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Erdal Aslan - One of the best experts on this subject based on the ideXlab platform.

  • Arithmetic Teaching in 1926 Textbooks according to the Reports of “The Inspection Committee of Primary School Textbooks”
    Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi, 2013
    Co-Authors: Erdal Aslan, Sinan Olkun
    Abstract:

    This study is based on the report of the experts’ evaluation on “Arithmetics” textbooks presented to “The National Education Office” (“Milli Talim ve Terbiye Dairesi” ) to be followed through during the academic year of 1926-1927. The report examines the content, educational methods and techniques of the textbooks for the “Arithmetic Course” in relation with the goals identified in the Primary School Curriculum in 1926. This historical report reflects the shortcomings and the mistakes made in the early “Arithmetic” Textbooks thus having an impact on the structure and the content of the syllabus of arithmetic to be implemented the Primary School Curriculum in 1926. This very report discusses the problems observed in the “Arithmetic” textbooks in the early years of Turkish Republic with an emphasis on the alternative solutions. In conclusion, this study reflects the progress that has been made in mathematics education for the past 87 years

  • The First Primary School Curriculum of the Turkish Republic: “1924 İlk Mektepler Müfredat Programı”
    2011
    Co-Authors: Erdal Aslan
    Abstract:

    The purpose of this research is to tackle the first Primary School Curriculum of Turkish Republic in terms of the Turkish revolutions and the history of Turkish Republic and pave the way for the further studies that will be conducted in the related field. In order to adjust the Curriculum to the new Educational Act ( Tevhid-i Tedrisat), the topics such as the "dynasty", the "Caliphate" and the "Sultan" were removed from the courses "Civics","History", "Geography", "Turkish"" and "Religion ". Instead the new additional subjects promoting nationalism, secularism and democracy were placed and the purpose of the education was restructured to raise the younger generation as the citizens for the new Republic. This is a comprehensive study of the first Curriculum of the republic with the in-depth analyses of the courses. SUMMARY Purpose and Significance of the Study: The purpose of this study is to probe the content and the historical importance of the first Curriculum of the Turkish republic, 1924 Ilk Mektepler Mufredat Program. Since 1924, the Primary School Curriculums have been the subject of many studies and they have been analyzed, studied and critiqued in varying degrees. The curricula before 1928 were in the old alphabet, that is why there was a limited number of studies on them. This is a comprehensive study concerned with the first Primary School Curriculum as it has a significant place in the educational history of Turkey. Hence, it is possible to see the transformation of the Curriculum programs in the Primary Schools from the Ottoman Empire to the Turkish Republic and how the first Educational Act led to the changes in the educational system. Method: This is a descriptive study encompassing literature review, document analysis, and content analysis. The first Primary School Curriculum has been studied in terms of its place in the educational history of the Turkish Republic, its contents, its purposes, and the comparative study with those curricula in the Ottoman Empire. Findings: Turkish Grand National Assembly immediately started to embark a new system on education and design the new acts related to the educational system while the independence war was still going on. During the Office of Mehmet Vehbi Bey in mid 1921, the new curricula were designed for Primary and secondary education. But then they were abandoned because they could not meet the demands of the new republic and the difficulties that arose during the implementation stage. The first successful curricula designed and developed by the Turkish Republic were implemented only. March 3 1924, after the first Educational Act, Tevhid-i Tedrisat and were applied till 1927. There was less emphasis on the theoretical approaches and the latest developments in science formed the basis of the Curriculum. Discussion and Conclusions: The topics such as sultans and the Ottoman empire aimed at raising citizens devoted to the empire and the sultan were removed from the courses "Civics","History", "Geography", "Turkish"" and "Religion " in the 1924 Primary School Curriculum. Instead, the new additional subjects promoting nationalism, secularism and democracy were placed and the purpose of the education was restructured to raise the younger generation as the citizens for the new Republic. The first Curriculum was designed to prepare the young citizens to be fully equipped with the latest developments and knowledge in science and technology in the world. It stressed more applications, lab studies, observations and experiments and it was considered as a temporary solution till the development of a new and more comprehensive Curriculum to discard the traces of the theocratic old system.

  • the first Primary School Curriculum of the turkish republic 1924 ilk mektepler mufredat programi
    Elementary Education Online, 2011
    Co-Authors: Erdal Aslan
    Abstract:

    The purpose of this research is to tackle the first Primary School Curriculum of Turkish Republic in terms of the Turkish revolutions and the history of Turkish Republic and pave the way for the further studies that will be conducted in the related field. In order to adjust the Curriculum to the new Educational Act ( Tevhid-i Tedrisat), the topics such as the "dynasty", the "Caliphate" and the "Sultan" were removed from the courses "Civics","History", "Geography", "Turkish"" and "Religion ". Instead the new additional subjects promoting nationalism, secularism and democracy were placed and the purpose of the education was restructured to raise the younger generation as the citizens for the new Republic. This is a comprehensive study of the first Curriculum of the republic with the in-depth analyses of the courses. SUMMARY Purpose and Significance of the Study: The purpose of this study is to probe the content and the historical importance of the first Curriculum of the Turkish republic, 1924 Ilk Mektepler Mufredat Program. Since 1924, the Primary School Curriculums have been the subject of many studies and they have been analyzed, studied and critiqued in varying degrees. The curricula before 1928 were in the old alphabet, that is why there was a limited number of studies on them. This is a comprehensive study concerned with the first Primary School Curriculum as it has a significant place in the educational history of Turkey. Hence, it is possible to see the transformation of the Curriculum programs in the Primary Schools from the Ottoman Empire to the Turkish Republic and how the first Educational Act led to the changes in the educational system. Method: This is a descriptive study encompassing literature review, document analysis, and content analysis. The first Primary School Curriculum has been studied in terms of its place in the educational history of the Turkish Republic, its contents, its purposes, and the comparative study with those curricula in the Ottoman Empire. Findings: Turkish Grand National Assembly immediately started to embark a new system on education and design the new acts related to the educational system while the independence war was still going on. During the Office of Mehmet Vehbi Bey in mid 1921, the new curricula were designed for Primary and secondary education. But then they were abandoned because they could not meet the demands of the new republic and the difficulties that arose during the implementation stage. The first successful curricula designed and developed by the Turkish Republic were implemented only. March 3 1924, after the first Educational Act, Tevhid-i Tedrisat and were applied till 1927. There was less emphasis on the theoretical approaches and the latest developments in science formed the basis of the Curriculum. Discussion and Conclusions: The topics such as sultans and the Ottoman empire aimed at raising citizens devoted to the empire and the sultan were removed from the courses "Civics","History", "Geography", "Turkish"" and "Religion " in the 1924 Primary School Curriculum. Instead, the new additional subjects promoting nationalism, secularism and democracy were placed and the purpose of the education was restructured to raise the younger generation as the citizens for the new Republic. The first Curriculum was designed to prepare the young citizens to be fully equipped with the latest developments and knowledge in science and technology in the world. It stressed more applications, lab studies, observations and experiments and it was considered as a temporary solution till the development of a new and more comprehensive Curriculum to discard the traces of the theocratic old system.

Long Si-s - One of the best experts on this subject based on the ideXlab platform.

  • Study on Primary School Curriculum Standard of Moral Education in Malaysia
    Comparative Education Review, 2015
    Co-Authors: Long Si-s
    Abstract:

    Curriculum standard of moral education(KSSR)was implemented progressively in Primary Schools in Malaysia from 2011. The Curriculum standard was set separately for each grade. The new Curriculum standards are composed of the introduction, Curriculum objective, content organization, values, moral education skills and teaching evaluation standards. The new Curriculum standards have several characteristics, such as student-centered, emphasizing the relationship between students and the society, paying attention to thinking skills,implementing progressive education and emphasizing formative influence. These Curriculum standards are good references for revision of Curriculum standards of moral education in Primary Schools in China, especially for the formulation of evaluation standards.

Rachael Levy - One of the best experts on this subject based on the ideXlab platform.

  • "Third Spaces" Are Interesting Places: Applying "Third Space Theory" to Nursery-Aged Children's Constructions of Themselves as Readers.
    Journal of Early Childhood Literacy, 2008
    Co-Authors: Rachael Levy
    Abstract:

    Based on Moje et al.'s (2004) conceptions of `third space theory', this article describes how five nursery-aged children created a `third space' between home and School, in order to find continuity between home and School constructions of reading. This article describes how the children used various aspects of their home experiences, such as popular culture, television texts, computer technology and play to integrate the reading experiences of the home with that of the Primary School Curriculum. Yet this article also warns that many of these children's own sophisticated and valuable constructions could be at risk of disruption by the demands of the Primary School Curriculum, even from the time of entry into the Nursery year. It is therefore argued that educators within the Foundation Stage must find ways to accommodate and utilize children's own constructions of reading in order to build confidence and initiate success in a modern generation of young readers.

Graham Vulliamy - One of the best experts on this subject based on the ideXlab platform.

  • The changing role of the Primary School Curriculum co‐ordinator
    The Curriculum Journal, 1995
    Co-Authors: Rosemary Webb, Graham Vulliamy
    Abstract:

    Abstract The paper examines the changing role of Primary School Curriculum co‐ordinators following the implementation of the 1988 Education Reform Act and in the context of recent government and OFSTED exhortations for better subject teaching. Based upon qualitative data from a national sample of 50 Schools in England and Wales, it argues that several factors have recently raised the status and influence of Curriculum co‐ordinators in Schools. They were playing a major role in whole‐School Curriculum planning and policy‐making and were raising the collective confidence of staff in their subjects. However, co‐ordinators’ abilities to modify other teachers’ pedagogies were limited by their colleagues’ lack of subject knowledge. In addition, if co‐ordinators are to meet the new demands of their role and have more influence as change agents, they need courses and in‐School support to develop a range of skills, including people management, evaluation techniques and the provision of INSET. Co‐ordinators in some...

Tamara Bucher - One of the best experts on this subject based on the ideXlab platform.

  • nutrition education in the australian new south wales Primary School Curriculum knowledge and attitudes of students and parents
    Children today, 2020
    Co-Authors: Nienke De Vlieger, Nicholas Riley, Andrew Miller, Clare E. Collins, Jolien Van Rossum, Tamara Bucher
    Abstract:

    In NSW, Australia, the views of Primary-School aged children and their parents in regard to the importance of nutrition education at School are unclear. The aim of the current study was to explore children's knowledge of nutrition and eating habits and to identify gaps that future School nutrition education programs could target. Students aged 9 to 12 years and their parents (n = 21 dyads) were invited to participate in semi-structured interviews, complete a nutrition knowledge questionnaire, and perform a "healthy-unhealthy" food sorting task in a University food laboratory. Among the children, nutrition knowledge scores concerning "serves & portions" of common foods were lowest, identifying a gap in knowledge related to portion size. All children categorized fruits, vegetables, cola, and water correctly as "healthy" or "unhealthy" in the sorting task, but not for the sausage and muesli bar, suggesting that further support categorising processed foods may be needed. The interviews indicated that parents do actively try to teach their children about nutrition, although they reported feeling uncertain about their own level of nutrition knowledge. Children and parents indicated that there is very little nutrition education in School and more is needed. This research could be used to inform future Curriculum components related to nutrition education for Primary School children.

  • Nutrition education in the Australian New South Wales Primary School Curriculum: An exploration of time allocation, translation and attitudes in a sample of teachers.
    Health promotion journal of Australia : official journal of Australian Association of Health Promotion Professionals, 2018
    Co-Authors: Nienke De Vlieger, Nicholas Riley, Andrew Miller, Clare E. Collins, Tamara Bucher
    Abstract:

    Issue addressed The dietary intakes of Australian children are not optimal, with few meeting recommended vegetable and fruit intake targets. Nutrition education in childhood is important for developing healthy eating patterns, with Schools an ideal setting for a wide reach. The aims of this study were to examine nutrition education within the NSW Primary School syllabus, explore how much time teachers spend teaching nutrition, what is taught, what materials are used, and to identify attitudes towards nutrition education. Method An online survey consisting of 29 closed questions (with options for comments) was specifically developed for the purpose of this study. Teachers currently teaching at a NSW Primary School were eligible to participate. Results A total of 33 NSW Primary School teachers completed the survey. Results indicate that limited time is spent on teaching nutrition with some important nutrition education components currently missed, resources perceived to be inadequate and lack of time reported as the largest barrier to teaching nutrition. Conclusion In order to improve the quality of nutrition education in NSW Primary Schools, several important topics need to be integrated into the Curriculum, and time constraints of teachers should be taken into account. SO WHAT?: Findings from the current survey will inform the development of future nutrition education programs and resources with the aim of integrating nutrition education within the Primary School Curriculum.