| 000 | 03859nam a22010697a 4500 | ||
|---|---|---|---|
| 999 |
_c8119 _d8118 |
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| 003 | OSt | ||
| 005 | 20231108170644.0 | ||
| 008 | 170822b xxu||||| |||| 00| 0 eng d | ||
| 020 | _a9789715847438 | ||
| 040 | _cQCPL | ||
| 082 | _a375.001 | ||
| 100 | _aBago, Adelaida L. | ||
| 245 |
_aCurriculum development _b: the Philippine experience |
||
| 250 | _a2nd edition | ||
| 264 | 1 |
_aQuezon City : _bC & E Publishing, _c©2008 |
|
| 300 |
_axvi, 244 pages : _billustrations |
||
| 505 | _aChapter 1: Principles and Theories in Curriculum Development | ||
| 505 | _aThe Need for a Curriculum Framework | ||
| 505 | _aThe Role of Curriculum | ||
| 505 | _aCost-Effectiveness | ||
| 505 | _aPhases of Curriculum Development | ||
| 505 | _aAreas and Concern in Curriculum Development | ||
| 505 | _aCultural Values | ||
| 505 | _aChapter 2: Curriculum Development in the Philippines | ||
| 505 | _aLevels of Decision-Making | ||
| 505 | _aThe EDCOM Study as an External Enabler | ||
| 505 | _aInternal Enabler | ||
| 505 | _aAccess and Equity | ||
| 505 | _aChapter 3: Historical Perspective | ||
| 505 | _aPre-Hispanic Education | ||
| 505 | _aEducation during the Spanish Regime | ||
| 505 | _aEducation during the Philippine Revolution | ||
| 505 | _aEducation during the American Occupation | ||
| 505 | _aEducation under the Philippine Commonwealth | ||
| 505 | _aEducation under the Japanese Regime | ||
| 505 | _aImplication for Philippine Education | ||
| 505 | _aThe Basic Education Curriculum (BEC) | ||
| 505 | _aRevised Basic Education Curriculum (RBEC) | ||
| 505 | _aChapter 4: Curriculum Approaches | ||
| 505 | _aTechnical-scientific Approaches | ||
| 505 | _aLearning Experiences | ||
| 505 | _aNon-technical/Non-Scientific Approach | ||
| 505 | _aEclectic Models | ||
| 505 | _aChapter 5: Curriculum Design | ||
| 505 | _aThe Role of Philosophy in Determining Objectives | ||
| 505 | _aPhilosophies of Education | ||
| 505 | _aPhilosophy of Education in the Philippine Setting | ||
| 505 | _aHermemeutics of Retrieval | ||
| 505 | _aHermemeutics of the Actual | ||
| 505 | _aHermemeutics of the Potential | ||
| 505 | _aPhilippine 2000 | ||
| 505 | _aGoals of Philippine Education | ||
| 505 | _aTaxonomy of Objectives | ||
| 505 | _aThe New Secondary Education Curriculum (NSEC) | ||
| 505 | _aThe Knowledge Component | ||
| 505 | _aVariable Attributes of Concepts | ||
| 505 | _aPrinciples | ||
| 505 | _aTheories | ||
| 505 | _aSkills | ||
| 505 | _aThinking Skills | ||
| 505 | _aAttitudes and Values | ||
| 505 | _aChapter 6: Implementation | ||
| 505 | _aInitiation | ||
| 505 | _aResistance to Change | ||
| 505 | _aImplementation Models | ||
| 505 | _aImplementation of PRODED | ||
| 505 | _aImplementation of SEDP | ||
| 505 | _aImplementation of BEC | ||
| 505 | _aChapter 7: Curriculum Evaluation | ||
| 505 | _aDefinition of Evaluation | ||
| 505 | _aTypes of Evaluation | ||
| 505 | _aEvaluation of Learning vs. Program Evaluation | ||
| 505 | _aFormative Evaluation vs. Summative Evaluation | ||
| 505 | _aThe Tyler Evaluation Model | ||
| 505 | _aThe Provus Discrepancy Evaluation Model | ||
| 505 | _aThe Strake Congruency-Continguency Model | ||
| 505 | _aStufflebeams' CIPP Model | ||
| 505 | _a"Goal-Free Evaluation | ||
| 505 | _aChapter 8: Current Trends and Isssues | ||
| 505 | _aBilingual Education | ||
| 505 | _aEarly Childhood Care and Development | ||
| 505 | _aAccess to Preschool Education | ||
| 505 | _aPrivate Preschool Education | ||
| 505 | _aGlobal Education | ||
| 505 | _aCompeting Values in Global Education | ||
| 505 | _aThe Learning Framework for Global Citizenship | ||
| 505 | _aGlobal Civic Ethic | ||
| 505 | _aEnvironmental Education | ||
| 650 |
_aCurriculum planning _zPhilippines |
||
| 942 |
_2ddc _cBOOK |
||
| 690 | _aFilipiniana | ||