Eğitim Programında Teori Sorunsalı
Özet
Eğitim programlarının geliştirilmesi ne kadar teknik bir süreci betimlese de bu teknik sürecin temellerini oluşturan ana önermeler, tarihsel ve felsefi argümanlar, o teknik sürecin teorik boyutunu oluşturur. Teorik yapılardan modeller ortaya konulur ve böylece uygulama süreci için pratik ve kullanışlı yapılar elde edilir. Eğitim programı alanı doğası itibarı ile farklı teorik yapılardan etkilenmiştir. Hatta bazı program düşünürleri eğitim programı alanının kendine mahsus bir teorik arka planı olmadığını ve mevcut işleyişte kullandığı teorik perspektifleri farklı alanlardan aldığını da ifade etmektedirler. Bütün bu düşüncelere rağmen program alanında çalışan düşünürler alanın pratik sorunlarına çözüm bulabilmek için farklı teorik çerçeveler önermişlerdir. Bu bölüm bu teori sorunsalını irdelemeyi ve farklı düşünürlerin teorik çerçevelerini tartışmayı amaçlamıştır.
technical, the foundational propositions that underlie this technical process—historical and philosophical arguments—form its theoretical dimension. Theoretical frameworks give rise to models, providing practical and functional structures for implementation. The field of curriculum development, by its nature, has been influenced by various theoretical constructs. In fact, some curriculum theorists suggest that the field lacks a distinctive theoretical background and instead borrows theoretical perspectives from other disciplines. Despite these views, scholars in the field have proposed different theoretical frameworks to address practical issues. This section aims to examine the theoretical challenges in curriculum development and discuss the theoretical frameworks proposed by various thinkers.
Referanslar
Barrow, R. (2012). Plato and education. Routledge.
Beauchamp, G. A. (1975). Curriculum theory: Meaning, development and use. The Kagg Press.
Bobbitt, J.F. (1918). The curriculum.Houghton & Mifflin.
Bümen, N., ve Aktan, S. (2016). A self-critical analysis upon Turkish curriculum and instruction field in consideration of reconceptualism. Kastamonu Education Journal, 22(3), 1123-1144.
Callahan, R.E. (1962). Education and the cult of efficiency. University of Chicago Press
Charters, W.W. (1923). Curriculum construction. The MacMillan Company.
Crafts, N. F. (1977). Industrial Revolution in England and France: Some thoughts on the question," Why was England first?". The Economic History Review, 30(3), 429-441.
Eisner, E. W., & Vallance, E. (1974). Conflicting conceptions ofcurriculum. McCutchan
Ellis, A. K. (2004). Exemplars of curriculum theory. Routledge.
Freire, P. (1970). Pedagogy of the oppressed. Continuum.
Hewitt, T. W. (2006). Understanding and shaping curriculum: What we teach and why. Sage.
Jackson, W.P. (1992). Conceptions of curriculum and curriculum specialist. Philip W. Jackson (Ed.), Handbook of research on curriculum (s.3-40). AERA.
Kirst, M. W., & Walker, D, F. (1971). An analysis of curriculum policy-making. Review of Educational Research, 41(5), 479-509.
Kliebard, H. M. (1977). Curriculum theory: Give me a for instance. Curriculum Inquiry, 6(4), 257-268.
Kliebard, H. M. (2004). The struggle for the American curriculum, 1893-1958. Routledge.
Konrad, F.J. (2021). Okulun tarihi: Antik çağdan günümüze. Runik Yayınları.
Kotsonis, A. (2020). What can we learn from Plato about intellectual character education?. Educational Philosophy and Theory, 52(3), 251-260.
Kridel, C. (2010). Encyclopedia of curriculum studies. Sage.
Kristjánsson, K. (2016). Aristotle, emotions, and education. Routledge.
Lauer Schachter, H. (2010). The role played by Frederick Taylor in the rise of the academic management fields. Journal of Management History, 16(4), 437-448.
Macdonald, J. B. (1965). Educational models for instruction. J. B. Macdonald and R. R. Leeper (Eds.), Theories of instruction (s.1-7). ASCD.
Macdonald,J. B. (1981). Curriculum, consciousness and social change. Journal of Curriculum Theorizing, 7(1), 143-153.
Marsh,C. J. & Willis, G. (2003). Curriculum: Alternative approaches, ongoing issues. Pearson.
McCutcheon, G. (1982). What in the world is curriculum theory? Theory intoPractice, 21 (1), 18-22.
McKenzie, G. R. (1979). The fallacy of excluded instruction: A common but correctable error in process oriented teaching strategies. Theory and Research in SocialEducation, 7(2), 17—31.
McNeil, J.D. (1996). Curriculum: A compherensive introduction. Harper Collins.
Mintz, A. I. (2018). Plato: Images, aims, and practices of education. Springer International Publishing.
Nelson, D. (Ed.). (1992). A mental revolution: Scientific management since Taylor. Ohio State University Press.
Ornstein, A.C., & Hunkins, P.F. (2017). Curriculum: Foundations, principles and issues. Allyn &Bacon.
Pinar, W. (2004). What is curriculum theory. Routledge.
Pinar, W. (2010). Currere. Craig Kridel (Ed.), Encyclopedia of curriculum studies. (s.177-178).SAGE.
Pinar, W. F., & Bowers, C. A. (1992). Politics of curriculum: Origins, controversies, and significance of critical perspectives. Review of research in education, 18(1), 163-190.
Pinar, W., Reynolds, W., Slattery, P., & Taubman, P. (1995). Understanding curriculum: An introduction to the study of historical and contemporary curriculum discourses. Peter Lang.
Schiro, M.S. (2013). Curriculum theory: Conflicting visions and enduring concerns. Sage.
Schwab, J.J. (1969). The practical: A language for curriculum. The School Review, 78 (1), 1-23
Spencer, H. (1861). Education: Intellectual, moral and physical. Williams & Norgate.
Syomwene, A. (2020). Curriculum theory: Characterıstıcs and functions. European Journal of Education Studies, 7(1), 326-337.
Taba, H. (1962). Curriculum development:Theory and practice. Harcourt Brace Jovanovich.
Taylor, F.W. (1911). The principles of scientific management. Harper & Brothers.
Tyler, W.R. (1949). Basic principles of curriculum and instruction. The Chicago University Press.
Walker, D.F. (1970, March 2-6). An empirical model of the process of curriculum development [Conference Presentation]. AERA Annual Meeting. Minnesota. https://files.eric.ed.gov/fulltext/ED042252.pdf
Walker, D.F. (1971). A naturalistic model for curriculum development. The School Review, 80(1), 51-65.
Weiner, G. (1992). Enterprise culture, Victorian values or equality: Ideology in the British national curriculum. Internationale Schulbuchforschung, 14(1), 59–70.
Wrigley, E. A. (1990). Continuity, chance and change: The character of the industrial revolution in England. Cambridge University Press.
Referanslar
Barrow, R. (2012). Plato and education. Routledge.
Beauchamp, G. A. (1975). Curriculum theory: Meaning, development and use. The Kagg Press.
Bobbitt, J.F. (1918). The curriculum.Houghton & Mifflin.
Bümen, N., ve Aktan, S. (2016). A self-critical analysis upon Turkish curriculum and instruction field in consideration of reconceptualism. Kastamonu Education Journal, 22(3), 1123-1144.
Callahan, R.E. (1962). Education and the cult of efficiency. University of Chicago Press
Charters, W.W. (1923). Curriculum construction. The MacMillan Company.
Crafts, N. F. (1977). Industrial Revolution in England and France: Some thoughts on the question," Why was England first?". The Economic History Review, 30(3), 429-441.
Eisner, E. W., & Vallance, E. (1974). Conflicting conceptions ofcurriculum. McCutchan
Ellis, A. K. (2004). Exemplars of curriculum theory. Routledge.
Freire, P. (1970). Pedagogy of the oppressed. Continuum.
Hewitt, T. W. (2006). Understanding and shaping curriculum: What we teach and why. Sage.
Jackson, W.P. (1992). Conceptions of curriculum and curriculum specialist. Philip W. Jackson (Ed.), Handbook of research on curriculum (s.3-40). AERA.
Kirst, M. W., & Walker, D, F. (1971). An analysis of curriculum policy-making. Review of Educational Research, 41(5), 479-509.
Kliebard, H. M. (1977). Curriculum theory: Give me a for instance. Curriculum Inquiry, 6(4), 257-268.
Kliebard, H. M. (2004). The struggle for the American curriculum, 1893-1958. Routledge.
Konrad, F.J. (2021). Okulun tarihi: Antik çağdan günümüze. Runik Yayınları.
Kotsonis, A. (2020). What can we learn from Plato about intellectual character education?. Educational Philosophy and Theory, 52(3), 251-260.
Kridel, C. (2010). Encyclopedia of curriculum studies. Sage.
Kristjánsson, K. (2016). Aristotle, emotions, and education. Routledge.
Lauer Schachter, H. (2010). The role played by Frederick Taylor in the rise of the academic management fields. Journal of Management History, 16(4), 437-448.
Macdonald, J. B. (1965). Educational models for instruction. J. B. Macdonald and R. R. Leeper (Eds.), Theories of instruction (s.1-7). ASCD.
Macdonald,J. B. (1981). Curriculum, consciousness and social change. Journal of Curriculum Theorizing, 7(1), 143-153.
Marsh,C. J. & Willis, G. (2003). Curriculum: Alternative approaches, ongoing issues. Pearson.
McCutcheon, G. (1982). What in the world is curriculum theory? Theory intoPractice, 21 (1), 18-22.
McKenzie, G. R. (1979). The fallacy of excluded instruction: A common but correctable error in process oriented teaching strategies. Theory and Research in SocialEducation, 7(2), 17—31.
McNeil, J.D. (1996). Curriculum: A compherensive introduction. Harper Collins.
Mintz, A. I. (2018). Plato: Images, aims, and practices of education. Springer International Publishing.
Nelson, D. (Ed.). (1992). A mental revolution: Scientific management since Taylor. Ohio State University Press.
Ornstein, A.C., & Hunkins, P.F. (2017). Curriculum: Foundations, principles and issues. Allyn &Bacon.
Pinar, W. (2004). What is curriculum theory. Routledge.
Pinar, W. (2010). Currere. Craig Kridel (Ed.), Encyclopedia of curriculum studies. (s.177-178).SAGE.
Pinar, W. F., & Bowers, C. A. (1992). Politics of curriculum: Origins, controversies, and significance of critical perspectives. Review of research in education, 18(1), 163-190.
Pinar, W., Reynolds, W., Slattery, P., & Taubman, P. (1995). Understanding curriculum: An introduction to the study of historical and contemporary curriculum discourses. Peter Lang.
Schiro, M.S. (2013). Curriculum theory: Conflicting visions and enduring concerns. Sage.
Schwab, J.J. (1969). The practical: A language for curriculum. The School Review, 78 (1), 1-23
Spencer, H. (1861). Education: Intellectual, moral and physical. Williams & Norgate.
Syomwene, A. (2020). Curriculum theory: Characterıstıcs and functions. European Journal of Education Studies, 7(1), 326-337.
Taba, H. (1962). Curriculum development:Theory and practice. Harcourt Brace Jovanovich.
Taylor, F.W. (1911). The principles of scientific management. Harper & Brothers.
Tyler, W.R. (1949). Basic principles of curriculum and instruction. The Chicago University Press.
Walker, D.F. (1970, March 2-6). An empirical model of the process of curriculum development [Conference Presentation]. AERA Annual Meeting. Minnesota. https://files.eric.ed.gov/fulltext/ED042252.pdf
Walker, D.F. (1971). A naturalistic model for curriculum development. The School Review, 80(1), 51-65.
Weiner, G. (1992). Enterprise culture, Victorian values or equality: Ideology in the British national curriculum. Internationale Schulbuchforschung, 14(1), 59–70.
Wrigley, E. A. (1990). Continuity, chance and change: The character of the industrial revolution in England. Cambridge University Press.
