The evaluation process used was very effective in responding to the needs of the stake-holding audiences within the school district.These audiences were actively involved in making the decisions as to what should be evaluated and how the evaluation would be conducted.These arguments have increased due to the rapid changes in local, national, and international dynamics.Tags: Kindle Problem Solving100 Word Essay LongLaw Essay Writing UkBrightest And Best EssayCreative Writing Topics For College StudentsGood Transition Words For An EssayArt Changing Thesis WarChecklist For Writing An EssayWomen Entrepreneurs In Research PaperReal Essays 4th Edition
Two very positive results of this involvement were greater receptivity to the need for evaluation and greater understanding of the field of social studies as a result of indepth discussions sparked by the study.
Having staff members critically think about the field in which they are working and make judgements about what they are doing requires introspection that can lead to increased understanding.
However, not many lecturers demonstrated enough interaction and recognition of their students' level of understanding.
The lecturers’ approaches to teaching seemed to be content-centred rather than learnercentred.
As staff members participated in the selection and then assessment of various criteria for study, they were sharing and responding to each other's needs and concerns.
This cooperation can carry over into the everyday educational process.
Therefore, by rewording them, every higher education institution can use the guidelines.
However, the analyses associated with the formal/written curriculum suggest that the number of subjects and credits in the curriculum should be reduced because the curriculum was overloaded and the syllabi were overcrowded.
This case study involved (1) collecting and analysing information from government and institution documents, (2) developing and administrating surveys to assess the pre-service teachers’ and graduates’ as well as their lecturers’ perceptions of the physics education curriculum, (3) observations of teaching and learning in three different subjects, (4) oneon- one interviews with three physics lecturers, and (5) five focus group interviews with the pre-service teachers and graduates.
Within this case study, the research design that was developed to answer the four research questions was a mixed method convergent parallel design for collecting and analysing quantitative and qualitative data.