Models and practice of curriculum change in developing countries
No Thumbnail Available
Date
May 1992
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
This article reviews research on curriculum development in developing nations (particularly Thailand, Latin America, Israel, Jamaica, and Papua New Guinea), including input-output studies, teacher effectiveness studies, and studies of school and classroom organization. It concludes that effective and innovative practices promote teacher involvement in curriculum change and management