Inferences from variety of implementations in learner centered approach

Sevinç Tunalı


From person to society there are many different layers of the meaning of education. Nevertheless, none of them is unnecessary and superficial. This meaning intensiveness is one of the main problems of education. For many years education in different regions served for variety of functions. Sometimes it become an agent for economic productivity, sometimes a tool for hustings and indoctrination. Educational discourse in Turkey have been turned to “putting learner first” in the education system for last decade. As a result, in 2007 a constructivist curriculum began to implement for the sake of learner-centered education. This inference lead researchers goes deeper to investigate what can be the implications for the learner-centered education. To this attempt a fieldtrip was organized to gather data from different alternative schools in the U.S. that main orientation is learner centered education. In these schools, interviews and unstructured observations were conducted to gain wider perspective on milieu. This study seeks to provide inferences from variety of schools in order to apply the learner-centered education. 


Learner-centered approach; Alternative schools; Qualitative study

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