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A small-scale classroom research approach to curriculum renewal

dc.contributor.authorKoen, Marietteen_ZA
dc.date.accessioned2017-06-01T13:04:25Z
dc.date.available2017-06-01T13:04:25Z
dc.date.issued2011
dc.identifier.citationKoen, M. 2011. A Small-Scale Classroom Research Approach to Curriculum Renewal, in E. Bitzer & N. Botha (eds.). Curriculum Inquiry in South African Higher Education: Some Scholarly Affirmations and Challenges. Stellenbosch: SUN MeDIA. 331-348. doi:10.18820/9781920338671/17.en_ZA
dc.identifier.isbn978-1-920338-64-0en_ZA
dc.identifier.issn978-1-920338-67-1en_ZA
dc.identifier.otherdoi:10.18820/9781920338671/17
dc.identifier.urihttp://hdl.handle.net/10019.1/101679
dc.descriptionCITATION: Koen, M. 2011. A Small-Scale Classroom Research Approach to Curriculum Renewal, in E. Bitzer & N. Botha (eds.). Curriculum Inquiry in South African Higher Education: Some Scholarly Affirmations and Challenges. Stellenbosch: SUN MeDIA. 331-348. doi:10.18820/9781920338671/17.en_ZA
dc.descriptionThe original publication is available from AFRICAN SUN MeDIA, Stellenbosch: South Africa.en_ZA
dc.description.abstractINTRODUCTION: Ross argues that the term curriculum can be interpreted as the organisation of desired learning experiences and that it represents a guide to lecturers of what is to be taught in specific institutions (Ross 2000:8). Challenges to organise such learning experiences in order to optimise teaching and learning opportunities are nothing new. Over the past decades universities have experienced increasing pressure from government, stakeholders and employers to design programmes that prepare graduates for today’s competitive working environments. In Chapter 1 of this book, Bitzer confirms this issue by outlining the need for a systematic and scholarly approach to curriculum inquiry as a measure to address academic achievement demands and to keep curricula relevant and effective. Stefani (2009:40) adds that the way a curriculum is designed will influence the way in which students approach their learning. It is therefore not surprising that South African teachers in higher education are constantly reminded to measure the effectiveness of their programmes in order to enhance student learning. A practical challenge is thus how to design a curriculum in the current accountability environment, one that provides students with authentic learning experiences in which they are provided with opportunities to demonstrate skills, knowledge and values required for their future professions.en_ZA
dc.format.extent18 pages : illustrationsen_ZA
dc.language.isoen_ZAen_ZA
dc.publisherAFRICAN SUN MeDIAen_ZA
dc.relationCurriculum Inquiry in South African Higher Education: Some Scholarly Affirmations and Challengesen_ZA
dc.relation.haspartThe University curriculum as engaging with external non-academic communities: a grounded theory inquiry approachen_ZA
dc.relation.haspartAcademic Literacy as a Graduate Attribute: Implications for Thinking about 'Curriculum'en_ZA
dc.relation.haspartChallenges for Curriculum in a Contemporary South Africaen_ZA
dc.relation.haspartCritical Curriculum Inquiry in an Undergraduate Visual Communication Design Programme: A Case Study Approach Through a Complexity Theory Lensen_ZA
dc.relation.haspartInforming Curriculum Developments in Health Sciences: A Delphi Method Inquiryen_ZA
dc.relation.haspartInquiring the Curriculum in Higher Education: A Limited (South African) Perspectiveen_ZA
dc.relation.haspartIntroductory Chapteren_ZA
dc.relation.haspartTrans-Disciplinary and Curriculum Space in Health Sciences Education Master's Programmesen_ZA
dc.relation.urihttp://hdl.handle.net/10019.1/101751
dc.relation.urihttp://hdl.handle.net/10019.1/101683
dc.relation.urihttp://hdl.handle.net/10019.1/101681
dc.relation.urihttp://hdl.handle.net/10019.1/101680
dc.relation.urihttp://hdl.handle.net/10019.1/101676
dc.relation.urihttp://hdl.handle.net/10019.1/101678
dc.relation.urihttp://hdl.handle.net/10019.1/101673
dc.relation.urihttp://hdl.handle.net/10019.1/101604
dc.relation.urihttp://hdl.handle.net/10019.1/101674
dc.subjectTeaching -- Methodologyen_ZA
dc.subjectContinuing education -- South Africaen_ZA
dc.subjectCurriculum change -- South Africaen_ZA
dc.subjectEducation, Higher -- Curricula -- South Africaen_ZA
dc.titleA small-scale classroom research approach to curriculum renewalen_ZA
dc.typeChapters in Booksen_ZA
dc.description.versionPublisher's versionen_ZA


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