Implementation of the New Eighth Grade English Language Curriculum from the Perspectives of Teachers and Students

Date

2012-02-11

Author

Gunal, Ozge Donmez
Engin Demir, Cennet

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

77
views

0
downloads

This study aimed to reveal the perceptions of teachers and students about the implementation of the new 8th grade English language curriculum (NELC) and the challenges faced by them in the implementation process. The participants were 10 English language teachers and 73 8th grade students of public primary schools in analyzed through content analysis. It was revealed that NELC was not implemented effectively due to the lack of necessary materials, crowded classes, insufficient class hours, lack of gradual implementation of the NELC, lack of guidance and support for teachers and Level Determination Exam. (C) 2012 Published by Elsevier Ltd.

Subject Keywords

English language curriculum, Curriculum innovation, Curriculum implementation, Constructivism, Challenges

URI

https://hdl.handle.net/11511/49088

DOI

https://doi.org/10.1016/j.sbspro.2012.06.769

Collections

Department of Educational Sciences, Conference / Seminar

Suggestions

OpenMETU
Core

Implementation of the new eighth grade english language curriculum from the perspectives of teachers and students Dönmez, Özge; Engin Demir, Cennet; Department of Educational Sciences (2010) This study aimed to reveal the perceptions of teachers and students about the implementation of the new 8th grade English language curriculum (NEC) in public primary schools and the challenges and/or problems faced by the teachers and students in the implementation process. This qualitative study was conducted in 9 public primary schools in Polatlı town of Ankara. A total of 10 English language teachers and 73 8th grade students participated in the study. The data were collected through in-depth interviews ...
An investigation of the effectiveness of the theme-based curriculum in the 2003-2004 academic year at the department of basic English at Middle East Technical University Topçu, Tansu; Daloğlu, Ayşegül; Department of English Language Teaching (2005) This study examines the implementation of the theme-based curriculum in the 2003-2004 academic year to meet the goals and objectives of DBE students at METU. The research design of the study includes questionnaires and focus group interviews with former DBE students and DBE teachers. At the first stage, 231 students and 60 teachers took the questionnaire. Then, 19 students (in groups) and teachers (individually) were interviewed. The results indicated that there was a big difference between the perceptions ...
Transformation of centralized curriculum into teaching and learning processes : teachers' journey of thought curriculum into enacted one Tokgöz, Özlem; Ok, Ahmet; Çapa Aydın, Yeşim; Department of Educational Sciences (2013) The aim of this study was to investigate how teachers perceive and understand the centralized social studies curriculum, and how they transform this curriculum into classroom practices through planning and teaching. A phenomenological qualitative study was employed in the study and data collection process composed of two phases. In the first phase, data were collected from 30 4th and 5th grade teachers through semi-structured interviews. In the second phase, observations and follow up interviews were conduc...
Transformation of Centralized Curriculum into Classroom Practice An Analysis of Teachers Experiences Kaya, Ebru; Çetin, Pınar Seda; Yıldırım, Ali (2012-01-01) The main purpose of this study is to investigate how teachers transform the centralized curriculum into classroom practice. This study is designed within a phenomenological framework. Specifically, the experiences of seven high school chemistry teachers from three different high schools in Turkey during the implementation of nation-wide curriculum into classroom practice were studied through a qualitative in-depth interview. These teachers were selected based on maximum variation sampling method. A semi-str...
Problems that Preschool Teachers Face in teh Curriculum Implementation Yıldırım, Emine; Engin Demir, Cennet (2016-01-01) This cross-sectional survey study aimed at finding the challenges faced by preschool teachers during curriculum implementation and if these challenges differed with respect to teachers’ background characteristics. Possible reasons behind the problems that were highly ranked by the participating preschool teachers in curriculum implementation were also investigated through interviews after the results of the quantitative data were revealed. Interviews were made with volunteered teachers to support the quant...

Citation Formats

O. D. Gunal and C. Engin Demir, “Implementation of the New Eighth Grade English Language Curriculum from the Perspectives of Teachers and Students,” 2012, vol. 47, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/49088.