CURRICULUM AND TEACHING

There are several issues in the education system, especially in the curriculum field that affect education. Hidden curriculum is one of current controversial curriculum issues. Many hidden curricular issues are the result of assumptions and expectations that are not formally communicated, established, or conveyed within the learning environment. Thus, awareness of hidden curricular issues becomes a consideration, which has negative and positive influences.

Bu tez eğitim programlarını değerlendirmede özgün bir yaklaşım olan ICODE
modelini geliştirmek amacıyla hazırlanmıştır. Modelin temel özellikleri,
tasarım süreci, uygulama ilkeleri, uygulanabilirliği ve işlevselliği üzerine
araştırma yapılmıştır.
Araştırmanın birinci alt amacı doğrultusunda, I-CODE modelinin öznelci
ve faydacı felsefeye sahip; göreceli ve yararlanıcıya yönelik ideoloji taşıyan;
yararlanıcı ve katılımcı odaklı tasarımı olan; değerlendirme türüne göre dışarıdan
yönlendirilmiş, informal, girdi, işlem, çıktı ve etki değerlendirmesi yapan,
Hedeften Bağımsız Değerlendirme, Yararlanıcıya Yönelik Değerlendirme ve
İhtiyaca Cevap verici Değerlendirme yaklaşımlarına dayanan temel özelliklere
sahip olduğu sonuçlarına ulaşılmıştır.
I-CODE modelinin tasarım sürecinde yararlanıcıların ihtiyaçlarının analizi
görüşmeler üzerinden yapılmış, bu analizler alan yazın taramasıyla desteklenmiş
ve modelin program değerlendirme soruları belirlenmiştir. Aynı çalışmaya paralel
olarak I-CODE modeline ait myicode.com eğitim programı değerlendirme sitesi
tasarlanmış ve özel okulların değerlendirildiği pilot uygulamalara açılmıştır. Pilot
uygulamadan ve uzman görüşlerinden elde edilen dönütler üzerinden I-CODE
modeli geliştirilmeye devam edilmiştir.
I-CODE modelinin uygulama ilkeleri alan yazın taraması ve görüşmeler
üzerinden netleştirilmiştir. Model veli ve öğrencilerin myicode.com sitesine üye
olarak okullarının eğitim programlarını değerlendirmesine dayanmaktadır.
Türkiye’deki bütün özel okullar sistem üzerinde görüntülenebilmektedir.
Değerlendirme yararlanıcıların okullarının eğitim programı hakkındaki on soruyaon üzerinden puan vermeleri ile gerçekleştirilmektedir. Her yararlanıcı
değerlendirmesinde güncelleme yapılmaktadır. Ek olarak, okulun eğitim
programına dair genel ve alt istatistikler ayrı ayrı ve sürekli görüntülenmeye
açıktır.
Araştırmanın ikinci alt amacı doğrultusunda modelin, ihtiyaçlara yönelik
hazırlanmış, işlevsel ve yararlı olduğu sonucuna varılmıştır. Eğitsel
uygulanabilirlik olarak sıkıntısı olmamakla birlikte hukuki boyutlarda hassas
olmayı gerektirmektedir.

Since the beginning of humanity and up till now, education is a cornerstone in building human communities. No real social development will take place unless there are scientific and specific education principles. Pursuing the human march is the best example. During the Greek times, the philosophers focused their attention on education. Plato's Academy and Lyceum Aristotle's are educational institutes which produced designs for educational curricula delineated by Plato in his Republic and Aristotle in Nichomachean Ethics.
Within Islamic heritage, Prophet Mohamed (Peace Be Upon Him) freed the prisoner of war when he taught ten Muslims literacy. Muslim thinkers focused on education .Al- Farabi was a cultural adviser for organizing educational affairs at the court of Sayf ad-Daulah Ibn Hamdan in Damascus, and during the rule of sultan Abo Yakub Youssef ,Ibn Tufail organized the educational affairs in Al Andalus. Dar Al Hekma in Baghdad is a model for the standard educational institute in Arab Muslim civilization.
The curriculum is the practical translation of educational objectives, plans and orientations. Curricula makers seek to make better live in human societies. Most contemporary societies departed the traditional curriculum which based on students theoretical knowledge. Accordingly their perception is confirmed through tests. This transformation took place as a result of the industrial revolution which focused on vocational education in addition to what the two great philosophers Francis Beckon, Jean Jack Roseau and the fruits of the psychological though which connects between cognitive education and physical, mental and emotional preparation.
For all these reasons as well as other reasons, the curriculum with its modern concept that contradicts with the classical concept, is the result of the interaction between the student, the teacher, the environment, and the culture of the society. The affecting factors are human, social, natural and intellectual .
Countries differ in the design of curricula. Some develop them according to the needs of work market while other countries consider the opposite. It is not the market which controls science and culture. Rather, culture drives the market but slow reading affirms that curricula should be developed according to the needs of their societies.
Thus, we witness variations taking place in our educational curricula from time to time. We always call upon the most progressive and tend to the most preferable. In this paper, I discussed a number of issues to answer the research main question: why do we develop curricula in human and social sciences?

ABSTRACT
A RESEARCH ON MESNEVI-BASED VALUES EDUCATION AND APPLICATIONS OF TEACHERS OF IMAM HATIP HIGH SCHOOLS (AMASYA PROVINCE)
Muhammed Raşid AVCI
Ondokuz Mayıs University
Institute of Graduate Studies
Department of Educational Sciences Major Discipline
Master, July/2021
Supervisor: Prof. Dr. Murat GÖKALP
Aim: This research was prepared in order to determine the Mesnevi-based values education and practices of teachers in Imam Hatip High Schools located in the city center of Amasya.
Method: In the study, phenomenology design, one of the qualitative research methods, was used. The study group of the research consists of 30 teachers working in Şehit Ahmet ÖZSOY, Bülbül Hatun, Türk Telekom Anatolian Imam Hatip High Schools in the city center of Amasya in the 2020-2021 academic year.Maximum diversity sampling was used in the study. The research data were obtained by using the "Personal Information Form" and "Interview Form on Mathnawi-Based Values Education and Practices" developed by the researcher. Descriptive and content analysis methods were applied to the data obtained in the study.
In the research, values education (the values in the text, the 3 values that are primarily intended to be gained by the students from the values in the text, the reasons why value education is important in Imam Hatip High Schools, the adequacy of the values education given in Imam Hatip High Schools, the idea of benefiting from Mesnevi in values education, associating the analogies in 7 advice with values education, Apart from the values found in the 7 advice, the values given as examples from the Mesnevi, the effect of Mevlana's advice on the students, the methods used in teaching values, the values that should be taught to the students in Imam Hatip High Schools, the behavioral changes in the students as a result of the values education practices, the authors and works benefited from in values education, values education Teachers' views on the subject of similes) were researched.
Finding: It was found that 9 out of 10 root values determined by the Ministry of National Education were determined, values were taught by many methods, there were differences in value analogies, and Mesnevi was associated with values education.
Conclusion: As a result of these results, it has been concluded that Mevlana Celaleddin Rumi's Mesnevi can be used in values education.
Keywords: Mevlana Celaleddin Rumi, Mesnevi, Imam Hatip High School, Value, Values Education


ÖZET
İMAM HATİP LİSELERİ ÖĞRETMENLERİNİN MESNEVİ TEMELLİ DEĞERLER EĞİTİMİ VE UYGULAMALARI ÜZERİNE BİR ARAŞTIRMA (AMASYA İLİ ÖRNEĞİ)
Muhammed Raşid AVCI
Ondokuz Mayıs Üniversitesi
Lisansüstü Eğitim Enstitüsü
Eğitim Bilimleri Ana Bilim Dalı
Yüksek Lisans, Haziran/2021
Danışman: Prof. Dr. Murat GÖKALP
Amaç: Bu araştırma Amasya il merkezinde yer alan İmam Hatip Liselerindeki öğretmenlerin Mesnevi temelli değerler eğitimi ve uygulamalarını belirlemek amacıyla hazırlanmıştır.
Yöntem: Çalışmada, nitel araştırma yöntemlerinden olgu bilim deseni kullanılmıştır. Araştırmanın çalışma grubunu Amasya il merkezinde bulunan Şehit Ahmet ÖZSOY, Bülbül Hatun, Türk Telekom Anadolu İmam Hatip Liselerinde 2020-2021 eğitim-öğretim yılında görev yapan 30 öğretmen oluşturmaktadır. Araştırmada maksimum çeşitlilik örneklemesi uygulanmıştır.
Araştırma verileri, araştırmacı tarafından geliştirilen “Kişisel Bilgi Formu” ve “Mesnevi Temelli Değerler Eğitimi ve Uygulamaları Üzerine görüşme formu” kullanılarak elde edilmiştir. Araştırmada elde edilen verilere betimsel ve içerik analiz yöntemleri uygulanmıştır.
Araştırmada değerler eğitimi (metinde bulunan değerler, metindeki değerlerden öğrencilere öncelikle kazandırılmak istenen 3 değer, İmam Hatip Liselerinde değer öğretiminin önemli olma sebepleri, İmam Hatip Liselerinde verilen değerler eğitiminin yeterliliği, değerler eğitiminde Mesnevi’den yararlanma düşüncesi, 7 öğütteki benzetmelerin değerler eğitimi ile ilişkilendirilmesi, 7 öğütte bulunan değerlerin dışında Mesnevi’den örnek verilen değerler, Mevlana’nın öğütlerinin öğrencilere etkisi, değerlerin öğretiminde kullanılan yöntemler, İmam Hatip Liselerinde öğrencilere kazandırılması gereken değerler, değerler eğitimi uygulamaları sonucu öğrencilerde ki davranış değişiklikleri, değerler eğitiminde faydalanılan yazar ve eserler, değerler eğitimi benzetmeleri ) konularında öğretmen görüşleri araştırılmıştır.
Bulgu: Milli Eğitim Bakanlığı’nın belirlediği 10 kök değerden 9’unun tespit edildiği, değerlerin birçok yöntemle öğretildiği, değer benzetmelerinde farklılıklar olduğu, Mesnevi’nin değerler eğitimi ile ilişkilendirildiği bulgularına ulaşılmıştır.
Sonuç: Bu sonuçlar neticesinde Mevlana Celaleddin Rumi’nin Mesnevi’si değerler eğitiminde kullanılabileceği sonucuna ulaşılmıştır.
Anahtar Sözcükler: Mevlana Celaleddin Rumi, Mesnevi, İmam Hatip Lisesi, Değer, Değerler Eğitimi

The central focus of this paper is to undertake a reflective examination of the educational philosophies of Dr. Kwame Nkrumah of Ghana and Julius Nyerere of Tanzania and these educational philosophies intricacies for curriculum development in Africa. The educational philosophies of Dr. Kwame Nkrumah (Consciencism, Socialism, Africanism, Humanism, and Communism) as well as that of Julius Nyerere (Self-reliance and Liberation) were of importance to the distinct countries at the time yet, its relevance can still be felt and their foundational legacies within the educational front solidified and modified to meet current changes in education. African curriculum developers must not lose sight of the implications of these educational philosophies of these great Africanist scholars rather synchronize contemporary educational philosophies to meet the standards and vision of education of these two great Pan-Africanist.

The paper presents the findings from current research on the impact that the Curriculum and Assessment Policy Statement (CAPS) curriculum subjects have on two South African Schools in Gauteng province in South Africa. The aim is to present the impact of the CAPs subjects in the school. The study did a critical evaluation of each subject to elaborate on the importance and challenges in implementing the subjects and using a qualitative research method to collect data on a group of teachers and students on their opinion on the impact of CAPs subjects. The findings suggest that even though the curriculum is effective, it needs to be improved to close the gap between public and private schools. Private schools are currently benefiting the most from the subjects and how the curriculum is structured.

El presente reporte, corresponde a un trabajo de investigación doctoral que se apoyó en el paradigma cualitativo y en donde la perspectiva del análisis desarrollado se basó en la heurística, la hermenéutica, la fenomenología y en la teoría fundamentada para soportar los resultados registrados. El trabajo aquí reportado se intituló “Habilidades Investigativas de los egresados del postgrado en ciencias sociales, en el contexto de los estudios en línea”, y con la presentación de este proyecto el Dr. Octavio Reyes López recibió el reconocimiento de “cum laude”, el cual se entrega a los mejores trabajos de investigación doctoral desarrollados. El proyecto de investigación tuvo una travesía de cuatro años, en donde emergieron del proceso investigativo un total de 6 dimensiones, 14 categorías y 52 subcategorías para describir al objeto de estudio; de esta forma, se generó un constructo teórico que utiliza los cincuenta y dos atributos obtenidos para describir las habilidades investigativas de los egresados del postgrado en línea y a distancia. En un futuro próximo, el profesor Reyes tiene pensado continuar trabajando con los 52 factores obtenidos para realizar un análisis matemático apoyado en ecuaciones estructurales y con base en la teoría de la complejidad.

This article focuses on the problems and potentials inherent in including significant deviations from the standard Steiner/Waldorf curriculum in publications that present it. The main issue lies with the apparent homogeneity that current practice suggests when a closer look demonstrates a significant variety of formal and enacted Steiner/Waldorf curricula. Two of these are discussed more closely, the formal curriculum of the Hibernia school that integrates vocational education and Steiner/Waldorf education and Wilfried Kessler’s enacted social development curriculum. Based on these it is concluded that the emphasis on a singular curriculum serves to inhibit innovation and development, makes it more difficult for novice students to understand the dynamic character of foundational concepts in Steiner/Waldorf education and generally argues that we need to make a more systematic effort to promote pluralism in curriculum and didactics research as well as practice.

The content is the major component of educational process and the basic means of achievement of the purpose in education. Forming the content of chemistry of the basic school it is important good to know what propaedeutic knowledge and skills pupils have mastered up to the eighth form. In comprehensive schools of Lithuania chemistry as the separate subject is studied from eighth form.
Object of research the content of teaching of chemistry at the basic school of Lithuania. The basic purpose of research - to analyse some tendencies of change of the content of teaching of chemistry at the basic school of Lithuania.
Since 1990 the content of teaching of chemistry have thoroughly changed. To it promoted not only reform of an education system of Lithuania, but also the general searches effective model teaching of chemistry. It is possible to tell, that the content from information-reproductive character has changed to is productive-creative, systemic.
The systemic approach to definition of the subject  content of a course of chemistry is an effective method of perfection of teaching of chemistry. Bases of organic chemistry that creates an opportunity already at the basic school are included in a course of chemistry of the basic school will get acquainted with this area of knowledge. Reform of the content of teaching of chemistry it is caused by the general changes in sphere of an education system of Lithuania.

gh/ akwesieto@yahoo.com Mobile Number:+233 (0)244832787 ABSTRACT Curriculum implementation has been bedeviled with myriad of challenges in recent times. The focus and purpose of this study was therefore to ascertain the extent to which three teacher-related factors predict the French curriculum in the SHS. Twenty one (21) French teachers, representing 45% of entire French teacher population in the Western region of Ghana were purposively selected and surveyed. The findings revealed that the majority of teachers were experienced with at least first degrees even though the study found that teachers had negative beliefs and perceptions about the French programme due to their perceived non-involvement in national curriculum programmes. Teachers' qualification was found to be the best predictor of implementation (B= 0.857, p = 0.044). It was concluded that teacher variables affect curriculum implementation and so governments should imbibe the concerns of teachers in the design of curriculum so as to ensure successful implementation of national curricula.

Purpose: The purpose of this study is to explore the conceptual awareness of accounting teachers in their teaching learning process based on SOLO Taxonomy curriculum approach in secondary level schools. Further, the study explored the relationship between the curriculum development inputs and the SOLO based curriculum development process. The curriculum development inputs are teacher effectiveness, school community, school environment and technology availability. Method: Data was collected through questionnaires survey administration of accounting teachers in secondary level school in Sri Lanka. The respondent was selected on the basis of their subject and their experience. The data obtained from the teachers was input into the program Statistical Package for Social Sciences software package. Multiple Regression Analysis was applied to examine the relationship between Dependent variable and Independent variable to interpret the among curriculum development inputs and SOLO based curr...

Purpose: The purpose of this study is to explore the conceptual awareness of accounting teachers in their teaching learning process based on SOLO Taxonomy curriculum approach in secondary level schools. Further, the study explored the relationship between the curriculum development inputs and the SOLO based curriculum development process. The curriculum development inputs are teacher effectiveness, school community, school environment and technology availability. Method: Data was collected through questionnaires survey administration of accounting teachers in secondary level school in Sri Lanka. The respondent was selected on the basis of their subject and their experience. The data obtained from the teachers was input into the program Statistical Package for Social Sciences software package. Multiple Regression Analysis was applied to examine the relationship between Dependent variable and Independent variable to interpret the among curriculum development inputs and SOLO based curriculum development process. On the other hand, the study was analyzed moderating effect of individual factors between the relationship curriculum development inputs and SOLO based curriculum development process. Findings: The result indicates that the teacher’s attitudes and availability of SOLO based curriculum materials will exert the most influence upon the teaching leaning process in the secondary level schools. The results further incited that the moderating effect of age, teaching experience and experience in curriculum development process to the relationship between curriculum development inputs to the SOLO based curriculum development process. According to the analysis the gender does not moderate the relationship curriculum development inputs and the SOLO based curriculum development process. Value: The study will be applicable for curriculum development process to accounting curriculum and improve the performance of student competency level not only students who learnt accountancy but also throughout all other students in secondary level schools. The study assists curriculum policy makers in the field of curriculum development process in general education system to understand the issues related to outcome based curriculum development process in current era. Hence, findings of this study could be used to guide them in enhancing curriculum reforms and implementing new curriculum approach to enhance and overcome the current issues. The findings of this study will inform curriculum policy makers and educationists who wish to apply new curriculum approach on how they can develop SOLO based curriculum for the current education system. Thus, the findings of this study contribute to the area of curriculum development that was beneficial to arrive at the proper decision making in constructing our own curriculum. The guidelines of this study will fulfill the requirement of the secondary school curriculum development program.