09.06.2021 | History

2 edition of Changing secondary school curriculum found in the catalog.

Changing secondary school curriculum

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Published by Administrator in Holt, Rinehart and Winston

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  • United States
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    • Holt, Rinehart and Winston


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      • Bibliographical footnotes.

        StatementHolt, Rinehart and Winston
        PublishersHolt, Rinehart and Winston
        Classifications
        LC Classifications1967
        The Physical Object
        Paginationxvi, 134 p. :
        Number of Pages87
        ID Numbers
        ISBN 10nodata
        Series
        1nodata
        2
        3

        nodata File Size: 7MB.


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Changing secondary school curriculum by Holt, Rinehart and Winston Download PDF EPUB FB2


Explain in detail the rationale for the curriculum change. in many ways, all curriculum design and development is political in nature. the content and methodology of instruction referenced as educational curriculum.

Principles of Effective Change: Curriculum Revision That Works

Demographics and learning: A child's demographic background and context fundamentally influence student achievement in school. The results indicated that while information from experts who study curriculum revision extensively is well-received, there changing secondary school curriculum be an internal review process and support system to fully effect the process.

The curriculum is really a breathing and ever-changing document. ERIC Document Reproduction Service No. The findings offered significant opportunity for further study, information for practicing administrators and teachers, and knowledge for teacher and principal preparation programs. This would allow for 60 minutes of instructional review every two weeks to be built into the regular workday, with a minimal disruption to the existing schedule. Plan ahead and make sure your new programs and teachers aren't starved for support.

Multiple intelligence theory has extended our understanding of what "success" in school means — and the classroom applications of the theory present a mandate for educators to rethink assessment in light of the many ways children can excel or be slighted in schools.

If the program is not successful, be prepared to provide an explanation of why and how to address the shortcomings of the curriculum changes. In this sense, change can be interpreted two ways: as a risk, insult, or threat to the traditions and autonomy of teachers; and, simultaneously, as an opportunity for reflection and improvement on the status quo Evans, 2004.