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Author:   Arnd-Michael Nohl (Helmut Schmidt-Universität, Germany) ,  R. Nazlı Somel (Helmut Schmidt-Universität, Germany)
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Weight:   0.453kg
ISBN:  

9781138350144

ISBN 10:   1138350141
Pages:   296
Publication Date:   20 March 2019
Audience:   College/higher education ,  Tertiary & Higher Education ,  Undergraduate
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Preface 1. Introduction 2. Education and Social Change in Turkish History 2.1 What is Social and Educational Change? 2.2 The Formation of the Educational Sector in the Ottoman Empire 2.3 The Expansion and Differentiation of Laicist Education in Modern Turkey 2.4 Society and Education from 1980 to 2003 2.5 Change and Primary Education 3. The Curriculum Making 3.1 Studying Curriculum Change: Theoretical and Methodological Considerations 3.2 Organizing a New Curriculum 3.3 The New Curriculum’s Approach 3.4 Preliminary Conclusions 4. Divergent Curricular Practices of Organizational Milieus: Teachers’ Professional Generations 4.1 Analyzing Curricular Practices 4.2 The generation of experienced teachers 4.3 Novices and the curriculum 4.4 The intermediary position between generations 4.5 Distribution of Teachers and Schools’ Prestige 5. Instruction and inequality between schools 5.1 Social milieu, school organization, and resources: theoretical considerations 5.2 Prestigious schools with middle-class milieus 5.3 A maximal contrast: Instruction in a poor district of Istanbul 5.4 Rural schools with poor milieus 5.5 Reciprocally Amplifying Resources in Instruction Practices 6. The new curriculum in competition with other institutionalized expectations 6.1 Institutionalizing the new curriculum 6.2 The informal institutionalization of standardized tests 6.3 The competitive combination of loosely and tightly coupled institutions 7. Conclusion: Change, education, and society Appendix Overview of the Turkish school system Overview of expert interviews Rules of Transcription

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Author Information

Arnd-Michael Nohl is Professor of Education at Helmut-Schmidt-Universität, Germany. R. Nazlı Somel is a PhD student at Helmut-Schmidt-Universität, Germany.

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