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Okul Temelli Program Geliştirme

Year 2017, Volume: 1 Issue: 1, 29 - 36, 01.07.2017

Abstract

Bu çalışmada, Okul Temelli Program Geliştirme
(OTPG) kavramının tanımı, işlevi, OTPG süreci ve süreci etkileyen faktörler
incelenmiştir. OTPG genel olarak bir okulun bazı ya da bütün üyelerinin dâhil olduğu
okul toplumunun, okulun önerdiği programı planlaması, uygulaması ve
değerlendirmesi işlemi olarak tanımlanır. Farklı bir ifadeyle okul çalışanları
arasında işbirliği çerçevesinde ortak karar alma süreci olarak ifade
edilmektedir. Bu işbirliği sadece okulla sınırlı değil okul dışı paydaşları da
(veliler, sendikalar, yerel yöneticiler vb.) sürece dâhil etmektedir. OTPG
sistemli ve planlı bir karar alma sürecidir ve bu karar alma sürecini etkileyen
faktörler; eğitimin ulusal hedefleri, ulaşılabilir ders sayısı seçenekleri,
öğrenen, kaynak ulaşılabilirliği, okul çevresindeki insanların kültürü, okul
çevresi ve değerlendirme sistemi ve stratejileridir. Ayrıca OTPG sürecinin
tasarlanması aşamasında takip edilmesi gereken adımlar; ihtiyaçların
belirlenmesi, amaçların oluşturulması, içeriğin belirlenmesi, içeriğin
düzenlenmesi, öğrenme deneyimlerinin seçimi, öğrenme deneyimlerinin
oluşturulması ve değerlendirme olarak ifade edilmektedir.

References

  • Akpınar, B. (2012). Eğitim Programları ve Öğretim. Ankara: Data Yayınları
  • Akpınar, B., & Özer, B. (2008). Genel Ortaöğretimde Yapılan Öğretim Planlarının Okul Müdürü ve Öğretmen Görüşlerine Göre Değerlendirilmesi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(10), 121 – 145.
  • Bezzina, M. (1991). Teachers' Perceptions Of Their Participation İn School-Based Curriculum Development: A Case Study. Curriculum Perspectives, 11 (2), 39–47.
  • Brady, L. (1992). Curriculum Development: Fourth Edition. Sydney: PrenticeHall.
  • Brooker, R.,& Macdonald, D. (1999). Did we hear you?: issues of student voice in a curriculum innovation. Journal of curriculum studies, 31 (1), 83–97.
  • Cascıano-Savıgnono, C . J. (1978) Systems Approach to Curriculum and Instructional Improvement Middle School-Grade 12. Columbus , Ohio: Belland Hovvell Company.
  • Dewey, J. (1988). Özgürlük ve Kültür (Çev. Vedat Günyol). İstanbul: Remzi Kitabevi.
  • Dewey, J. (2010a). Okul ve Toplum (2. Baskı, Çev. H. Avni Başman). Ankara: Pegem Akademi.
  • Dewey, J. (2010b). Yeni okullarda Özgürlüğün Derecesi ne Olmalıdır?,Günümüzde Eğitim (Çev. Ed. Bahri Ata ve Talip Öztürk). Ankara: Pegem Akademi.
  • Eggleston, J. (Eds.) (1980). School-based curriculum development in Britain: A collection of case studies. London: Routledge & Kegan Paul.
  • Elliot, J. (1997). School-BasedCurriculum Development and Action Research in the United Kingdom. In S. Hollingsworth (Ed.), International action research: A case book for educational reform (pp.17–28). London: FalmerPress.
  • Juang, Y.R., Liu, T.C. & Chan, T.W. (2005) The web-based performance system for enhanced school-based curriculum development. Proceedings of the 5th IEEEE International Conference on Advanced Learning Technologies, Taipei.
  • Juang, Y.R., Liu, T.C., & Chan, T.W. (2008). Computer-Supported Teacher Development of Pedagogical Content Knowledge through Developing School-Based Curriculum. Educational Technology & Society, 11 (2), 149-170.
  • Kir, İ. (2013). Eğitimin Toplumsal Temelleri. (139-170). Dördüncü baskı. (Ed: Fatih Töremen) Eğitim Bilimine Giriş.İstanbul: İdeal Kültür ve Yayıncılık.
  • Li, H. (2006). School-Based Curriculum Development: An Interview Study of Chinese Kindergartens. Early Childhood Education Journal, 33, (4), DOI: 10.1007/s10643-006-0061-7
  • Lo, Y. C. (1999). School-based curriculum development: the Hong Kong experience. The Curriculum Journal, 10(3), 419–442.
  • Marsh, C. (1989). Reconceptualizing school-based curriculum development: Decision at the school level. London: McGraw-Hill.
  • Marsh, C. (1997). Planning, management and ideology: Key concepts for understanding curriculum. London: Falmer Press.
  • Marsh, C. J. (2009). How School-Based Curriculum Development (SBCD) Can Facilitate Curriculum Differentiation (CD). Proceedings of the International Conference on Primary Education. Hong Kong.
  • Marsh, C., Day, C., Hannay, L., ve McCutcheon, G. (1990). Reconceptualising School-Based Curriculum Development. London: The Falmer Press.
  • MEB, (2011). Millî Eğitim Bakanlığının Teşkilat ve Görevleri Hakkında Kanun Hükmünde Kararname, Yayınlandığı Resmi Gazete 14.09.2011, No:28054.
  • OECD (1979). School-based curriculum development. Paris: CEM/ OECD.
  • Ornstein, A., C. ve Hunkins, F., P. (2014). Eğitim Programı Temeller, İlkeler ve Sorunlar (Çev. Edit. Asım Arı). Konya: Eğitim Yayınevi.
  • Reid, W. (1987). The Functions of SBCD: A Cautionary Note. In N. Sabar, J. Rudduck, & W. Reid (Eds.), Partnership and Autonomy İn School-Based Curriculum Development (pp. 115–124). University of Sheffield: Division of Education.
  • Sabar, N. (1985). School-based curriculum development: Reflections from an international seminar. Journal of Curriculum Studies, 17(4), 452–456.
  • Sabar, N., Rudduck, J., ve Reid, W. (Eds.). (1987). Partner shipand Autonomy İn School-Based Curriculum Development. University of Sheffield: Division of Education.
  • Skilbeck, M. (1984). School-based curriculum development. London: Harper & Row.
  • Southern African Development Community (SADC), (2000). Module 14 Cirruculum Pratice, The Common wealth of Learning.
  • Taba, H. (1962) Curriculum Development: Theory and practice, New York: Harcourt Brace and World.
  • Tyler, R., W. (2014). Eğitim Programlarının ve Öğretimin Temel İlkeleri(Çev. M. Emir Rüzgar ve Berna Aslan). Ankara: Pegem Akademi.
  • Yüksel, S.,(1998). Okul Temelli Program Geliştirme, Filiz 1998.
Year 2017, Volume: 1 Issue: 1, 29 - 36, 01.07.2017

Abstract

References

  • Akpınar, B. (2012). Eğitim Programları ve Öğretim. Ankara: Data Yayınları
  • Akpınar, B., & Özer, B. (2008). Genel Ortaöğretimde Yapılan Öğretim Planlarının Okul Müdürü ve Öğretmen Görüşlerine Göre Değerlendirilmesi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(10), 121 – 145.
  • Bezzina, M. (1991). Teachers' Perceptions Of Their Participation İn School-Based Curriculum Development: A Case Study. Curriculum Perspectives, 11 (2), 39–47.
  • Brady, L. (1992). Curriculum Development: Fourth Edition. Sydney: PrenticeHall.
  • Brooker, R.,& Macdonald, D. (1999). Did we hear you?: issues of student voice in a curriculum innovation. Journal of curriculum studies, 31 (1), 83–97.
  • Cascıano-Savıgnono, C . J. (1978) Systems Approach to Curriculum and Instructional Improvement Middle School-Grade 12. Columbus , Ohio: Belland Hovvell Company.
  • Dewey, J. (1988). Özgürlük ve Kültür (Çev. Vedat Günyol). İstanbul: Remzi Kitabevi.
  • Dewey, J. (2010a). Okul ve Toplum (2. Baskı, Çev. H. Avni Başman). Ankara: Pegem Akademi.
  • Dewey, J. (2010b). Yeni okullarda Özgürlüğün Derecesi ne Olmalıdır?,Günümüzde Eğitim (Çev. Ed. Bahri Ata ve Talip Öztürk). Ankara: Pegem Akademi.
  • Eggleston, J. (Eds.) (1980). School-based curriculum development in Britain: A collection of case studies. London: Routledge & Kegan Paul.
  • Elliot, J. (1997). School-BasedCurriculum Development and Action Research in the United Kingdom. In S. Hollingsworth (Ed.), International action research: A case book for educational reform (pp.17–28). London: FalmerPress.
  • Juang, Y.R., Liu, T.C. & Chan, T.W. (2005) The web-based performance system for enhanced school-based curriculum development. Proceedings of the 5th IEEEE International Conference on Advanced Learning Technologies, Taipei.
  • Juang, Y.R., Liu, T.C., & Chan, T.W. (2008). Computer-Supported Teacher Development of Pedagogical Content Knowledge through Developing School-Based Curriculum. Educational Technology & Society, 11 (2), 149-170.
  • Kir, İ. (2013). Eğitimin Toplumsal Temelleri. (139-170). Dördüncü baskı. (Ed: Fatih Töremen) Eğitim Bilimine Giriş.İstanbul: İdeal Kültür ve Yayıncılık.
  • Li, H. (2006). School-Based Curriculum Development: An Interview Study of Chinese Kindergartens. Early Childhood Education Journal, 33, (4), DOI: 10.1007/s10643-006-0061-7
  • Lo, Y. C. (1999). School-based curriculum development: the Hong Kong experience. The Curriculum Journal, 10(3), 419–442.
  • Marsh, C. (1989). Reconceptualizing school-based curriculum development: Decision at the school level. London: McGraw-Hill.
  • Marsh, C. (1997). Planning, management and ideology: Key concepts for understanding curriculum. London: Falmer Press.
  • Marsh, C. J. (2009). How School-Based Curriculum Development (SBCD) Can Facilitate Curriculum Differentiation (CD). Proceedings of the International Conference on Primary Education. Hong Kong.
  • Marsh, C., Day, C., Hannay, L., ve McCutcheon, G. (1990). Reconceptualising School-Based Curriculum Development. London: The Falmer Press.
  • MEB, (2011). Millî Eğitim Bakanlığının Teşkilat ve Görevleri Hakkında Kanun Hükmünde Kararname, Yayınlandığı Resmi Gazete 14.09.2011, No:28054.
  • OECD (1979). School-based curriculum development. Paris: CEM/ OECD.
  • Ornstein, A., C. ve Hunkins, F., P. (2014). Eğitim Programı Temeller, İlkeler ve Sorunlar (Çev. Edit. Asım Arı). Konya: Eğitim Yayınevi.
  • Reid, W. (1987). The Functions of SBCD: A Cautionary Note. In N. Sabar, J. Rudduck, & W. Reid (Eds.), Partnership and Autonomy İn School-Based Curriculum Development (pp. 115–124). University of Sheffield: Division of Education.
  • Sabar, N. (1985). School-based curriculum development: Reflections from an international seminar. Journal of Curriculum Studies, 17(4), 452–456.
  • Sabar, N., Rudduck, J., ve Reid, W. (Eds.). (1987). Partner shipand Autonomy İn School-Based Curriculum Development. University of Sheffield: Division of Education.
  • Skilbeck, M. (1984). School-based curriculum development. London: Harper & Row.
  • Southern African Development Community (SADC), (2000). Module 14 Cirruculum Pratice, The Common wealth of Learning.
  • Taba, H. (1962) Curriculum Development: Theory and practice, New York: Harcourt Brace and World.
  • Tyler, R., W. (2014). Eğitim Programlarının ve Öğretimin Temel İlkeleri(Çev. M. Emir Rüzgar ve Berna Aslan). Ankara: Pegem Akademi.
  • Yüksel, S.,(1998). Okul Temelli Program Geliştirme, Filiz 1998.
There are 31 citations in total.

Details

Subjects Studies on Education
Journal Section Eğitim Bilimleri
Authors

Recep Kahramanoğlu

Publication Date July 1, 2017
Submission Date April 13, 2017
Acceptance Date June 20, 2017
Published in Issue Year 2017 Volume: 1 Issue: 1

Cite

APA Kahramanoğlu, R. (2017). Okul Temelli Program Geliştirme. Disiplinlerarası Eğitim Araştırmaları Dergisi, 1(1), 29-36.

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The Journal of Interdisciplinary Educational Researches (JIER) published by the Interdisciplinary Educational and Research Association (JIER)A) is an internationally eminent journal.

JIER, a nonprofit, nonprofit NGO, is concerned with improving the education system within the context of its corporate objectives and social responsibility policies. JIER, has the potential to solve educational problems and has a strong gratification for the contributions of qualified scientific researchers.

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