The evaluation of the 7th grade English curriculum according to the Eisner's educational connoisseurship and criticism model

Abstract

The purpose of this study is to evaluate the 7th grade English curriculum developed in 2013
and revised in 2018 by considering the similarities and differences of the elements of a curriculum with
the Eisner’s Educational Connoisseurship and Criticism Model, Within the scope of the research, semistructured interviews were conducted with 8 teachers delivering 7th grade English lessons; 27 students,
19 parents and 3 school principals from three schools selected by considering different socio-economic
level variation in Aydın city center. Besides, semi-structured observation form was developed to observe
the curriculum implementation process of the English lesson. In addition to interview and observation
data, document analysis was also applied. Document-based data were collected through the 2013 and
updated 2018 English curriculum (primary and secondary school grades 2, 3, 4, 5, 6, 7 and 8) and both
booklets curricula. Data were analyzed by descriptive analysis. As a result, the English teachers stated
that the revision towards the whole curriculum was positive but it was very limited. Accordingly, it
considers the reduction of learning outcomes in the renewed curriculum to be positive. Although teachers
expect some additional arrangements to be made in some elements of the renewed curriculum, they find
the curriculum generally well-structured and feasible. In line with the data obtained from parents and
students, it was emphasized that the chance to use English effectively in real environment was given to
students and teachers. In addition, the fact that effective use of language is challenging in terms of four
language skills is observed from the practices.