Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi

Yazarlar: Ahmet Dikbayır, Nilay T. Bümen

Konular:-

Anahtar Kelimeler: Curriculum fidelity,Ninth grade mathematics curriculum,Adherence,Participant responsiveness

Özet: Abstract Curriculum fidelity can be defined as the degree to which teachers or stakeholders abide by a curriculum’s original design when implementing it. In this study, the ninth grade mathematics curriculum introduced in the 2013 – 2014 academic year was investigated  in  terms  of  curriculum fidelity components of adherence and participant responsiveness. Case study design was used and the data were gathered through semi-­‐‑structured interviews, document analysis and classroom observations. The participants consisted of three mathematics teachers teaching ninth  grade mathematics at different types of schools. The data were analyzed through descriptive analysis. The findings revealed that the teachers, who participated in study, asked questions about objectives that were not included in the curriculum, modified curriculum content according to students’ level, have difficulty making connections between mathematics and real life, did not use performance-­‐‑ project-­‐‑ peer/self-­‐‑assessment or assess assignments of solving problems as a performance assessment. It was also observed that in the classrooms where the study was conducted, teacher centered methods were used and technological devices like smart board, projection etc. were not present. The study concluded that curriculum fidelity of teachers might be affected by student characteristics, curriculum properties, teacher characteristics, institutional features and a centralistic educational system.

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