An Anthropocentric Evaluation of the New English Language Teaching Program for Lower Secondary School in Turkey

Aksoy, E. (2020). Evaluation of the 2017 updated secondary school English curriculum of Turkey by means of theory-practice link. Turkish Journal of Education, 9(1), 1-21.10.19128/turje.575392Search in Google Scholar

Aktı Aslan, S., & İzci, E. (2017). Evaluation of secondary school English teaching program according to the remarks of teachers with context, input, process and product (CIPP) model. İnönü University Journal of the Faculty of Education, 18(2), 33-44.Search in Google Scholar

Arı, A. (2014). Teacher opinions about evaluation of 6^th grade English lesson curriculum in primary schools. Journal of Theoretical Educational Science, 7(2), 172-194.10.5578/keg.6646Search in Google Scholar

Aykanat Erdem, A., Balcı, T., & Duran Özdil, K. (2019). Ortaokul ve imam hatip ortaokulu İngilizce 7 ders kitabı. Ankara: Milli Eğitim Bakanlığı Yayınları.Search in Google Scholar

Cartens, D. (2016). The Anthropocene crisis and higher education: A fundamental shift. South African Journal of Higher Education, 30(3), 255-273.Search in Google Scholar

Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (4th ed.). Thousand Oaks: Sage Publications Inc.Search in Google Scholar

Creswell, J. W., & Poth, C. N. (2018). Qualitative Inquiry & Research Design: Choosing among Five Approaches (4th ed.). Thousand Oaks: Sage Publications Inc.Search in Google Scholar

Crutzen, P. J. (2006a). The “Anthropocene”. In E. Ehlers, & T. Krafft (Eds.), Earth System Science in the Anthropocene (pp. 13-18). Springer.10.1007/3-540-26590-2_3Search in Google Scholar

Crutzen, P. J. (2006b). The Anthropocene: The Current Human-Dominated Geological Era. Retrieved from http://www.pas.va/content/dam/accademia/pdf/acta18/acta18-crutzen.pdfSearch in Google Scholar

Demircan, F., Akıskalı, G., Berket, A., & Günay, F. (2019). Ortaokul ve imam hatip ortaokulu İngilizce 6 ders kitabı. Ankara: Milli Eğitim Bakanlığı Yayınları.Search in Google Scholar

Demirtaş, Z., & Erdem, S. (2015). 5. sınıf İngilizce dersi öğretim programı: Güncellenen programın bir önceki programla karşılaştırılması ve programa ilişkin öğretmen görüşleri. Sakarya University Journal of Education, 5(2), 55-80.Search in Google Scholar

Dinçer, A., & Koç, H. K. (2020). The implementation of an intensive English language program in the fifth grade in Turkey: A qualitative evaluation. Journal of Theoretical Educational Research, 13(1), 25-43.Search in Google Scholar

Dinçer, B., & Saracaloğlu, A. S. (2017). 7. sınıf İngilizce öğretim programının Stufflebeam’in bağlam-girdi-süreç-ürün (Cipp) modeline göre değerlendirilmesi. Qualitative Studies (NWSAQS), 12(2), 1-24.Search in Google Scholar

Gilbert, J. (2016). Transforming science education for the Anthropocene – is it possible? Research in Science Education, 46, 187-201.10.1007/s11165-015-9498-2Search in Google Scholar

Goulah, J. (2018). Religion, “the religious,” and language education into the Anthropocene: A response to Huamei Han’s “Studying religion and language teaching and learning: Building a subfield.” The Modern Language Journal, 102, 451-455.10.1111/modl.12489Search in Google Scholar

Gray, D., & Colucci-Gray, L. (2014). Globalisation and the Anthropocene: The reconfiguration of science education for a sustainable future. Sisyphus Journal of Education, 2(3), 14-31.Search in Google Scholar

İlter, B., İzgi, İ., Çavuşer Özdemir, E., Türkeri Yeter, A., & Çavuşer Yünlü, Z. T. (2019). Mastermind ortaokul ve imam hatip ortaokulu İngilizce 8 ders kitabı. Ankara: Milli Eğitim Bakanlığı Yayınları.Search in Google Scholar

Kozikoğlu, İ. (2014). Ortaokul 7. sınıf İngilizce öğretim programının değerlendirilmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 14(1), 361-375.Search in Google Scholar

Leinfelder, R. (2013). Anthropocene: Envisioning the future age of humans. RCC Perspectives, 3, 9-28.Search in Google Scholar

Lewis, S. L., & Maslin, M. A. (2015). Defining the Anthropocene. Nature, 519, 171-180.10.1038/nature14258Search in Google Scholar

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage Publications.Search in Google Scholar

Mahaffy, P. G. (2014). Telling time: Chemistry education in the Anthropocene epoch. Journal of Chemical Education, 91, 463-465.10.1021/ed5001922Search in Google Scholar

Milli Eğitim Bakanlığı. (2018). İngilizce dersi öğretim programı (ilkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar). Retrieved from http://mufredat.meb.gov.tr/Dosyalar/201812411191321-%C4%B0NG%C4%B0L%C4%B0ZCE%20%C3%96%C4%9ERET%C4%B0M%20PROGRAMI%20Klas%C3%B6r%C3%BC.pdfSearch in Google Scholar

Ordem, E., & Ulum, Ö. G. (2020). Gender issues in English language teaching: Views from Turkey. Acta Educationis Generalis, 10(1), 25-39. https://doi.org/10.2478/atd-2020-000210.2478/atd-2020-0002Search in Google Scholar

Pawson, E. (2015). What sort of geographical education for the Anthropocene? Geographical Research, 53(3), 306-312.10.1111/1745-5871.12122Search in Google Scholar

Prádanos, L. I. (2015). La enseñanza del español en la era del antropoceno: Hacia la integración de la sostenibilidad en las clases de español como lengua extranjera. Hispania, 98(2), 333-345.10.1353/hpn.2015.0056Search in Google Scholar

Somerville, M. (2017). The Anthropocene’s call to educational research. In K. Malone, S. Truong, & T. Gray (Eds.), Reimagining sustainability in precarious times (pp. 17-28). Springer.10.1007/978-981-10-2550-1_2Search in Google Scholar

Steffen, W., Grinevald, J., Crutzen, P., & McNeill, J. (2011). The Anthropocene: Conceptual and historical perspectives. Philosophical Transactions of the Royal Society A, 369, 842-867.10.1098/rsta.2010.0327Search in Google Scholar

Sterling, S. (2017). Assuming the future: Repurposing education in a volatile age. In B. Jickling, & S. Sterling (Eds.), Post-sustainability and environmental education (pp. 31-45). Palgrave.10.1007/978-3-319-51322-5_3Search in Google Scholar

Taylor, A. (2017). Beyond stewardship: Common world pedagogies for the Anthropocene. Environmental Eduction Research, 23(10), 1448-1461.10.1080/13504622.2017.1325452Search in Google Scholar

Wagler, R. (2011). The Anthropocene mass extinction: An emerging curriculum theme for science educators. The American Biology Teacher, 73(2), 78-83.10.1525/abt.2011.73.2.5Search in Google Scholar

Yalçın, M., Genç, G., Orhon, N. Ö., & Şahin, H. (2019). Ortaokul ve imam hatip ortaokulu İngilizce 5 ders kitabı. Ankara: Milli Eğitim Bakanlığı Yayınları.Search in Google Scholar

Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri (9th ed.). Ankara: Seçkin Yayıncılık.Search in Google Scholar

Yücel, E., Dimici, K., Yıldız, B., & Bümen, N. T. (2017). Son 15 yılda yayımlanan ilk ve ortaöğretim İngilizce dersi öğretim programları üzerine bir analiz. Ege Eğitim Dergisi, 18(2), 702-737.10.12984/egeefd.305922Search in Google Scholar

Zalasiewicz, J., Williams, M., Haywood, A., & Ellis, M. (2011). The Anthropocene: A new epoch of geological time? Philosophical Transactions of the Royal Society A, 369, 835-841.10.1098/rsta.2010.0339Search in Google Scholar

Zalasiewicz, J., Williams, M., Steffen, W., & Crutzen, P. (2011). The new world of the Anthropocene. Environmental Science & Technology, 44, 2228-2231.10.1021/es903118jSearch in Google Scholar