Course Information


Course Information
Course Title Code Semester L+U Hour Credits ECTS
-- 600302802231 0 + 0 3.0 10.0

Prerequisites None

Language of Instruction Turkish
Course Level Graduate Degree
Course Type Elective
Mode of delivery
Course Coordinator
Instructors Berna ASLAN
Assistants
Goals In this course students will analyze the implemented curriculum in different levels and/or classess. They will examine the reflection of written curricula to implemented ones.
Course Content In this course research areas in curriculum studies, main concepts and discussions, theory into practice and implementation of curriculum will be examined.
Learning Outcomes 1) Identify a problem in the field of curriculum and instruction.
2) Discuss the importance of action reserch in curriculum and instruction.
3) Conduct a curricular inquiry.
4) Analyse the implementation process of a curriculum.
5) Conduct an action research.

Weekly Topics (Content)
Week Topics Teaching and Learning Methods and Techniques Study Materials
1. Week Introduction to the course: aims and expectations of the course Lecture; Question Answer

 Presentation (Including Preparation Time)
2. Week Main concepts in curriculum (Allignment, written, intended, enacted curriculum etc.) Lecture; Question Answer

 Presentation (Including Preparation Time)
3. Week Curricular approaches in Turkey and in the world - Theory into practice Lecture; Question Answer

 Presentation (Including Preparation Time)
4. Week Foundations of curriculum -- Theory into practice Lecture; Question Answer

 Presentation (Including Preparation Time)
5. Week Curriculum inquiry (Enacted Curriculum or Curriculum Enactment) - Theory into practice Lecture; Question Answer

 Presentation (Including Preparation Time)
6. Week Methods in curriculum inquiry Lecture; Question Answer

 Presentation (Including Preparation Time)
7. Week Eğitim Programı Araştırmalarında Yöntem Lecture; Question Answer

 Presentation (Including Preparation Time)
8. Week Design of an Inquiry - Defining the research context Lecture; Question Answer

 Presentation (Including Preparation Time)
9. Week Design of an Inquiry - Deciding data collection tools and process. Lecture; Question Answer

 Presentation (Including Preparation Time)
10. Week Curriculum inquiry Lecture; Question Answer

 Presentation (Including Preparation Time)
11. Week Curriculum inquiry Lecture; Question Answer

 Presentation (Including Preparation Time)
12. Week Curriculum inquiry Lecture; Question Answer

 Presentation (Including Preparation Time)
13. Week Sharing the results Lecture; Question Answer

 Presentation (Including Preparation Time)
14. Week Sharing the results Lecture; Question Answer

 Presentation (Including Preparation Time)

Sources Used in This Course
Recommended Sources
Baumann , J., & Duffy , A. (2001). Teacher -researcher methodology : Themes , variations, and possibilitie . Reading Teacher 54 (6), 608 -616 .
Brookfield, S. (1995). What it mean to be a critically reflective teacher . Becom.ing a critically reflective teacher (pp. 1 - 27). San Francisco : Jo sey-Ba s.
Connelly, F. M., He, M. F., & Phillion, J. (2007). The SAGE handbook of curriculum and instruction. Sage Publications.
Dewey, J. (1938). Criteria of experience. Experience and education (pp. 33-50). New York: Collier Book .
Dewey, J. (1938). The meaning of purpose. Experience and education (pp. 67 -72). New York: Collier Book.
Dewey, J. (1944). Experience in thinking . Democracy in education (pp. 139- 151). New York: The Free Press.
Fendler, Lynn (2003). Teacher reflection in a hall of mirrors: Historical influence and Political reverberation . Educational Researcher , 32 (3), 16-25 .
Goldston, M., & Shroyer, M. (2000). Teachers as re earchers: Promoting effective cience and mathematic teaching. Teaching and Change 7 (4), 327-346.
Grumet, M. R. (2009). Curriculum inquiry, theory, and politics. Curriculum Inquiry, 39(1), 221-234.
Hole, S. & McEntee , G. ( 1999). Reflectioni at the heart of practice . Educational Leadership, 56 (8), 34-37 .
Mills , G. (2007). Action research: A guide for the teacher researcher. (3rd ed.). Upper Saddle River, NJ: Prentice-Hall.
Null, W. (2016). Curriculum: From theory to practice. Rowman & Littlefield.
Posner, G. J., & Strike, K. A. (1974). An Analysis of Curriculum Structure.
Power, BM . (1997). Passing note. Learning 8, 70-72.
Schon, D. (1983 ). Professional knowledge and reflection-in-action. The reflective practitioner (pp . 49-69) . ew York : Ba ic Books.
Schubert, W. H. (1985). The Foundational Character of Curriculum Inquiry. Educational Considerations, 12(1), 4-7.
Varış, F. (1968). Eğitimde Program Araştırmaları. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, Cilt 2, Sayı 1, s. 23-32.

Relations with Education Attainment Program Course Competencies
Program RequirementsContribution LevelDK1DK2DK3DK4DK5
PY1500000
PY2400000
PY7500000
PY9500000

*DK = Course's Contrubution.
0 1 2 3 4 5
Level of contribution None Very Low Low Fair High Very High
.

ECTS credits and course workload
Event Quantity Duration (Hour) Total Workload (Hour)
Course Duration (Total weeks*Hours per week) 14 3
Work Hour outside Classroom (Preparation, strengthening) 14 8
Homework 1 40
Presentation (Including Preparation Time) 1 43
Report (Including Preparation and presentation Time) 1 50
Total Workload
Total Workload / 30 (s)
ECTS Credit of the Course
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Course Information
  • Course Information
  • Weekly Topics (Content)
  • Sources Used in This Course
  • Relations with Education Attainment Program Course Competencies
  • ECTS credits and course workload