Evaluation of a Mathematics Curriculum in Accordance with the Eisner's Educational Connoisseurship and Criticism Model

Autor/inn/en	Yazici, Tuba; Tasgin, Adnan
Titel	Evaluation of a Mathematics Curriculum in Accordance with the Eisner's Educational Connoisseurship and Criticism Model
Quelle	In: International Journal of Curriculum and Instruction, 13 (2021) 2, S.1226-1240 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1562-0506
Schlagwörter	Grade 8; Mathematics Curriculum; Curriculum Evaluation; Educational Change; Criticism; Secondary School Teachers; Mathematics Teachers; Constructivism (Learning); Correlation; Problem Solving; Skill Development; Foreign Countries; Case Studies; Large Group Instruction; Teacher Attitudes; Models; Turkey + Suchen Sie Ihr Suchwort? School year 08; 8. Schuljahr; Schuljahr 08; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Bildungsreform; Kritik; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Korrelation; Problemlösen; Kompetenzentwicklung; Qualifikationsentwicklung; Ausland; Case study; Fallstudie; Case Study; Lehrerverhalten; Analogiemodell; Türkei
Abstract	The study aimed to evaluate the 8th grade mathematics curriculum in Turkey, which was revised in 2016-2017 school year, and implemented from 2017-2018 school year on. In the study the Eisner's educational connoisseurship and criticism model was utilized. The participants of the study comprised 15 secondary school mathematics teachers selected by the purposeful sampling method. The study adopted the case study pattern, one of the qualitative research methods. The data were collected via a semi-structured interview form, and analyzed using direct quotations as one of the descriptive data analysis methods. The results revealed that the majority of the participant teachers reflected positive criticisms about the new curriculum in general whereas there were those who made negative comments about some particular features such as, inconsistency between the level and the special aims, the use of the constructivist approach for crowded classes, insufficient content, inconsistency with the readiness of students, inadequate activities to develop students' skills such as correlating, reasoning, and problem-solving. (As Provided).
Anmerkungen	World Council for Curriculum and Instruction. California School of Education, Alliant International University, 10455 Pomerado Road, San Diego, CA 92131. Web site: http://ijci.wcci-international.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01