Sentence examples for curriculum development process from inspiring English sources

The collaborative curriculum development process produced what is currently being referred to as the Australian curriculum.

Herein lies the crux of involving practicing teachers in the curriculum development process.

Thus, there needs to be a balanced approach when involving and supporting teachers in the curriculum development process.

The categories were: "Existing Programme", "The need to change", "The curriculum development process", "The stakeholders", "Personnel", and "Ethnic minorities".

Remillard's (1999) conceptualization of a "three arena model" can therefore be used to explore teacher actions and behaviors during the curriculum development process.

In sum, if teacher intuition alone informs the curriculum development process, it will limit how teachers engage with the teacher-curriculum participatory relationship (Remillard, 2005).

Participant information sheets will clearly outline the aim, benefits and involvement in the study, including adding value to future curriculum development processes at the University of Queensland.

This paper presents the curriculum-development process, implementation, and relevant evaluation outcomes of the Introduction to Violence Prevention in Children and Youth (INTD 4065) course designed by the Center for Hispanic Youth Violence Prevention (CHYVP) of the University of Puerto Rico.

Working directly with teachers as respected and valued partners throughout the iterative curriculum-development process, including during lesson design, field-testing, and revision, is a crucial component for program success.

Respecting teachers as peers and active participants in the iterative curriculum-development process is likely to increase their sense of ownership of the curricular materials, as well as improve the likelihood of successfully meeting program goals.

NWABR's curriculum-development process is informed by the principles of Understanding by Design by Wiggins and McTighe (1998), and "constructivist" perspectives that recognize that learners build their understanding based on prior experience and construct conceptual scaffolds upon which to integrate new learning.