Education and Social Dynamics offers a new approach to analyzing curriculum change by investigating the entanglement of education and society in markedly heterogeneous Turkey, which has recently witnessed nation-wide curriculum reforms.
Education and Social Dynamics offers a new approach to analyzing curriculum change by investigating the entanglement of education and society in markedly heterogeneous Turkey, which has recently witnessed nation-wide curriculum reforms.
Arnd-Michael Nohl is Professor of Education at Helmut-Schmidt-Universität, Germany. R. Nazl¿ Somel is a PhD student at Helmut-Schmidt-Universität, Germany.
Inhaltsangabe
Preface 1. Introduction 2. Education and Social Change in Turkish History 2.1 What is Social and Educational Change? 2.2 The Formation of the Educational Sector in the Ottoman Empire 2.3 The Expansion and Differentiation of Laicist Education in Modern Turkey 2.4 Society and Education from 1980 to 2003 2.5 Change and Primary Education 3. The Curriculum Making 3.1 Studying Curriculum Change: Theoretical and Methodological Considerations 3.2 Organizing a New Curriculum 3.3 The New Curriculum's Approach 3.4 Preliminary Conclusions 4. Divergent Curricular Practices of Organizational Milieus: Teachers' Professional Generations 4.1 Analyzing Curricular Practices 4.2 The generation of experienced teachers 4.3 Novices and the curriculum 4.4 The intermediary position between generations 4.5 Distribution of Teachers and Schools' Prestige 5. Instruction and inequality between schools 5.1 Social milieu, school organization, and resources: theoretical considerations 5.2 Prestigious schools with middle-class milieus 5.3 A maximal contrast: Instruction in a poor district of Istanbul 5.4 Rural schools with poor milieus 5.5 Reciprocally Amplifying Resources in Instruction Practices 6. The new curriculum in competition with other institutionalized expectations 6.1 Institutionalizing the new curriculum 6.2 The informal institutionalization of standardized tests 6.3 The competitive combination of loosely and tightly coupled institutions 7. Conclusion: Change, education, and society Appendix Overview of the Turkish school system Overview of expert interviews Rules of Transcription
Preface 1. Introduction 2. Education and Social Change in Turkish History 2.1 What is Social and Educational Change? 2.2 The Formation of the Educational Sector in the Ottoman Empire 2.3 The Expansion and Differentiation of Laicist Education in Modern Turkey 2.4 Society and Education from 1980 to 2003 2.5 Change and Primary Education 3. The Curriculum Making 3.1 Studying Curriculum Change: Theoretical and Methodological Considerations 3.2 Organizing a New Curriculum 3.3 The New Curriculum's Approach 3.4 Preliminary Conclusions 4. Divergent Curricular Practices of Organizational Milieus: Teachers' Professional Generations 4.1 Analyzing Curricular Practices 4.2 The generation of experienced teachers 4.3 Novices and the curriculum 4.4 The intermediary position between generations 4.5 Distribution of Teachers and Schools' Prestige 5. Instruction and inequality between schools 5.1 Social milieu, school organization, and resources: theoretical considerations 5.2 Prestigious schools with middle-class milieus 5.3 A maximal contrast: Instruction in a poor district of Istanbul 5.4 Rural schools with poor milieus 5.5 Reciprocally Amplifying Resources in Instruction Practices 6. The new curriculum in competition with other institutionalized expectations 6.1 Institutionalizing the new curriculum 6.2 The informal institutionalization of standardized tests 6.3 The competitive combination of loosely and tightly coupled institutions 7. Conclusion: Change, education, and society Appendix Overview of the Turkish school system Overview of expert interviews Rules of Transcription
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