNTH ESIS . CHAPTER 8 THE OPERATIONALISATION OF THE CURRICULUM . 8.1 1 NTROD UCTION . 8.2 SITUATION ANALYSIS OF THE COMMUNITY . 8.3 SITUATION ANALYSIS OF A SCHOOL. . DATA CO 11 ECTI 0 N . 8.4 VISION AND MISSION FORMULATION FOR A SCHOO!. . CORE QUESTI 0 NS . ANSWE RS . M ISSI 0 N FO RM UIATI 0 N . 8.5 EDUCATIONAL, TEACHING AND SCHOOL GOALS . 8.6 SUBJECT CU RRICU IUM DEVEL OPMENT . INTROD UCT ION . EXAMPLE 1: HISTORY FOR SECONDARY SCHOOL . EXAMPIE 2: ACCOU NTI NG . .. .. 133 133 134 135 136 136 136 137 139 139 141 145 150 150 151 152 155 156 157 157 159 159 159 160 160 163 165 168 171 171 172 172 172 173 173 173 175 176 178 178 178 181 IX :: TEACHER EMPOWERMENT EXAMPLE 3: LIFE SCIENCES GRADES 10 TO 12 186 EXAMPLE 4: A MODULAR APPROACH IN THE PRIMARY SCHOO!........................................... 188 EXAMPLE 5: OUTCOMES-BASED EDUCATION: DEVELOPING A LEARNING PROGRAMME CU RRI CU IUM............................... 189 8.7 MORE COMPREHENSIVE SUBJECT CURRICULUM DEVELOPMENT........................................... 190 8.8 SUMMARY 192 CHAPTER 9 THE RESPONSIBILITY OF THE EMPOWERED TEACHER IN REGARD TO CURRICULUM DEVE10PMENT.. 193 9.1 INTRODUCTORY ORIENTATION: PERSPECTIVES ON TEACHER INVOLVEMENT IN CU RRI CU IUM DEVEI0PMENT 193 A RATIONALE FOR TEACHER INVOLVEMENL................................................................... ......... 197 TEACHER INVOLVEMENT AND PROFESSIONAL DEVELOPMENL.............................................. 198 DENIAL OF THE RIGHT TO PARTICI PATION........................................................................ ........ 198 TEACHERS AND CURRICULUM CHANGE 199 SU M M A RY 200 9.2 THE TEACHER S CURRICULUM FUNCTIONS IN THE RESPECTIVE CURRICULUM FIELDSL SECTO RS 200 INTROD UCTI 0N 200 THE TEACHER S RESPONSIBILITY IN REGARD TO THE BROAD COMMUNITY S PHILOSOPHY OF LIFE AND THEREFORE ITS ATTITUDE TO AND VIEW OF EDUCATION.................................... 201 THE TEACHER S RESPONSIBILITY IN REGARD TO BROAD EDUCATIONAL POLICY AND EDUCATI 0NAI LEGISLAT ION 202 THE TEACHER S RESPONSIBILITY IN REGARD TO SCHOOL PHASE PLANNING........................... 202 THE TEACHER S RESPONSIBILITY IN REGARD TO SYLLABUS DEVELOPMENT/LEARNING AREA DEVEI0PMENT .. 203 THE TEACHER S RESPONSIBILITY IN REGARD TO SCHOOL CURRICULUM DEVELOPMENT 205 THE TEACHER S RESPONSIBILITY IN REGARD TO MORE COMPREHENSIVE SUBJECT CURRICULUM DEVELOPMENT/LEARNING PROGRAMME DEVELOPMENT 207 THE TEACHER S RESPONSIBILITY IN REGARD TO THE C1ASSROOM AND MICRO-CURRICULUM DEVEI0PMENT 208 IMPLEMENTATION OF INSTRUCTIONA I PLA NNING 209 EXPERI MENTA TI ON 210 CIASSROOM RESEARCH 210 9.3 THE ROLE OF TRAINING AND OTHER FACTORS IN THE PROCESS OF EMPOWERMENT............. 214 9.4 SUM MARY 215 BI B II OG RA P HY 221 INDEX 234 X
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author	Carl, Arend E.
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language	English
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physical	XI, 244 S. 25cm
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spelling	Carl, Arend E. Verfasser aut Teacher empowerment through curriculum development theory into practice Arend E. Carl 3. ed. Cape Town Juta 2009 XI, 244 S. 25cm txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references (p. 221-233) and index Curriculum planning Education / Curricula Teacher participation in curriculum planning Erziehung Education Curricula Lehrer (DE-588)4035088-5 gnd rswk-swf Curriculumplanung (DE-588)4148410-1 gnd rswk-swf Lehrer (DE-588)4035088-5 s Curriculumplanung (DE-588)4148410-1 s DE-604 Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018903039&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis
spellingShingle	Carl, Arend E. Teacher empowerment through curriculum development theory into practice Curriculum planning Education / Curricula Teacher participation in curriculum planning Erziehung Education Curricula Lehrer (DE-588)4035088-5 gnd Curriculumplanung (DE-588)4148410-1 gnd
subject_GND	(DE-588)4035088-5 (DE-588)4148410-1
title	Teacher empowerment through curriculum development theory into practice
title_auth	Teacher empowerment through curriculum development theory into practice
title_exact_search	Teacher empowerment through curriculum development theory into practice
title_full	Teacher empowerment through curriculum development theory into practice Arend E. Carl
title_fullStr	Teacher empowerment through curriculum development theory into practice Arend E. Carl
title_full_unstemmed	Teacher empowerment through curriculum development theory into practice Arend E. Carl
title_short	Teacher empowerment through curriculum development
title_sort	teacher empowerment through curriculum development theory into practice
title_sub	theory into practice
topic	Curriculum planning Education / Curricula Teacher participation in curriculum planning Erziehung Education Curricula Lehrer (DE-588)4035088-5 gnd Curriculumplanung (DE-588)4148410-1 gnd
topic_facet	Curriculum planning Education / Curricula Teacher participation in curriculum planning Erziehung Education Curricula Lehrer Curriculumplanung
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