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首页> 外文学位 >Negotiating modernity: Early childhood education policy development in Turkey in the context of seeking European Union membership---a case study of the General Directorate of Preschool Education.
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Negotiating modernity: Early childhood education policy development in Turkey in the context of seeking European Union membership---a case study of the General Directorate of Preschool Education.

机译：谈判现代性：土耳其在寻求加入欧盟的背景下制定幼儿教育政策-以学龄前教育总局为例。

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摘要

With the increasing number of women participating in the global economy, EU governments have recently recognized the necessity for Early Childhood Education and Care (ECEC) (Cryer, et al., 1991; Gallagher et al., 1999; Lubeck, 2001; OECD, 2001; Tietze & Cryer, 1999). This attention complements the strong tradition of global pressure that has encouraged national action in the realm of ECEC exemplified in England, France, and Germany. Furthermore, the EU set its main goals related to ECEC at the Barcelona Summit in 2002. As a candidate for EU membership, Turkey decided to (re)structure its early childhood education system by making new policies in line with European nations for its future citizens. This dissertation investigates the dynamics of policy development of Early Childhood Education (ECE) in Turkey in light of its new definitions of childhood and early schooling that are emerging in the process of EU membership negotiations.; The purpose of this study is to investigate the dynamics of policy development in Turkish early education, which is a highly complex process because it is affected not only by the EU, but also by (a) political pressures coming from the government, (b) Turkey's cultural, economic, and historical background, (c) its media, (d) its political structure and (e) other governmental or nongovernmental organizations, for example the OECD, the World Bank, and UNICEF (Ball, 1994; Bowe, Ball & Gold, 1992; Trowler, 2003). This research focuses on how the General Directorate Office negotiates and articulates policies in the ECE in response to a range of pressures emerging from modernity, globalization, and EU regulations.; As an instrumental case study, this study's focus is the General Directorate of Preschool Education in Ankara. The data were collected through multiple methods including interviews, document analysis, and observations in the actual context of the office. The use of multiple methods aided triangulation and a more inclusive understanding of the case presented (Graue & Walsh, 1998). The study's findings highlight the office of the general directorate as moderator of pressures coming from different agencies. These outside pressures, especially the EU, play important roles in the policy development process by affecting the office's goals, plans, standards, and even its operating definitions.
机译：随着越来越多的女性参与全球经济，欧盟各国政府最近认识到了幼儿教育和照料（ECEC）的必要性（Cryer等，1991； Gallagher等，1999； Lubeck，2001； OECD， 2001; Tietze＆Cryer，1999）。这种关注与全球压力的传统相辅相成，后者一直鼓励在ECEC领域采取国家行动，例如在英国，法国和德国。此外，欧盟在2002年的巴塞罗那峰会上设定了与ECEC相关的主要目标。作为欧盟成员国的候选国，土耳其决定通过制定与欧洲国家一致的新政策为其未来的公民建立（重新）幼儿教育体系。 。本文根据土耳其加入欧盟谈判过程中出现的对儿童和早期教育的新定义，研究了土耳其早期儿童教育（ECE）政策制定的动态。这项研究的目的是调查土耳其早期教育政策发展的动态，这是一个非常复杂的过程，因为它不仅受到欧盟的影响，而且还受到（a）来自政府的政治压力的影响，（b）土耳其的文化，经济和历史背景，（c）媒体，（d）政治结构，以及（e）其他政府或非政府组织，例如OECD，世界银行和UNICEF（Ball，1994； Bowe，Ball ＆Gold，1992； Trowler，2003）。这项研究的重点是总干事办公室如何应对和应对现代，全球化和欧盟法规带来的一系列压力，在欧洲经委会制定和阐明政策。作为一个实用的案例研究，本研究的重点是安卡拉的学前教育总局。数据是通过多种方法收集的，包括访谈，文档分析和在办公室实际环境中的观察。多种方法的使用有助于三角剖分和对所呈现案例的更全面理解（Graue＆Walsh，1998）。这项研究的结果突显了总首长办公室作为主持来自不同机构的压力的主持人。这些外部压力，尤其是欧盟，通过影响办事处的目标，计划，标准，甚至其运作定义，在政策制定过程中发挥重要作用。

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  • 作者

    Ozturk, Yasin.;

  • 作者单位

    University of Illinois at Urbana-Champaign.;

  • 授予单位 University of Illinois at Urbana-Champaign.;
  • 学科 Education Administration.; Education Early Childhood.
  • 学位 Ph.D.
  • 年度 2007
  • 页码 198 p.
  • 总页数 198
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育;学前教育、幼儿教育;
  • 关键词

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