The aim of this study was to develop a valid and reliable scale to determine the curriculum implementation approaches of English teachers. The study group of the research consisted of 181 English teachers teaching in secondary school. While expert opinions were obtained for the content validity of the scale, exploratory factor analysis (EFA) was performed for construct validity. As a result of the analysis, a scale that consists of 37 items and four-factors as "curriculum fidelity", "exam-based adaptation", "student-based adaptation" and "curriculum design" was developed. Cronbach's alpha coefficients calculated for each factor to determine the reliability of the scale vary between 0.82 and 0.90. Analyzes for the item-total score correlation of the scale and the correlation of subscales also show that the scale meets the reliability requirements. The results of the validity and reliability analysis of the scale indicate that the scale produces valid and reliable measurements. It is thought that this scale will contribute to new studies on the implementation of the curriculum.

Purpose: The purpose of this study is to identify the curriculum implementation approaches of secondary school English teachers. Design/Methodology/Approach: The study group of this qualitative case study consists of 14 English teachers and students studying in the classes of these teachers. In determination of the study group, maximum variation and criterion sampling was used. The data of the study was obtained by observations, interviews, document review and it was analyzed by qualitative content analysis technique with an interpretive qualitative approach. Findings: Study results indicated that English teachers have basically three different approaches while implementing the curriculum: curriculum fidelity, curriculum adaptation and curriculum design. In each three approaches teachers make student-based and exam-based implementations. However, under the curriculum adaptation approach, the student-based and exam-based adaptations made by teachers during their implementations are philosophically so different from each other that they worth mentioning under a different sub-title as student-based adaptation and exam-based adaptation. Teachers who adopt curriculum fidelity approach tend to apply the curriculum materials without making any change while teachers with curriculum adaptation approach make some adaptations in these materials. In the student-based adaptation approach, teachers make these adaptations by taking student characteristics into account, while in the exam-based approach, the focus of the teachers is to prepare students for national exams or the exam of the course. Teachers with curriculum design approach teach in private schools and do not make use of curriculum materials during their instruction. These teachers have more flexibility in their classroom practices compared to the teachers with curriculum fidelity and adaptation approaches. Highlights: Based on the results of this study, it can be suggested to investigate the effect of teachers’ curriculum implementation approaches on their professional development and on their students’ motivation and academic success.

The aim of this study is to make a methodological and thematic analysis of national and international theses and dissertations on curriculum implementation. The data of this qualitative case study was obtained from Turkish Higher Education Council Presidency Dissertation Center website and Proquest (dissertation & thesis) database. Dissertations are limited between the years 2012-2022 to keep the study up to-date. A total of 54 theses and dissertations, of which 4 were national and 50 were international, were reached as full text. An Academic Publication Evaluation Form is used to collect the data and it was analyzed by content analysis technique. It was revealed that curriculum implementation was mostly studied in the way of asking the opinions, attitudes or experiences of stakeholders about the implementation process. While quantitative and mixed method research desing were preferred in national dissertations, qualitative research design was mostly applied in internatonal dissertations. Accordingly, in national dissertations, convenience sampling, use of scales and questionnaires, descriptive statistics, content analysis, t-test and regression analysis were mostly preferred while conducting the studies. On the other hand, for international dissertations, purposeful sampling, interviews and coding were mostly applied methods. In both national and international dissertations, teachers were the mostly studied group as participants. Findings obtained within the scope of the research are thought to be beneficial in terms of understanding the studies made about the implementation of curricula and giving direction to the future studies to be carried out in this field.