scholarly journals Some suggestions about the high school literature curriculum and education in Turkey

2010 ◽  
Vol 2 (2) ◽  
pp. 3673-3677
Author(s):  
Bahar Dervişcemaloğlu
Keyword(s):  
High School ◽  
Literature Curriculum ◽  
Education In Turkey

What is Effective Literature Instruction? a Study of Experienced High School English Teachers in Differing Grade- and Ability-Level Classes

2000 ◽  
Vol 32 (3) ◽  
pp. 303-348 ◽  
Author(s):  
Jane Agee
Keyword(s):  
High School ◽  
English Teachers ◽  
Ability Level ◽  
Student Needs ◽  
Literature Instruction ◽  
High School English ◽  
Student Centered ◽  
Literature Curriculum ◽  
Teacher Centered

This study examined how experienced high school English teachers defined and gauged effective literature instruction as well as how their perspectives affected their students' experiences with literature. The research focused on 3 questions: (a) How did these teachers define effective literature instruction? (b) What kinds of evidence did they look for to gauge their effectiveness? and (c) How did their perceptions of effective literature instruction inform their decisions about texts and ways of reading them with students in different grade- and ability-level classes? Profiles of 5 teachers showed that they used differing models for literature instruction against which they gauged their effectiveness. Flexible, student-centered models allowed teachers to address differences among students. Inflexible, teacher-centered models often limited teachers' ability to address student needs effectively. The kinds of models the teachers used determined whether or not they were willing to listen to feedback from students and to use it to make changes in their literature curriculum.

Designing and using rubric for assessment writing competency of high school student through demonstrative texts

2020 ◽  
Vol 65 (9) ◽  
pp. 34-43
Author(s):  
Quynh Nguyen Thi Xuan
Keyword(s):  
High School ◽  
Language Arts ◽  
High School Student ◽  
Assessment Tool ◽  
Basic Form ◽  
Writing Competency ◽  
Literature Curriculum ◽  
Informative Text

Teaching and assessment toward competency-approached are the most crucial changes in the 2018 Language Arts and Literature Curriculum. Demonstrative text is a basic form of informative text, which is important and popular in high school curiculum. This paper suggests how to design and use the rubric as an assessment tool for learning to grade high school student’s writing competency through demonstrative text in order to meet the requirements of the Curriculum.

scholarly journals Comparing the Turkish and Iranian history textbooks in the sample of us and the otherBiz ve öteki örnekleminde Türk ve İran tarih ders kitaplarının karşılaştırılması

2017 ◽  
Vol 14 (2) ◽  
pp. 1327
Author(s):  
Namık Çencen
Keyword(s):  
High School ◽  
World History ◽  
History Textbooks ◽  
The Other ◽  
History Textbook ◽  
Text Book ◽  
9Th Grade ◽  
School History ◽  
Iranian History ◽  
Education In Turkey

The work of "us and the other" in the history textbook researches is one of the topics that attracted the attention of the researchers recently. In this research, “Us and the other” sample tried to determine how Iran and relations with Iran are explained in high school history textbooks taught in Turkey and how Turks and relations with Turks are explained in the high school history text book which was taught in Iran. The study was a qualitative research and document and record examination methods and techniques were used. The texts in Turkish history textbooks and Iranian history textbooks were examined using "Historical Abuse Methods". In the content of the texts in the history textbook titled "Iran and World History", which was taught in the 3rd grade class in General High School in Iran, the historical abuse methods with the Turks and relations with Turks was processed by using misleading, jumping and denying methods. Secondary education in Turkey "History 9th grade", "History 10th grade" “Contemporary Turkish and World History "textbooks on Iranian History and Iranian history textbooks were explored by using the jump method from historical abuse methods. ÖzetTarih ders kitapları araştırmalarında “biz ve öteki” çalışmaları son dönemlerde araştırmacıların ilgisini çeken konulardan biridir. Bu araştırmada biz ve öteki örnekleminde İran’da okutulan lise tarih ders kitabında Türkler ve Türklerle olan ilişkiler ile Türkiye’de okutulan lise tarih ders kitaplarında İran ve İranla olan ilişkilerin nasıl anlatıldığı tespit edilmeye çalışılmıştır. Çalışma nitel bir araştırma olup doküman ve belge incelemesi yöntem ve teknikleri kullanılmıştır. Türk tarih ders kitapları ile İran tarih ders kitaplarında yer alan metinler “Tarihi Kötüye Kullanma Yöntemleri” kullanılarak incelenmiştir. İran’da Genel Lise III. sınıf Edebiyat bölümünde okutulan “İran ve Dünya Tarihi” adlı tarih ders kitabındaki metinlerin içeriklerinde Türkler ve Türklerle İlişkiler tarihi kötüye kullanma yöntemlerinden yanıltma, atlama ve yadsıma yöntemi kullanılarak işlenmiştir. Türkiye’de ortaöğretim “Tarih 9. Sınıf”, “Tarih 10. Sınıf” ve “12. Sınıf Çağdaş Türk ve Dünya Tarihi” ders kitaplarındaki metin içeriklerinde İran Tarihi ve İranla ilişkiler tarihi kötüye kullanma yöntemlerinden atlama yöntemi kullanılarak işlenmiştir.

scholarly journals CHALLENGES ENCOUNTERED IN RELIGIOUS EDUCATION IN TURKEY

2020 ◽  
Vol 11 (2) ◽  
pp. 474-489
Author(s):  
Aytekin Demircioğlu
Keyword(s):  
High School ◽  
Public Schools ◽  
Religious Education ◽  
Education System ◽  
Formal Education ◽  
High School Education ◽  
School Level ◽  
High School Level ◽  
National Education ◽  
Education In Turkey

Aim. In this study, the challenges encountered during the introduction of religious education in Turkey are examined within the scope of their intended solutions. Methods. In this study, challenges encountered in the implementation of religious education in Turkey are being discussed in a descriptive manner. Literature scanning and interpretation methods, one of the qualitative research methods, were used in the study.  Results. Religious education in Turkey is both maintained within the formal education system and the non-formal education system. Formal education is provided in public schools run by the Ministry of National Education [MNE]. Primary, secondary and high school education is compulsory for all students. There are Imam Hatip Schools that were opened to provide religious education at secondary and high school level. There are also two hours of compulsory religious education per week in other schools. Non-formal religious education is provided only by the Presidency of Religious Affairs [PRA]. This training is given to people of all ages. For this purpose, the PRA opens several courses. Conclusions. In this study, challenges encountered related to religious education in Turkey are being discussed in two main areas: Challenges in formal education are examined under seven subtitles. Challenges in non-formal education are examined under eight subtitles. Originality. This study is an original study in terms of addressing the challenges in formal and non-formal religious education together. In addition, the possibility of making a collective examination of challenges related to religious education in Turkey would be valuable to the reader.

AN INVESTIGATION OF PRIMARY AND HIGH SCHOOL TEACHERS' PERCEPTION LEVELS OF EFFICACY OF MEASUREMENT AND EVALUATION IN EDUCATION IN TURKEY

2008 ◽  
Vol 36 (8) ◽  
pp. 1111-1122
Author(s):  
Erol Karaca
Keyword(s):  
High School ◽  
High School Teachers ◽  
Primary Schools ◽  
Teaching Experience ◽  
Instructional Planning ◽  
School Teachers ◽  
Significant Relationships ◽  
Measurement And Evaluation ◽  
Education In Turkey ◽  
High Level

Primary and high school teachers' perception levels of the efficacy of measurement and evaluation in education were investigated to determine whether or not their perception of efficacy differs according to their gender, age, place of employment, branch, years of teaching experience, and taking a measurement and evaluation course or instructional planning and evaluation course. 225 teachers were selected randomly from 5 primary schools and 7 high schools in Eskişehir, Turkey. Data which were collected through the Perception of Efficacy Scale about Measurement and Evaluation in Education revealed that their perception of efficacy levels of measurement and evaluation in education were at a high level and were significantly associated with their branch and place of employment. However, there were no significant relationships between the teachers' perceived levels of the efficacy of measurement and evaluation in education and the other variables examined.

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