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

Abstract

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.

Keywords

• School-based curriculum practice
• Extracurricular activities
• School improvement
• Turkish education system
• Elementary education

References

1. Akpınar, B. (2012). Eğitim programları ve öğretim. Ankara: Data Yayınları
2. Akpınar, B. (2012). Eğitim programları ve öğretim. Ankara: Data Yayınları
3. 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
4. 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
5. Aydın, İ. (2015). Alternatif okullar. Ankara: Pegem Akademi.
6. Aydın, İ. (2015). Alternatif okullar. Ankara: Pegem Akademi.
7. 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
8. 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

9. 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
10. 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
11. Bloom, B. S. (2016). İnsan nitelikleri ve okulda öğrenme (Trns. Özçelik, D. A.). Ankara: Pegem Akademi.
12. Bloom, B. S. (2016). İnsan nitelikleri ve okulda öğrenme (Trns. Özçelik, D. A.). Ankara: Pegem Akademi.
13. 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
14. 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
15. Celkan, H. (2018). Eğitim sosyolojisi. Elazığ: Asos Yayınları.
16. Celkan, H. (2018). Eğitim sosyolojisi. Elazığ: Asos Yayınları.
17. Chun, L. Y. (1999). School‐based curriculum development: The Hong Kong Experience. Curriculum Journal, 10(3), 419-442. doi:10.1080/0958517990100307
18. Chun, L. Y. (1999). School‐based curriculum development: The Hong Kong Experience. Curriculum Journal, 10(3), 419-442. doi:10.1080/0958517990100307
19. Dewey, J. (2013). The school and society and the child and the curriculum. University of Chicago Press.
20. Dewey, J. (2013). The school and society and the child and the curriculum. University of Chicago Press.
21. Drake, T. L., & Roe, W. H. (1994). School business management: Supporting instructional effectiveness. Boston, MA: Allyn and Bacon.
22. Drake, T. L., & Roe, W. H. (1994). School business management: Supporting instructional effectiveness. Boston, MA: Allyn and Bacon.
23. 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
24. 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
25. Eggleston, J. (Ed.). (2018). School-based curriculum development in Britain: A collection of case studies. Routledge.
26. Eggleston, J. (Ed.). (2018). School-based curriculum development in Britain: A collection of case studies. Routledge.
27. Eisner, E. W. (2017). The enlightened eye: Qualitative inquiry and the enhancement of educational practice. Teachers College Press.
28. Eisner, E. W. (2017). The enlightened eye: Qualitative inquiry and the enhancement of educational practice. Teachers College Press.
29. Elliott, J. (2005). School-based Curriculum Development and Action· Research in the United Kingdom. In International action research (pp. 29-40). Routledge.
30. Elliott, J. (2005). School-based Curriculum Development and Action· Research in the United Kingdom. In International action research (pp. 29-40). Routledge.
31. 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
32. 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
33. Fidan, N. (2012). Okulda öğrenme ve öğretme. Ankara: Pegem Akademi.
34. Fidan, N. (2012). Okulda öğrenme ve öğretme. Ankara: Pegem Akademi.
35. Fretwell, E. K. (1931). Extra-curricular activities in secondary schools. Boston: Read Books.
36. Fretwell, E. K. (1931). Extra-curricular activities in secondary schools. Boston: Read Books.
37. 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.
38. 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.
39. Johnson, A. P. (2005). A short guide to action research. Boston, MA: Pearson/Allyn and Bacon.
40. Johnson, A. P. (2005). A short guide to action research. Boston, MA: Pearson/Allyn and Bacon.
41. 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
42. 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
43. 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
44. 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
45. 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
46. 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
47. Knight, P. (1985). The practice of school‐based curriculum development. Journal of Curriculum Studies, 17(1), 37-48. doi:10.1080/0022027850170104
48. Knight, P. (1985). The practice of school‐based curriculum development. Journal of Curriculum Studies, 17(1), 37-48. doi:10.1080/0022027850170104
49. Li, H. (2006). School-based curriculum development: An interview study of Chinese kindergartens. Early Childhood Education Journal, 33(4), 223-229.
50. Li, H. (2006). School-based curriculum development: An interview study of Chinese kindergartens. Early Childhood Education Journal, 33(4), 223-229.
51. Lo, Y. C. (1999). School‐ based curriculum development: The Hong Kong experience. Curriculum Journal, 10(3), 419-442. doi:10.1080/0958517990100307
52. Lo, Y. C. (1999). School‐ based curriculum development: The Hong Kong experience. Curriculum Journal, 10(3), 419-442. doi:10.1080/0958517990100307
53. Marsh, C., Day, C., Hannay, L., & McCutcheon. G. (1990). Reconceptualizing school-based curriculum development. New York, NY: Falmer.
54. Marsh, C., Day, C., Hannay, L., & McCutcheon. G. (1990). Reconceptualizing school-based curriculum development. New York, NY: Falmer.
55. Ministry of Turkish National Education. (2018). 2023 education vision report. Ankara: MEB Yayınları.
56. Ministry of Turkish National Education. (2018). 2023 education vision report. Ankara: MEB Yayınları.
57. 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.
58. 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.
59. 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.
60. 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.
61. Palmer, P. J. (2017). The courage to teach: Exploring the inner landscape of a teacher's life. John Wiley & Sons.
62. Palmer, P. J. (2017). The courage to teach: Exploring the inner landscape of a teacher's life. John Wiley & Sons.
63. Parlar, H. (2014). Tüm yönleriyle okul geliştirme: Kuram yaklaşım ve uygulama. Ankara: Nobel Yayınları.
64. Parlar, H. (2014). Tüm yönleriyle okul geliştirme: Kuram yaklaşım ve uygulama. Ankara: Nobel Yayınları.
65. 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.
66. 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.
67. 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
68. 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
69. Rogers, C. R., & Freiberg, H. J. (1994). Freedom to learn. New Jersey, NJ: Prentice Hall.
70. Rogers, C. R., & Freiberg, H. J. (1994). Freedom to learn. New Jersey, NJ: Prentice Hall.
71. Rombokas, M. (1995, Ekim). High school extracurricular activities & college grades. Presented at Southeastern Conference of Counseing Center Personnel, Jekyll Island.
72. Rombokas, M. (1995, Ekim). High school extracurricular activities & college grades. Presented at Southeastern Conference of Counseing Center Personnel, Jekyll Island.
73. Schmuck, R. A. (2006). Practical action research for change. London: Sage Publications.
74. Schmuck, R. A. (2006). Practical action research for change. London: Sage Publications.
75. Schunk, D. H. (2014). Öğrenme teorileri eğitimsel bir bakış (Trns. Şahin, M.). Ankara: Nobel Yayınları.
76. Schunk, D. H. (2014). Öğrenme teorileri eğitimsel bir bakış (Trns. Şahin, M.). Ankara: Nobel Yayınları.
77. 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
78. 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
79. Skilbeck, M. (2005). School-based curriculum development. In The roots of educational change (pp. 109-132). Springer, Dordrecht.
80. Skilbeck, M. (2005). School-based curriculum development. In The roots of educational change (pp. 109-132). Springer, Dordrecht.
81. 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/
82. 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/
83. 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
84. 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
85. 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
86. 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
87. Ünsal, H. (2011). Okul temelli eğitim programı geliştirme ve uygulamalar. Presented at I. International Curriculum and Instruction Congress, Eskişehir.
88. Ünsal, H. (2011). Okul temelli eğitim programı geliştirme ve uygulamalar. Presented at I. International Curriculum and Instruction Congress, Eskişehir.
89. Varış, F. (1994). Eğitimde program geliştirme teori ve teknikler. Ankara: Alkım Kitapçılık.
90. Varış, F. (1994). Eğitimde program geliştirme teori ve teknikler. Ankara: Alkım Kitapçılık.
91. 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.
92. 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.
93. 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
94. 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