Arnd-Michael Nohl is Professor of Education at Helmut-Schmidt-Universität, Germany.R. Nazlı Somel is a PhD student at Helmut-Schmidt-Universität, Germany.

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• Preface1. Introduction2. Education and Social Change in Turkish History2.1 What is Social and Educational Change? 2.2 The Formation of the Educational Sector in the Ottoman Empire2.3 The Expansion and Differentiation of Laicist Education in Modern Turkey2.4 Society and Education from 1980 to 20032.5 Change and Primary Education3. The Curriculum Making3.1 Studying Curriculum Change: Theoretical and Methodological Considerations3.2 Organizing a New Curriculum3.3 The New Curriculum’s Approach3.4 Preliminary Conclusions 4. Divergent Curricular Practices of Organizational Milieus: Teachers’ Professional Generations4.1 Analyzing Curricular Practices4.2 The generation of experienced teachers4.3 Novices and the curriculum4.4 The intermediary position between generations4.5 Distribution of Teachers and Schools’ Prestige5. Instruction and inequality between schools5.1 Social milieu, school organization, and resources: theoretical considerations5.2 Prestigious schools with middle-class milieus5.3 A maximal contrast: Instruction in a poor district of Istanbul5.4 Rural schools with poor milieus5.5 Reciprocally Amplifying Resources in Instruction Practices6. The new curriculum in competition with other institutionalized expectations6.1 Institutionalizing the new curriculum6.2 The informal institutionalization of standardized tests6.3 The competitive combination of loosely and tightly coupled institutions 7. Conclusion: Change, education, and societyAppendixOverview of the Turkish school systemOverview of expert interviewsRules of Transcription

Arnd-Michael Nohl is Professor of Education at Helmut-Schmidt-Universität, Germany.R. Nazlı Somel is a PhD student at Helmut-Schmidt-Universität, Germany.

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• Preface1. Introduction2. Education and Social Change in Turkish History2.1 What is Social and Educational Change? 2.2 The Formation of the Educational Sector in the Ottoman Empire2.3 The Expansion and Differentiation of Laicist Education in Modern Turkey2.4 Society and Education from 1980 to 20032.5 Change and Primary Education3. The Curriculum Making3.1 Studying Curriculum Change: Theoretical and Methodological Considerations3.2 Organizing a New Curriculum3.3 The New Curriculum’s Approach3.4 Preliminary Conclusions 4. Divergent Curricular Practices of Organizational Milieus: Teachers’ Professional Generations4.1 Analyzing Curricular Practices4.2 The generation of experienced teachers4.3 Novices and the curriculum4.4 The intermediary position between generations4.5 Distribution of Teachers and Schools’ Prestige5. Instruction and inequality between schools5.1 Social milieu, school organization, and resources: theoretical considerations5.2 Prestigious schools with middle-class milieus5.3 A maximal contrast: Instruction in a poor district of Istanbul5.4 Rural schools with poor milieus5.5 Reciprocally Amplifying Resources in Instruction Practices6. The new curriculum in competition with other institutionalized expectations6.1 Institutionalizing the new curriculum6.2 The informal institutionalization of standardized tests6.3 The competitive combination of loosely and tightly coupled institutions 7. Conclusion: Change, education, and societyAppendixOverview of the Turkish school systemOverview of expert interviewsRules of Transcription

Arnd-Michael Nohl is Professor of Education at Helmut-Schmidt-Universität, Germany.R. Nazlı Somel is a PhD student at Helmut-Schmidt-Universität, Germany.

Select Guide Rating

• Preface1. Introduction2. Education and Social Change in Turkish History2.1 What is Social and Educational Change? 2.2 The Formation of the Educational Sector in the Ottoman Empire2.3 The Expansion and Differentiation of Laicist Education in Modern Turkey2.4 Society and Education from 1980 to 20032.5 Change and Primary Education3. The Curriculum Making3.1 Studying Curriculum Change: Theoretical and Methodological Considerations3.2 Organizing a New Curriculum3.3 The New Curriculum’s Approach3.4 Preliminary Conclusions 4. Divergent Curricular Practices of Organizational Milieus: Teachers’ Professional Generations4.1 Analyzing Curricular Practices4.2 The generation of experienced teachers4.3 Novices and the curriculum4.4 The intermediary position between generations4.5 Distribution of Teachers and Schools’ Prestige5. Instruction and inequality between schools5.1 Social milieu, school organization, and resources: theoretical considerations5.2 Prestigious schools with middle-class milieus5.3 A maximal contrast: Instruction in a poor district of Istanbul5.4 Rural schools with poor milieus5.5 Reciprocally Amplifying Resources in Instruction Practices6. The new curriculum in competition with other institutionalized expectations6.1 Institutionalizing the new curriculum6.2 The informal institutionalization of standardized tests6.3 The competitive combination of loosely and tightly coupled institutions 7. Conclusion: Change, education, and societyAppendixOverview of the Turkish school systemOverview of expert interviewsRules of Transcription