How a School Can Practice an Authentic Curriculum? Theoretical and Practical Implications

Öz Popular with many advantages, school-based curriculum practice can be applicable to different teaching and learning purposes in different educational settings. However, Turkey is still far from such practices due to centralized educational policies. In order to both share a reflective framework and to present a detailed model, this study aims to practice a school-based curriculum with its theoretical and practical implications. The study was conducted in a middle school in Turkey together with the school members. School-based curriculum activities were planned, designed, practiced and evaluated regarding the school’s authentic needs. The study followed the principles of the action research. The study resulted in fulfilling academic objectives concerning English speaking skills, and turning negative student behaviours into positive tendencies in school environment. School members’ responses reflected an awareness and willingness for such practices. It was also observed that school members questioned their roles and responsibilities after taking part in the study.

___

  • Akpınar, B. (2012). Eğitim programları ve öğretim. Ankara: Data Yayınları
  • Akpınar, B. (2012). Eğitim programları ve öğretim. Ankara: Data Yayınları
  • Alexander, H. A. (2003). Aesthetic inquiry in education: Community, transcendence, and the meaning of pedagogy. The Journal of Aesthetic Education, 37(2), 1-18. doi:10.1353/jae.2003.0010
  • Alexander, H. A. (2003). Aesthetic inquiry in education: Community, transcendence, and the meaning of pedagogy. The Journal of Aesthetic Education, 37(2), 1-18. doi:10.1353/jae.2003.0010
  • Aydın, İ. (2015). Alternatif okullar. Ankara: Pegem Akademi.
  • Aydın, İ. (2015). Alternatif okullar. Ankara: Pegem Akademi.
  • Bahry, S. A. (2012). What constitutes quality in minority education? A multiple embedded case study of stakeholder perspectives on minority linguistic and cultural content in school-based curriculum in Sunan Yughur Autonomous County, Gansu. Frontiers of Education in China, 7(3), 376-416. doi:10.3868/s110-001-012-0021-5
  • Bahry, S. A. (2012). What constitutes quality in minority education? A multiple embedded case study of stakeholder perspectives on minority linguistic and cultural content in school-based curriculum in Sunan Yughur Autonomous County, Gansu. Frontiers of Education in China, 7(3), 376-416. doi:10.3868/s110-001-012-0021-5
  • Bezzina, M. (1991). Teachers’ perceptions of their participation in school-based curriculum development: A case study. Curriculum Perspectives, 11(2), 39-47. Retrieved from http://files.eric.ed.gov/fulltext/ED368693.pdf
  • Bezzina, M. (1991). Teachers’ perceptions of their participation in school-based curriculum development: A case study. Curriculum Perspectives, 11(2), 39-47. Retrieved from http://files.eric.ed.gov/fulltext/ED368693.pdf
  • Bloom, B. S. (2016). İnsan nitelikleri ve okulda öğrenme (Trns. Özçelik, D. A.). Ankara: Pegem Akademi.
  • Bloom, B. S. (2016). İnsan nitelikleri ve okulda öğrenme (Trns. Özçelik, D. A.). Ankara: Pegem Akademi.
  • Bolstad, R. (2004). School-based curriculum development: Principles, processes, and practices. Journal of Curriculum Studies, 31(1), 83-97. Retrieved from http://www.nzcer.org.nz/system/files/1314bib.pdf
  • Bolstad, R. (2004). School-based curriculum development: Principles, processes, and practices. Journal of Curriculum Studies, 31(1), 83-97. Retrieved from http://www.nzcer.org.nz/system/files/1314bib.pdf
  • Celkan, H. (2018). Eğitim sosyolojisi. Elazığ: Asos Yayınları.
  • Celkan, H. (2018). Eğitim sosyolojisi. Elazığ: Asos Yayınları.
  • Chun, L. Y. (1999). School‐based curriculum development: The Hong Kong Experience. Curriculum Journal, 10(3), 419-442. doi:10.1080/0958517990100307
  • Chun, L. Y. (1999). School‐based curriculum development: The Hong Kong Experience. Curriculum Journal, 10(3), 419-442. doi:10.1080/0958517990100307
  • Dewey, J. (2013). The school and society and the child and the curriculum. University of Chicago Press.
  • Dewey, J. (2013). The school and society and the child and the curriculum. University of Chicago Press.
  • Drake, T. L., & Roe, W. H. (1994). School business management: Supporting instructional effectiveness. Boston, MA: Allyn and Bacon.
  • Drake, T. L., & Roe, W. H. (1994). School business management: Supporting instructional effectiveness. Boston, MA: Allyn and Bacon.
  • Eccles, J. S., & Barber, B. L. (1999). Student council, volunteering, basketball, or marching band: What kind of extracurricular involvement matters? Journal of Adolescent Research, 14(1), 10-43. doi:10.1177/0743558499141003
  • Eccles, J. S., & Barber, B. L. (1999). Student council, volunteering, basketball, or marching band: What kind of extracurricular involvement matters? Journal of Adolescent Research, 14(1), 10-43. doi:10.1177/0743558499141003
  • Eggleston, J. (Ed.). (2018). School-based curriculum development in Britain: A collection of case studies. Routledge.
  • Eggleston, J. (Ed.). (2018). School-based curriculum development in Britain: A collection of case studies. Routledge.
  • Eisner, E. W. (2017). The enlightened eye: Qualitative inquiry and the enhancement of educational practice. Teachers College Press.
  • Eisner, E. W. (2017). The enlightened eye: Qualitative inquiry and the enhancement of educational practice. Teachers College Press.
  • Elliott, J. (2005). School-based Curriculum Development and Action· Research in the United Kingdom. In International action research (pp. 29-40). Routledge.
  • Elliott, J. (2005). School-based Curriculum Development and Action· Research in the United Kingdom. In International action research (pp. 29-40). Routledge.
  • Farrell, A. D., & Meyer, A. L. (1997). The effectiveness of a school-based curriculum for reducing violence among urban sixth-grade students. American Journal of Public Health, 87(6), 979-984. doi: 10.2105/AJPH.87.6.979
  • Farrell, A. D., & Meyer, A. L. (1997). The effectiveness of a school-based curriculum for reducing violence among urban sixth-grade students. American Journal of Public Health, 87(6), 979-984. doi: 10.2105/AJPH.87.6.979
  • Fidan, N. (2012). Okulda öğrenme ve öğretme. Ankara: Pegem Akademi.
  • Fidan, N. (2012). Okulda öğrenme ve öğretme. Ankara: Pegem Akademi.
  • Fretwell, E. K. (1931). Extra-curricular activities in secondary schools. Boston: Read Books.
  • Fretwell, E. K. (1931). Extra-curricular activities in secondary schools. Boston: Read Books.
  • İnal, K., & Kaymak, M. (2014). Toplum ve eğitim ilişkisinin bilimi: Eğitim sosyolojisi. In M. Ç. Özdemir (Ed.), Eğitim sosyolojisi (pp. 2-36). Ankara: Pegem Akademi.
  • İnal, K., & Kaymak, M. (2014). Toplum ve eğitim ilişkisinin bilimi: Eğitim sosyolojisi. In M. Ç. Özdemir (Ed.), Eğitim sosyolojisi (pp. 2-36). Ankara: Pegem Akademi.
  • Johnson, A. P. (2005). A short guide to action research. Boston, MA: Pearson/Allyn and Bacon.
  • Johnson, A. P. (2005). A short guide to action research. Boston, MA: Pearson/Allyn and Bacon.
  • Jordan, W. J., & Nettles, S. M. (1999). How students invest their time outside of school: Effects on school-related outcomes. Social Psychology of Education, 3(4), 217-243. Retrieved from https://link.springer.com/content/pdf/10.1023%2FA%3A10096556 11694.pdf
  • Jordan, W. J., & Nettles, S. M. (1999). How students invest their time outside of school: Effects on school-related outcomes. Social Psychology of Education, 3(4), 217-243. Retrieved from https://link.springer.com/content/pdf/10.1023%2FA%3A10096556 11694.pdf
  • Juang, Y. R., Liu, T. C., & Chan, T. W. (2008). Computer-supported teacher development of pedagogical content knowledge through developing school-based curriculum. Journal of Educational Technology & Society, 11(2), 149-170. Retrieved from https://www.jstor.org/stable/pdf/jeductec hsoci.11.2.149.pdf?seq=1/subjects
  • Juang, Y. R., Liu, T. C., & Chan, T. W. (2008). Computer-supported teacher development of pedagogical content knowledge through developing school-based curriculum. Journal of Educational Technology & Society, 11(2), 149-170. Retrieved from https://www.jstor.org/stable/pdf/jeductec hsoci.11.2.149.pdf?seq=1/subjects
  • Kahramanoğlu, R. (2017). Okul temelli program geliştirme. Disiplinlerarası Eğitim Araştırmaları Dergisi, 1(1), 29-36. Retrieved from https://dergipark.org.tr/en/pub/ jier/issue/31085/337174
  • Kahramanoğlu, R. (2017). Okul temelli program geliştirme. Disiplinlerarası Eğitim Araştırmaları Dergisi, 1(1), 29-36. Retrieved from https://dergipark.org.tr/en/pub/ jier/issue/31085/337174
  • Knight, P. (1985). The practice of school‐based curriculum development. Journal of Curriculum Studies, 17(1), 37-48. doi:10.1080/0022027850170104
  • Knight, P. (1985). The practice of school‐based curriculum development. Journal of Curriculum Studies, 17(1), 37-48. doi:10.1080/0022027850170104
  • Li, H. (2006). School-based curriculum development: An interview study of Chinese kindergartens. Early Childhood Education Journal, 33(4), 223-229.
  • Li, H. (2006). School-based curriculum development: An interview study of Chinese kindergartens. Early Childhood Education Journal, 33(4), 223-229.
  • Lo, Y. C. (1999). School‐ based curriculum development: The Hong Kong experience. Curriculum Journal, 10(3), 419-442. doi:10.1080/0958517990100307
  • Lo, Y. C. (1999). School‐ based curriculum development: The Hong Kong experience. Curriculum Journal, 10(3), 419-442. doi:10.1080/0958517990100307
  • Marsh, C., Day, C., Hannay, L., & McCutcheon. G. (1990). Reconceptualizing school-based curriculum development. New York, NY: Falmer.
  • Marsh, C., Day, C., Hannay, L., & McCutcheon. G. (1990). Reconceptualizing school-based curriculum development. New York, NY: Falmer.
  • Ministry of Turkish National Education. (2018). 2023 education vision report. Ankara: MEB Yayınları.
  • Ministry of Turkish National Education. (2018). 2023 education vision report. Ankara: MEB Yayınları.
  • Oberg, D. (2007). Developing The Respect and Support of School Administrators. In E. Rosenfeld & D. V. Loertscher (Eds.), Toward a 21st-century school library media program (pp. 337-345), Maryland, MD: Scarecrow Press.
  • Oberg, D. (2007). Developing The Respect and Support of School Administrators. In E. Rosenfeld & D. V. Loertscher (Eds.), Toward a 21st-century school library media program (pp. 337-345), Maryland, MD: Scarecrow Press.
  • Ornstein, A. C. (2016). Öğretimde hassas meseleler. In A. C. Ornstein, E. F. Pajak & S. B. Ornstein (Eds.), Eğitim programlarında güncel sorunlar (Trns. Bümen, N. T., Uslu, Ö. & Özkan, E. Ç), (pp. 68-87). Ankara: Pegem Akademi.
  • Ornstein, A. C. (2016). Öğretimde hassas meseleler. In A. C. Ornstein, E. F. Pajak & S. B. Ornstein (Eds.), Eğitim programlarında güncel sorunlar (Trns. Bümen, N. T., Uslu, Ö. & Özkan, E. Ç), (pp. 68-87). Ankara: Pegem Akademi.
  • Palmer, P. J. (2017). The courage to teach: Exploring the inner landscape of a teacher's life. John Wiley & Sons.
  • Palmer, P. J. (2017). The courage to teach: Exploring the inner landscape of a teacher's life. John Wiley & Sons.
  • Parlar, H. (2014). Tüm yönleriyle okul geliştirme: Kuram yaklaşım ve uygulama. Ankara: Nobel Yayınları.
  • Parlar, H. (2014). Tüm yönleriyle okul geliştirme: Kuram yaklaşım ve uygulama. Ankara: Nobel Yayınları.
  • Pinar, W. F., Reynolds, W. M., Slattery, P., & Taubman, P. M. (1995). Understanding curriculum: An introduction to the study of historical and contemporary curriculum discourses (Vol. 17). New York, NY: Peter Lang.
  • Pinar, W. F., Reynolds, W. M., Slattery, P., & Taubman, P. M. (1995). Understanding curriculum: An introduction to the study of historical and contemporary curriculum discourses (Vol. 17). New York, NY: Peter Lang.
  • Priestley, M., Minty, S., & Eager, M. (2014). School-based curriculum development in Scotland: Curriculum policy and enactment. Pedagogy, Culture & Society, 22(2), 189-211. doi:10.1080/14681366.2013.812137
  • Priestley, M., Minty, S., & Eager, M. (2014). School-based curriculum development in Scotland: Curriculum policy and enactment. Pedagogy, Culture & Society, 22(2), 189-211. doi:10.1080/14681366.2013.812137
  • Rogers, C. R., & Freiberg, H. J. (1994). Freedom to learn. New Jersey, NJ: Prentice Hall.
  • Rogers, C. R., & Freiberg, H. J. (1994). Freedom to learn. New Jersey, NJ: Prentice Hall.
  • Rombokas, M. (1995, Ekim). High school extracurricular activities & college grades. Presented at Southeastern Conference of Counseing Center Personnel, Jekyll Island.
  • Rombokas, M. (1995, Ekim). High school extracurricular activities & college grades. Presented at Southeastern Conference of Counseing Center Personnel, Jekyll Island.
  • Schmuck, R. A. (2006). Practical action research for change. London: Sage Publications.
  • Schmuck, R. A. (2006). Practical action research for change. London: Sage Publications.
  • Schunk, D. H. (2014). Öğrenme teorileri eğitimsel bir bakış (Trns. Şahin, M.). Ankara: Nobel Yayınları.
  • Schunk, D. H. (2014). Öğrenme teorileri eğitimsel bir bakış (Trns. Şahin, M.). Ankara: Nobel Yayınları.
  • Schweisfurth, M. (2006). Education for global citizenship: Teacher agency and curricular structure in Ontario schools. Educational Review, 58(1), 41-50. doi:10.1080/00131910500352648
  • Schweisfurth, M. (2006). Education for global citizenship: Teacher agency and curricular structure in Ontario schools. Educational Review, 58(1), 41-50. doi:10.1080/00131910500352648
  • Skilbeck, M. (2005). School-based curriculum development. In The roots of educational change (pp. 109-132). Springer, Dordrecht.
  • Skilbeck, M. (2005). School-based curriculum development. In The roots of educational change (pp. 109-132). Springer, Dordrecht.
  • Straub, D. A. (1994). Music as an academic discipline: Breaking new ground. NASSP Bulletin, 78(561), 30-33. Retrieved from http://maint.journals.sagepub.com/
  • Straub, D. A. (1994). Music as an academic discipline: Breaking new ground. NASSP Bulletin, 78(561), 30-33. Retrieved from http://maint.journals.sagepub.com/
  • Tan, C. (2016). Teacher agency and school-based curriculum in China’s non-elite schools. Journal of Educational Change, 17(3), 287-302. doi:10.1007/s10833-016-9274-8
  • Tan, C. (2016). Teacher agency and school-based curriculum in China’s non-elite schools. Journal of Educational Change, 17(3), 287-302. doi:10.1007/s10833-016-9274-8
  • Treagust, D. F., & Rennie, L. J. (1993). Implementing technology in the school curriculum: A case study involving six secondary schools. Journal of Technology Education, 5(1), 38-53. Retrieved from https://eric.ed.gov/?id=EJ475345
  • Treagust, D. F., & Rennie, L. J. (1993). Implementing technology in the school curriculum: A case study involving six secondary schools. Journal of Technology Education, 5(1), 38-53. Retrieved from https://eric.ed.gov/?id=EJ475345
  • Ünsal, H. (2011). Okul temelli eğitim programı geliştirme ve uygulamalar. Presented at I. International Curriculum and Instruction Congress, Eskişehir.
  • Ünsal, H. (2011). Okul temelli eğitim programı geliştirme ve uygulamalar. Presented at I. International Curriculum and Instruction Congress, Eskişehir.
  • Varış, F. (1994). Eğitimde program geliştirme teori ve teknikler. Ankara: Alkım Kitapçılık.
  • Varış, F. (1994). Eğitimde program geliştirme teori ve teknikler. Ankara: Alkım Kitapçılık.
  • Wu, Z. X. (2001). The new trend of in‐service teacher education: School‐based teacher professional development. In‐Service Education Bulletin, 18(1), 29-44.
  • Wu, Z. X. (2001). The new trend of in‐service teacher education: School‐based teacher professional development. In‐Service Education Bulletin, 18(1), 29-44.
  • Yüksel, S. (1998). Okula dayalı program geliştirme. Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 4(4), 513-525. Retrieved from http://www.kuey.net /index.php/kuey/article/ view/660
  • Yüksel, S. (1998). Okula dayalı program geliştirme. Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 4(4), 513-525. Retrieved from http://www.kuey.net /index.php/kuey/article/ view/660
Batı Anadolu Eğitim Bilimleri Dergisi-Cover
  • Yayın Aralığı: Yılda 2 Sayı
  • Başlangıç: 2010
  • Yayıncı: Dokuz Eylül Üniversitesi
Sayıdaki Diğer Makaleler

İlkokul 4. Sınıf Öğrencilerinin Çevre ve Alan Konularında Yaptıkları Hataların Analizi

Ramazan DİVRİK, Pusat PİLTEN

Öğretmen Adaylarında Güvengenliğin Yordayıcıları Olarak Temel Psikolojik İhtiyaçların Doyumu ve Bilinçli Farkındalık

Saadet ZÜMBÜL, Yağmur SOYLU

Program Araştırmalarının Konuları ve Gerekçelerinin Analizi

Reha ATAŞ, Okan BAYSAL, Nil AYKOL, Gülsen ÜNVER

Danışanların Psikolojik Danışma Sürecinde Algıladıkları Yaşantı ve Davranış Değişimi Düzeylerinin Bazı Değişkenlere Göre Yordanması

Aslıhan GÜMÜŞKAŞIK, Serkan DENİZLİ

Uluslararası Öğrencilerin Matematik Okuryazarlığı Hakkındaki Görüşlerinin İncelenmesi

Burçin GÖKKURT, Nihal DÜZALAN

Türkçe Öğretmeni Adaylarının Özdüzenlemeli Strateji Geliştirme Modeliyle Yapılandırılan Planlama ve Yazma Stratejileri Öğretimine İlişkin Görüşleri

Eylem Ezgi AHISKALI, Nevin AKKAYA

Yabancı Dil Öğretiminde İletişimsel ve Eylem Odaklı Yaklaşımın İlkelerine Karşılaştırmalı Bir Bakış: “Reflets” ve “Tendances” Örneği

Özge SÖNMEZ

Matematik Öğretmen Adaylarının Etkinlik Tasarımında Günlük Yaşamla İlişkilendirmeyi Yansıtma Becerileri

Selin ÇENBERCİ, Kemal ÖZGEN

Sanat ve Öğretmen: Öğretmen Adaylarının Sanat ile Bir-Aradalığı

Peyruze Rana ÇETİNKAYA, Sermin BİLEN

How a School Can Practice an Authentic Curriculum? Theoretical and Practical Implications

Bilge ASLAN ALTAN, Hasan ŞEKER