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This study examines the curriculum decisions of Turkey's National Education Councils over four distinct periods of Turkish Republic: single-party (1923-1950), multi-party (1950-1980), authoritarian (1980-2000), and technological advancement (2000-2023). This qualitative explanatory case study examines 409 council decisions through philosophical analysis based on idealist, realist, pragmatist, naturalist, polytechnic, existentialist, and constructivist philosophies, and the following results were obtained: The curriculum was designed to instil national consciousness in individuals during the single-party period, followed by loyalty to Atatürk's Principles and Reforms in the multi-party and authoritarian periods and enlarging into universal values during the technological advancement period. The council's initial decisions on teaching status were focused on idealist, realist, and pragmatist philosophies, while realism took the lead in the assessment dimension. Primary education was geared towards idealist and realist approaches, utilizing societal and scientific resources. In the case of secondary education, vocational and technical education were the primary focus, with pragmatist and polytechnic philosophies being aligned with the needs of productive individuals and development. Within the framework of field curriculums, regulations have been proposed to support individuals' vocational training and their development in artistic, athletic, moral, and values-based aspects, varying by the periods. In the technological leap era, philosophical understandings in decision texts became more intricate. Contrary to previous periods that prioritized society over the individual, philosophies such as naturalist, constructivist, and existentialist, which can be characterized as reactive and prioritize the individual over society, have gained relatively more prominence compared to earlier times. [ABSTRACT FROM AUTHOR]

In this study, the curricula of Social Sciences courses (history, geography, citizenship, economics ) at the upper secondary level, the objectives, contents, instruction and assessment methods and techniques of the courses in Turkey, Germany, France, England and the USA are compared. Based on the data and using mainly the horizontal approach, a curriculum model is suggested for the social science education at the upper secondary level in Turkey. The websites of the ministries of education and related networks were investigated and curricula of social sciences courses, related laws as well as articles accessed were made use of through documentary and literary survey method in completing the study. The findings of the study show that social science teaching at the upper secondary level in Turkey is based on a disciplinary approach and puts emphasis on national elements. It is essential to implement an inter-discipliner approach in social science teaching at the upper secondary level in Turkey or employ some thematic strands which consist of both national and universal themes and values to construct new curricula of social sciences courses. [ABSTRACT FROM AUTHOR]

The purpose of the present study was to analyze the secondary school 9th grade English curriculum with Stake's Responsive Evaluation Model according to teachers. The reasons for choosing this model were that it gives importance to the needs of the stakeholders and that it regards the individual characteristics of the curriculum as more important than the overall curriculum. The study was conducted using semistructured interviews with 14 English teachers at 3 public and 2 private schools in Afyonkarahisar province of Turkey. The study was designed with the holistic multiple case study, one of qualitative research design methods, and the data were analyzed through descriptive analysis. According to the findings, implementation of the curriculum differed according to the socio-economic backgrounds of the public and private schools. While teachers working in state schools found the objectives to be above the level of the students, teachers working in private schools considered the objectives to be inadequate for the students. Teachers participating in the study reported that the course book did not correspond with the curriculum content, that the course books were inadequate, that evaluation activities provided in the curriculum like video blogs and e-portfolios could not be carried out in classrooms because they were too crowded, and that certain problems were experienced in applying the communicative language approach given in the curriculum. Teachers' needs related to the curriculum were that it should include more detailed explanations of curriculum components, that schools should be supported with technical equipment, that feedback should be obtained from teachers regarding implementation of the curriculum, that class sizes could be reduced and that teachers should be given detailed in-service training related to implementation of the curriculum. [ABSTRACT FROM AUTHOR]

The aim of this study is to reveal the contributions of the doctoral education in Curriculum and Instruction (CI) field to teachers' professional development. In the scope of this aim, basic qualitative research design was employed. The participants of the study included 11 teachers who actively attend Anadolu University Institute of Educational Sciences Curriculum and Instruction doctoral program. The data of the study were collected through semi-structured interviews which lasted 17-30 minutes and analyzed with content analysis method. As a result of the study, the most important reason why the teachers chose CI doctoral program was found out to be the need of professional development. The contributions of the CI doctoral program to the professional development of teachers were gathered around the themes "contributions regarding curriculum and instruction", "contributions regarding testing and evaluation processes", "contributions regarding carrying out the learning process" and "contributions as an individual". Regarding CI doctoral program, teachers put forward various recommendations such as focusing more on practical studies, improving testing-evaluation skills and dealing with research processes more. Based on these findings, it is concluded that CI doctoral program has a very crucial role in serving for teachers' professional development. [ABSTRACT FROM AUTHOR]

Grounded in qualitative research, this study aims to comparatively evaluate curricular issues in the first and last fifteen years of the Turkish Republic, the periods being 1923-1938 and 2000-2015 respectively, and to propose suggestions for today. Methodologically, this study uses document analysis as a form of qualitative research method, and the analysis is done through intermingled multiple state pattern. The findings regarding curricular issues are identified in two stages: In the first stage educational problems that are encountered in the 1923-1938 period; in the second stage educational problems that are encountered in the 2000-2015 period are examined. The result of the study indicates that certain curricular issues in the first years of the Republic have continued to exist up until the latter period studied here, and new issues in addition to these already existing ones have appeared. [ABSTRACT FROM AUTHOR]

Comparative education is a field that detection of examining the similarities and differences of the different educational systems in similar situations can cause problems and suggested similar solutions. It is based on the principles of comparative education studies comparing the education system. The study of comparative education programs in Turkey conducted to investigate the multi-dimensional way of qualitative research is a case study research design. In this context, examined trends in research papers and theses, the document analysis techniques and Comparative Education research trends have tried to reveal the details. In the analysis of data obtained using content analysis, analysis results are expressed as frequency and percentage values. In light of the findings obtained from this study, it appears that gradually decreased in the comparative study of education. Many of the studies are to be explained by the direct relationship with teacher training in Educational Sciences of the study area. Most of the comparative educational research is made with countries like USA, Germany, Britain and France that developed countries can be explained by these countries. But there are many countries that to be compared in terms of curriculum in the world. Especially in terms of cultural and historical past which we will not break our bonds of our curriculum compared with the Turkic Republics of Central Asia that has an undeniable importance in terms of education. Because we have common values that they apply to which element, especially in the appreciation of these countries will be the guiding terms of our education system. [ABSTRACT FROM AUTHOR]