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The COVID-19 pandemic has introduced a new paradigm in education
that has forced school management teams to re-imagine their
curricula delivery functions and obligations during and post
COVID-19. Now there are concerns about the state to which
curriculum delivery in schools is likely to become planned,
implemented, and managed. Investigating the Roles of School
Management Teams in Curriculum Delivery improves the quality of
planning, implementation, and management of curriculum delivery to
advance the quality of teaching and learning in schools.
Particularly, it envisages innovative strategies, best practices,
and addresses problems in the planning, implementation, and
delivery of curricula by school management teams. Covering topics
such as curriculum delivery theory, curriculum delivery in
planning, implementation, and management during and post COVID-19;
curriculum delivery in assessment and alternative assessment; and
reimagining inclusivity in curriculum delivery, this edited book is
essential for departmental heads, deputy principals, education
district officials, department of basic education curriculum
designers, instructional designers, administrators, academicians,
university teachers, researchers, and post-graduate students.
The COVID-19 pandemic has introduced a new paradigm in education
that has forced school management teams to re-imagine their
curricula delivery functions and obligations during and post
COVID-19. Now there are concerns about the state to which
curriculum delivery in schools is likely to become planned,
implemented, and managed. Investigating the Roles of School
Management Teams in Curriculum Delivery improves the quality of
planning, implementation, and management of curriculum delivery to
advance the quality of teaching and learning in schools.
Particularly, it envisages innovative strategies, best practices,
and addresses problems in the planning, implementation, and
delivery of curricula by school management teams. Covering topics
such as curriculum delivery theory, curriculum delivery in
planning, implementation, and management during and post COVID-19;
curriculum delivery in assessment and alternative assessment; and
reimagining inclusivity in curriculum delivery, this edited book is
essential for departmental heads, deputy principals, education
district officials, department of basic education curriculum
designers, instructional designers, administrators, academicians,
university teachers, researchers, and post-graduate students.
Globally, universities are challenged to deliver quality learning
programs and are forced to respond in a meaningful way. These
challenges have led to universities experiencing an increase in
self-directed learning by using technologies in teaching and
learning modes of delivery for open and distributed environments.
Student Support Toward Self-Directed Learning in Open and
Distributed Environments is a comprehensive scholarly book that
combines theory and practice, reflecting on the dimensions of
pedagogical strategies and programs that support student success at
primary, secondary, and higher education institutions. It covers
the current debates pertaining to student support academically,
emotionally, financially, and administratively, along with new
kinds of strategies to support the learner through digital
technologies. Featuring a wide array of topics including
digitalized citizenship, e-learning, and special education, this
book is essential for professionals, researchers, educators,
administrators, teacher educators, academicians, and instructional
designers.
The book discusses the interrelated dynamics of schooling, society
and inclusive education, focussing on the knowledge and skills
Teacher Education students need to make sense of their professional
and social environment and to engage with the realities of
schooling in South Africa and Africa. The book comprises three
parts of 17 chapters. Part one looks at various theories in
education and their applications to teaching and learning in the
context of oriental and indigenous theories in education. Theories
are presented in such a way as to enable students to understand, as
well as to know how to apply theories to their everyday classroom
experience. Part two of this book focusses on the child and
environmental dynamics. At the end of the readings in this part,
students should be able to discuss the theory on which the ecology
of the child is based; explain the various layers of the theory;
explain the interconnectedness of the home, school and society in
the overall ecology of the child; apply the experiences gained from
this unit to your everyday dealings with your pupils; and
understand the implications of this theory to the overall
development and wellbeing of the child. The final part of the book
looks at the concept of Education for All. In this section,
problems and prospects of barriers to formal learning are explored,
as well as focussing on educating children with disabilities. The
last chapter takes a more interactive approach to understanding the
dynamics of Education for All and Inclusive Education.
Globally, universities are challenged to deliver quality learning
programs and are forced to respond in a meaningful way. These
challenges have led to universities experiencing an increase in
self-directed learning by using technologies in teaching and
learning modes of delivery for open and distributed environments.
Student Support Toward Self-Directed Learning in Open and
Distributed Environments is a comprehensive scholarly book that
combines theory and practice, reflecting on the dimensions of
pedagogical strategies and programs that support student success at
primary, secondary, and higher education institutions. It covers
the current debates pertaining to student support academically,
emotionally, financially, and administratively, along with new
kinds of strategies to support the learner through digital
technologies. Featuring a wide array of topics including
digitalized citizenship, e-learning, and special education, this
book is essential for professionals, researchers, educators,
administrators, teacher educators, academicians, and instructional
designers.
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