Evaluation of Human Rights, Civics and Democracy Curriculum through Eisner’s Evaluation Framework

Date

2020-1-31

Author

Karakuş Özdemirci, Özge
Aksoy, Afra Nur
Ok, Ahmet

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Human Rights, Civics and Democracy Curriculum for 4th graders was began to be implemented in 2015-2016 academic year. In this study, we aim to evaluate this curriculum regarding the universality of human rights concept; the appropriateness of the curriculum with its educational goals, content, instructional material and methods in terms of students’ cognitive level and finally teacher competencies to teach this course. A qualitative intrinsic case study method was utilized. The data was collected through document analysis; eight- hours of classroom observation, and semi-structured interviews with seven elementary school teachers and six “experts”. Eisner’s Educational Connoisseurship and Criticism Model was used as an evaluation framework. Deductive content analysis was used to analyze the data and to illuminate specific details about the case under investigation. Results showed that attainments and content were consistent with the universality of human rights perspective; also, instruction and assessment methods were consistent with the philosophy (constructivism) of the curriculum. However, the course material, as regards to its aims, content and philosophy; and the practices applied inside the classroom were highly inconsistent with the goals of the curriculum.

Subject Keywords

Human rights and civics education, curriculum evaluation, Eisner’s connoisseurship and criticism model, İnsan hakları ve yurttaşlık eğitimi, program değerlendirmesi, Eisner’in uzmanlık/eleştiri modeli

URI

https://hdl.handle.net/11511/114449

Collections

Department of Educational Sciences, Article