Özet:

Popular with many advantages, school-based curriculum practice can be applicable to different teaching and learning purposes in different educational settings. However, Turkey is still far from such practices due to centralized educational policies. In order to both share a reflective framework and to present a detailed model, this study aims to practice a school-based curriculum with its theoretical and practical implications. The study was conducted in a middle school in Turkey together with the school members. School-based curriculum activities were planned, designed, practiced and evaluated regarding the school’s authentic needs. The study followed the principles of the action research. The study resulted in fulfilling academic objectives concerning English speaking skills, and turning negative student behaviours into positive tendencies in school environment. School members’ responses reflected an awareness and willingness for such practices. It was also observed that school members questioned their roles and responsibilities after taking part in the study.

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