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Tamir, Pinchas – Scottish Educational Review, 1986
Examines Israeli teacher autonomy in a centrally developed high school curriculum. Describes how teachers view this shift of control and the 50 percent assessment-by-teacher system. Concludes teacher autonomy is not necessarily dependent on the system being noncentralist and that guided freedom increases teacher power and potential effectiveness.…
Descriptors: Centralization, Curriculum Design, Foreign Countries, Grading