出版社：Australian Institutes for Educational Research
摘要：This study focuses on curriculum adaptation in Turkey where the school system is highlycentralised, high schools are quite hierarchical, regional differences are intense, and asingle, renewed curriculum is put into practice in all types of high schools that enrolstudents via high-stakes tests, unlike the Western context. Specifically, this multiple casestudy examines how and why five high school mathematics teachers in different types ofTurkish rural high schools adapted the state-mandated curriculum. Interviews,observations, and documents were used to look for patterns and causes of adaptation.Findings revealed that although teachers do not disclose it in their plan, due to their lackof autonomy, they adapt the curriculum according to the perceived needs and attributesof students to cross over the ‘brick wall’ built by the Ministry of Education. Also, all theteachers use the same adaptation patterns that are ‘omitting’; ‘creating’; ‘replacing’;‘changing the amount of time’; ‘superficial teaching’; and ‘using differentsources/materials’. The reasons for adaptation and commonly used patterns are relatedto the perceived student profile, regulations, and nation-wide high-stakes tests.Consequently, suggestions are made to ensure curriculum does not end up as just writtendocuments, and to prevent high-stakes tests from steering the instruction.
