EDUCATORS' A P P R O A C H E S TO CURRICULUM DEVELOPMENT

Ngidi, David. P.

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dc.contributor.author	Ngidi, David. P.
dc.contributor.other	Faculty of Humanities, Central University of Tectinology
dc.date.accessioned	2015-03-25T10:39:35Z
dc.date.available	2015-03-25T10:39:35Z
dc.date.issued	2010
dc.date.issued	2010
dc.identifier.issn	16807456
dc.identifier.uri	http://hdl.handle.net/11462/262
dc.description	Research Article	en_US
dc.description.abstract	This study investigated educators' approaches to curriculum development. A quantitative research approach was used in a survey of a sample of 304 randomly selected participants. To this end. the Curriculum Orientation Profile (COP) was used. The findings indicated that educators differ significantly in their approaches to curriculum as the development of cognitive processes, technology, self-actualisation. social reconstruction, and academic rationalisation. The findings also indicated that teaching phase has a significant influence on educators' approach to curriculum as technology. The findings further indicated that development of cognitive processes:self-actualisation, technology and academic rationalisation are significant predictors of educators'approach to curriculum development. Suggestion for further similar research so that more lightcan be shed on the findings was made. Keywords: educators, teachers, app	en_US
dc.format.extent	4 914 403 bytes, 1 file
dc.format.mimetype	Application/PDF
dc.language.iso	en_US	en_US
dc.publisher	University Of Venda
dc.relation.ispartofseries	;Volume9, Issue 2
dc.subject	educators	en_US
dc.subject	Teachers	en_US
dc.subject	Approaches	en_US
dc.subject	Orientations	en_US
dc.subject	Curriculum development	en_US
dc.subject	Development	en_US
dc.title	EDUCATORS' A P P R O A C H E S TO CURRICULUM DEVELOPMENT	en_US
dc.type	Article	en_US
dc.rights.holder	University of Venda