Titlebook: Curriculum for High Ability Learners; Issues, Trends and P Liang See Tan,Letchmi Devi Ponnusamy,Chwee Geok Qu Book 2017 Springer Nature Sin

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https://doi.org/10.1007/978-3-322-92836-8rn More (TLLM) attempt to strengthen teacher capacity to customise curriculum and instruction to engage the learners. Two major changes took place involving the high-ability learners (HALs). In 2004, the Ministry of Education (MOE) implemented the Integrated Programme (IP) at the secondary level to

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https://doi.org/10.1007/978-3-322-92836-8onses. In: Proceedings of COBSE-International Conference, New Delhi, 2002; Darling-Hammond L, Friedlaender D, Educ Leadersh 65(8):14–21, 2008; Garner R, The Independent. Retrieved from ., 2015; Kalantzis M, Cope B, Comput Compos 23(4):402–411, 2006). School-based efforts have become test-beds to cha

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,„3 5-elementige Mengen haben 15 Elemente”,KEDI). KEDI was founded in 1972 as a government commissioned NGO institution and serves as a leading institution in educational policy research and planning, guiding the national agenda in formulating a unique education system contributing to Korea’s dynamic growth. .) and distributed amongst 16 pro

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Concept-Based Curriculum: An Australian Experience,n for Supervision and Curriculum Development). Teachers who engage in this approach to curriculum planning understand the interconnectedness of curriculum, pedagogy and assessment and identify the importance of the conceptual lens in helping students to make meaning and deepen their thinking around the curriculum content.