The Effect of Hidden Curriculum on Character Education Process of Primary School Students*

Educational Sciences: Theory & Practice – 12 (2) [Supplementary Special Issue] • Spring • 1526-1534 ©2012 Educational Consultancy and Research Center www.edam.com.tr/estp The Effect of Hidden Curriculum on Character Education Process of Primary School Students*

Zühal ÇUBUKÇUa Eskişehir Osmangazi University

Abstract Character education is defined as a planned and systematical approach in terms of self- respect, responsibility and honesty etc. for being a good citizen. The elements of hidden curriculum possessed in schools are values, beliefs, attitudes, and norms and values which are important parts of school function, ceremonies and the quality of interpersonal communication. This research is aimed to determine supportive activities and views of students’ participated in these activities with the thought of revealing importance of hidden curriculum on gaining vales within character education in elementary schools. Supportive activities of hidden curriculum such as social and cultural activities, free time activities and sportive activities, celebration of special days and weeks, social club works can be considered as strong value gaining tools for elementary school students to compre- hend, internalize and perform values. In this study, one of the qualitative research methods case study model is utilized. This research is carried out within 2009-2010 academic year through three elementary schools in Eskişehir affiliated to Ministry of National Education by investigating supportive activities for hidden curriculum and views of students participating in these activities. For analyzing the gathered data, document analysis and content analysis are used. Working group of this study comprises 40 students going to 6th, 7th and 8th grades within three elementary schools in the city center of Eskişehir. At the end of the study, it is determined that values are included in curriculum of elementary schools, and supportive activities for hidden curriculum in the process of gaining and internalizing values have great importance.

Key Words Character, Character Education, Value, Value Education, Hidden Curriculum.

The process of acculturation of the child happens people within the environment. Schools have very at school which actualizes after his nearest envi- important role for character and moral develop- ronment which can be considered as his home and ment of the children who are at school age. School the social environment that he lives in. By time the includes all pedagogical, cultural and social factors character of the child and his moral standing begin in character education of the child. In this aspect, the to shape according to attitudes and behaviors of the school begins to create the character of the child by functioning the latent power and skills inside him * This study was presented at the Values Educa- (Başaran, 2005). In order to make a good society the tion Symposium, October 26–28, 2011, Eskisehir school can be seen as a workshop over the individual. Osmangazi University, Eskişehir, Turkey. Character comprises the willing of the individual for a Zühal ÇUBUKÇU, Ph.D. is currently an associated goodness of other people and moral thought, be- professor at the Department of Educational Sci- haviors for being honest and responsible, personal ences, Curriculum and Instruction. Her research and affective properties of the one across various interest include teacher training systems, thinking circumstances for creating effective approaches, skills, school voilence and education programs. and affective commitment of the individual. Good Correspondence: Assoc. Prof. Zühal ÇUBUKÇU, character helps people to have a democratic life style Eskişehir Osmangazi University, Faculty of Education, Department of Educational Sciences, which includes being equal and respectful to other Meşelik Campus, 26480, Eskişehir/Turkey. E-mail: people and being able to add positive values to the [email protected] Phone: +90 222 239 society (Battistich, 2005). Indeed, good character is 3750/1651 Fax: +90 222 229 3124. ÇUBUKÇU / The Effect of Hidden Curriculum on Character Education Process of Primary School Students the ability of decision making across life events, care- anytime and anywhere, sensitivities of society and ful thinking, selecting true things for application and values are defunctioning and disappearing day by actualizing these (Lickona, 1992). day. Increased new growing trends of violence between generations are dishonesty, being rebellious against parents and teachers, violating social rules, Character Education substance abuse, suicide and other self-injurious Character education is about teaching students behaviors. This is an important task and the re- how to decide well and how to behave accordingly. sponsibility for schools in dealing with these nega- Character education improves students’ knowl- tive situations. Because schools are beyond being edge, skills and abilities through providing them the places of education is a social environment for to make a good choice appropriate for having re- students. At this point, students’ societal values sponsibility (Ryan & Bohlin, 1999). The purpose of from the past to today can be transferred through character education is to grow up individuals who training and events. are capable of understanding moral values and pro- Character can be just built by values. The defini- ductive when they are children and using their cation of good character is the answer to the question pacities for doing their best and doing right things, which values are needed to be taught. People who and living with the understanding of purpose of life are humble, honest, kind, loyal, patient and respon- in their youth (Battistich, 2005). sible are classified as people with good character In the implementations for character education, by others. Ryan and Bohlin (1999) state that char- schools should not only handle one of the dimen- acter education should be placed not only in just sions of the character but also should help student one lesson, but also in the whole school life. They to have them to understand these values, accept emphasize that schools should be transformed into these values or devote themselves for those val- a virtuous society for the characteristics such as re- ues after that behave accordingly in their daily life sponsibility, working hard, honesty and honor. (Lickona, 1993). Many theorists of developmental Lickona (1992) states that character education is a psychology have emphasized that students develop necessity for every democratic and free society. Ac- codes of moral values in school years, and their cording to him, not only schools but also societies characters are formed in these years (O’Sullivan, have the responsibility for education. This respon- 2004 cited in Karatay, 2011). sibility requires two basic values to be taught effec- When a good character education is achieved at tively in schools. One of them is respect requiring schools, every character property that should be people, other living beings and natural environ- taught is very important for proving appropriate ment to be thought valuable; the other one is re- classroom environment and activities. This situa- sponsibility requiring thinking about behaviors, ac- tion makes it necessary to define character which cepting their consequences and achieving the task. includes thoughts, feelings and transforming into According to him, these two basic values are neces- behavior. In addition to that, students need op- sary for all social structures from schools to state. portunities that they can develop and practice each of their property. In order to do this, the school Classification of Character Education Program personnel should adopt themselves to character education studies, be a good character model with Character education programs can be classified ac- their own lives, and be responsible for these studies cording to schools of thought and adopted devel- (Benninga, 1991; Lickona, Schaps, & Lewis, 1997). opment objectives that are important for them as Character education is the oldest aim of schools follows (Thomas, 1991 cited in Ekşi, 2003): (Ryan, 1993). Character education is to develop the Judgment and Habit: Some approaches emphasize knowledge, skills and abilities that provide students person’s moral judgment and thinking while the to make reasonable choices. Also, students should other ones focus on the implementation of virtuous carry the responsibility of these choices (Ryan & behavior until it becomes a habit. Bohlin, 1999 cited in Ekşi, 2003). “High” Values -“Intermediate” Values: Some ap- In the 21st century, negative social events occur proaches give priority to the fundamental values which stem from the crises of values and cultural such as self-discipline, courage, loyalty and per- degeneration in all over the world. The so-called severance while the others give importance to the phenomenon of globalization removes the bounda- means values such as care, kindness and friendship. ries considering the dominant cultures as ruling at

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Focusing on individual- Focusing on environment Not being settled into the scientific basis, curricu- and society: While determining different perspec- lum development studies in education reflect the tives about character education, following ques- selection of content and make it subjective by do- tions are asked: “Is character for only the individual ing curriculum is important. On the other hand, or fitted into norms and frameworks of the group?” teachers can be subjective in practice about which courses and subjects are important. So the teacher Character can be just built by values. The charac- gives a secret message to the students whether the teristics of the person who is prominent among subjects are important or not. people, admired and respected are always the same. The definition of good character is the answer to the Today, it is considered that the social development question which values are needed to be taught. Peo- of students are important as well as cognitive devel- ple who are humble, honest, kind, loyal, patient and opment and proving social development they give responsible are classified as people of good charac- importance to a second curriculum, including social ter by others (Kelley, 2003 cited in Akbaş, 2008). and cultural features of school, rather than formal curriculum. Except from the curriculum which is Some of the messages gained in the school by the written at school, this curriculum is referred to as students are not included in the official curriculum. a second curriculum and referred to names such These messages are important parts of hidden cur- as “the hidden curriculum”, “secret curriculum”, riculum. In fact, hidden curriculum has great influ- “stored curriculum “ or “non-written curriculum “, ence on what kind of experiences can a student get, but it does not provide a clear and distinctive ele- how can the student can move and how can a stu- ments of the official curriculum for students, such dent understand himself and develop his personal as feelings, values, attitudes and habits of the official perspective towards world. curriculum of the correct knowledge is stated to be Hidden curriculum covers the organization atmos- more effective (Yüksel, 2004). Hidden curriculum phere which is formed by the interaction of both is defined by various authors in different ways. The symbolic and social of school culture (Wren, 1999). common points of these definitions are that hidden curriculum is apart from the objectives and activities in official program, not explicitly defined, un- Hidden Curriculum written and a curriculum of emerging information, The most important social institution that pro- ideas and practices arising during the process of vides educational opportunities for individuals are learning and teaching (Gordon, 1982; Jackson, 1968; the schools. One of the indispensable elements of Martin, 1976; Snyder, 1971 cited in Yüksel, 2007). In education which are schools, numerous surveys are fact, hidden curriculum emphasizes the point that conducted to make schools more productive and ef- can be seen in a way that the students desire to gain, ficient, and the scientific framework for the develop- not explicitly mentioned in the official curriculum, ment of the schools try to use all the possibilities. The written and unwritten, and to learn the information training program in an educational institution, chil- through real experiences, ideas and values. dren, adolescents and adults provided by the nation- This curriculum whose principles, practices and pur- al education and covers all the activities towards the poses are not written explicitly makes up the school’s realization of the objectives of the institution (Varış, physical conditions, psychological environment, ad- 1996). According to Demirel (2007), educational ministrators and teachers’ non-written or non-stabili- program organized within the framework of a par- ty attitudes and behaviors. According to Jackson, hid- ticular program and a plan emerges through includ- den curriculum which makes students more adapted ing the experiences of students. These definitions are to real life in the classroom is a curriculum making especially for objectives, content, teaching-learning students as a social individual (Jackson, 1990). Ac- process and evaluation activities that are clearly writ- cording to Lynch (1989), hidden curriculum pro- ten for the official program. Schools are responsible vides schools to meet the social requirements. Porteili for individuals’ academic, social and emotional de- classifies the definitions of hidden curriculum under velopment. Therefore, for the educational schools it the four groups (cited in Yüksel, 2004) as follows (i) is really hard to serve and develop the individual as non-official and not clearly specified messages but a member of the community within the framework students are expected to access them; (ii) unintended of the official program. Many effects which cannot learning outcomes; (iii) hidden messages emerged be seen clearly, severely affects the quality of educa- due to the structure of the education system; (iv) ac- tion is available in the open program as well as in the tivities put forth by the student. educational environment of the program.

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Hidden curriculum indicates that teachers and as effective and productive citizens firstly at school administrators’ behaviors, conversations and ap- and then in a larger society. proaches for students, cooperative and competi- With the help of meetings, clothing arrangements, tive education, quality of school climate, research monitoring students and all other cultural proper- or memorization of teaching process, teaching ties, hidden curriculum includes everything for staff’s values, learning environment created by the training students indirectly. Components of hidden school, in short, students’ attitudes and behaviors curriculum are attribution of values, beliefs, atti- of interactions in the school. According to Tezcan tudes that individuals have at the school, norms and (2003), hidden curriculum has many factors which rules that are important parts of school functioning, make up school’s socio-cultural frame. Many fac- ceremony and ritual and interpersonal communi- tors such as behaviors of teachers and administra- cation. Positive school experiences draw attention tors, attitudes, approaches, beliefs, values, quality for educationalists and researchers. An education of the school’s atmosphere, values, interaction pat- program ought to demonstrate all aspects of peo- tern providing students with non-written rules in ple’s thoughts, feelings, beliefs and doings. school-environment, routines, discipline, obedi- ence to authority constitute this social frame. There Yüksel (2005) states that students are exposed to is a hidden curriculum in all schools or education many values through both formal and hidden cur- institutions no matter what level of organizational riculum in school, but hidden curriculum is more function and the quality of education provided. efficient in teaching values. Moroz and Reynolds According to Yüksel (2002), classroom climate, (2000) emphasized that teaching values at the school-environment interaction, administrative school is something that is done all the time. Teach- and organizational arrangements in school make ing values at school has an impact on the program, up implicit program scope, outside the official considering some of the subjects less/more impor- program students acquire information from three tant and the interactions between teacher-student. sources. School rules, school building architecture and decoration, reward and punishment meth- Method ods, extracurricular activities, clubs are included in school’s organizational arrangements. School’s Purpose of the Research providing students with the desired social norms Purpose of this research is to investigate the func- and values, continuing social order for the domi- tion of hidden curriculum at the process of having nant ideology of in the country and textbooks for values within the context of character education in the ideology of country and power implicitly are elementary school curriculum thoroughly. Within included in school-environment interaction. The the framework of this general purpose, try to an- actions taken in the classroom, the teacher’s expec- swer the following questions: tations of students, determined class rules inside the classroom, teaching styles of teachers, teachers • What are the supportive activities in the process and students’ opinion and ideas about each other of implementation of curriculum in elementary are the factors for making up the class climate. As schools? Sarı (2007) expresses, it is difficult for educational • What are the views of the students participating institutions having good citizen responsibility with in these supportive activities in schools? the responsibilities only under hidden curriculum circumstances because many of them within hidden curriculum is not much than conveying in- Research Model formation. According to Doğanay (2009), schools In this research, case study model is used which is implementing education program are means of one of the qualitative research methods. Qualita- socialization and this happens as explicit objective, tive research designs investigate current case study implicit and hidden. Therefore, hidden curriculum of a phenomenon under actual depth, in a holistic that is implied as components of official curriculum approach. The case study, one of the qualitative is as important as these of hidden curriculum. research designs, is to research a current phenom- In contrast to being read at the lesson book or be- enon deeply under the actual circumstances in a ing discussed at the classroom, hidden curriculum holistic way (Yin, 2003). consists of real-life experiences. All students ought to internalize a curriculum -hidden curriculum- which consists of specific social norms to continue

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Working Group Reliability average of interview coding key about elementary school students’ views concerning Working group of the study consists of 5th, 6th, 7th the supportive activities for hidden curriculum is and 8th grade elementary school students from dif- found as %92. ferent three elementary schools in Eskişehir province and the total is 40 students. While determining the working group, “criterion sampling” method Results included and purposeful sampling methods is used. While determining the working group, ‘maximum In this research, supportive activities for hidden variation sampling method’ within purposive sam- curriculum in the implementation process of the pling is used. Purpose of this research is not gen- elementary programs and views of students partici- eralizing to the findings to the universe by means pating in these events are examined. of providing variety, but to find out what kind of In terms of supportive activities for hidden cur- common points and similarities among different riculum in the process of elementary program, situations. five main headings are constructed as a result of the study findings. As regards social and cultural activities performed in elementary schools, it can Data Collection and Analysis be concluded that hidden curriculum supports the This research is conducted within the framework implementation process of the programs directly of activities of three elementary schools affiliated to and indirectly. These activities enable students to Ministry of Education in the province of Eskişehir enhance communication between students and in 2009-2010 academic year. In this research, docu- have important roles in actualizing the purposes ment analysis and content analysis techniques are of education. For three elementary schools in used for data analysis. First, the document analy- Eskişehir province which is affiliated to the Min- sis is made. The document review activities are the istry of Education, hidden curriculum plans are form of elementary school institution plans for prepared by the institution. A total of 20 social and social and cultural events, leisure time activities, cultural events within the scope of the research of sports activity plans, celebrating specific days and are organized by the school and other institutions. weeks. Behaviors targeted by social and cultural activities that are given to students are determined within As a second stage in the research, ‘content analy- the framework of overall objectives of the Turkish sis’ evaluated within the paradigm of qualitative National Education. Through determined activities, research is used to put forth thoughts and feelings students grow up being loyal to Ataturk’s principles of students participating in the social and cultural and revolutions, as expressed at the beginning of activities, leisure time and sporting activities, cel- the constitution as citizens to the nationalism of ebration of specific days and weeks, social club ac- Atatürk, is aimed to contribute to their ability to tivities. An interview form prepared by researcher gain by developing the necessary hardware. Social is used as a data collecting instrument in order activities having academic, practical and vital value to reach this aim. Content analysis is defined as a provide a natural environment and working op- systematic, repeatable technique based on certain portunity that is linked with education system with rules and some of the words of a text encodings the principle of learning by doing and experiencing with smaller content categories (Büyüköztürk, Çak- (Canbay, 2007). mak, Akgün, Karadeniz, & Demirel, 2008). As regards leisure time activities performed at For reliability of the study, interview transcripts schools, it can be said that within the scope of el- are given a specialist from the field. Then markings ementary schools, findings are organized a total of the researcher and the specialist are compared. of 6 free-time activity. In fact, free-time activities While comparing, markings of “agreements” and at schools are necessary to achieve the objectives “disagreements” are used by controlling answer op- of education, develop students in terms of social- tion to the related question and related sub-theme. ly, gaining of social status, fusing of cultures with In reliability computation, Formula developed by each other through cross-cultural transfer (Yavaş Miles and Huberman (1994) is used. Karataş, 2006). According to Sarı (2007), the re- Number of Agreements Reliability = search conducted by the students participating in Total number of agreements + disagreements social activities revealed that discipline problem potential is lower in students participating in social

1530 ÇUBUKÇU / The Effect of Hidden Curriculum on Character Education Process of Primary School Students activities compared to students who are not inter- class, and perform various applications informally ested in social activities. outside the class in order to gain values. Sartori (2007) finds that the students participating Studies strongly suggest that teachers have roles in in social activities more than one feel themselves effective teaching of values . It is strongly emphasized belong to school anymore and thus they have a that teachers should be role models reflecting correct higher perception of the quality of school (cited in values in both inside and outside the school environ- İnal, 2009). ment, create moral classroom environment, take out a variety of applications as formal in the classroom and In his study about Boarding Primary Regional as informal outside the classroom for students using School, Halıcı (2005) cites that if students spend different strategies (Yıldırım, 2009). their free time efficiently, they consume their en- ergy in a right way, so they feel themselves belong Paykoç (1995) defines hidden program as school to school much more and through this disciplinary life and environment outside the programs, deci- problems in the school will decrease. sions, principles that are applied consciously and explicitly in schools. Hidden program covers eve- Affective dimension of human is consisted of such rything such as teacher and student attitudes, daily elements; emotions, preferences, pleasures, affections, functioning, extracurricular activities and so on beliefs, expectations, attitudes, feelings of apprecia- expect the official school program. Actually, hidden tion, values, moral ethics and so on (Bacanlı, 1999). curriculum in the school reveals itself clearly in the In terms of sportive activities performed in schools, studies where students are away from the adults’ the study covers a total of 8 sportive events in el- control, interact with their peers in a relatively ementary schools that are organized by the school more secure environment and their relationships and other institutions. Experiences of different are under their own control. friends within a group, children help them to de- As regards views of students participating support- velop new behavior patterns. Interaction with a ive activities for hidden curriculum, individual and group of friends provides the students learning of social gains from the hidden curriculum is utilized. social behavior which is not seen in the family. By Specifically, from the views of students participat- this way, children learn to abide the norms of the ing in activities supporting the hidden curriculum group and behave appropriately according to his/ prepared by three elementary schools affiliated to her role in the group (Fidan & Erdem, 1992 cited in Ministry of National Education, two themes have Çağdaş & Seçer, 2002). been reached which are individual benefits and so- As regards celebrating special days and weeks, it is cial gains. In terms of individual benefits, students concluded that 30 specific days and weeks are cel- are emphasized that they gained individual clean- ebrated in schools in academic year of 2009-2010. ness, loving and keeping animals, hardworking, In addition, related regulations about certain days responsibility and respect for nature while in terms and weeks are determined in elementary schools. of social gains it is concluded that students gained According to Wynne (1991), ceremonies held at respect, equality, helping, trust and honesty. the school have great importance on students to ac- Students’ personal hygiene, liking and protecting quire new values or consolidate the values that they the animals, diligence, responsibility, respecting for already have had (cited in Sarı, 2007). Activities nature are acquired by students as the individual such as school ceremonies which are called as ritual gains within the concept of activities supporting are frequently held. Rituals (customs), are ritual ac- hidden program. O the other side, the values, as a tions to strengthen the cultural patterns and values measure of good and bad behaviors in social life, (Terzi, 2000). are the main determinants of many issues such as In terms of social clubs, a total of 11 club activi- behaviors, decisions, group relations, human rela- ties are given place in elementary schools. It can tions, organizational behavior, upper-lower rela- be thought as a reality that elementary school stu- tionships and so on. Moreover, respect, fairness, dents gain democratic awareness and recognize cooperation, reliability, honesty are acquired by the organization of non-governmental institutions. students as social gains within the concept of activi- Studies strongly suggest that the role of teachers on ties supporting the hidden program. teaching values effectively is important. It is emphasized that teachers should need to be models reflecting values truly, create moral class environ- ments, use different strategies formally within the

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Discussion placing moral education in the courses within the program is not effective. Students are often more This research is made to make clear the impor- influenced by moral environment and atmosphere tance of hidden curriculum to have values within created by hidden program in the school rather the context of character education, to identify the than textbooks and instructional materials (cited in activities supporting implicit program in the pro- Yüksel, 2005). cess of implementation of curriculum in school and students’ feelings and thoughts participating Hidden messages which are included in support- in these supportive activities in schools. Such sup- ive hidden curriculum activities at hidden curric- portive hidden curriculum activities as social and ulum are transmitted from application processes, cultural activities, leisure time and sportive activi- institutional and social backgrounds affecting ties, celebration of specific days and weeks, social the behavior of administrators and teachers, clubs can be seen as tools in terms of value crea- textbooks and materials used in classes and etc. tion for elementary school students to recognize, Atmosphere created by the culture and climate internalize and implement values. Supportive hid- of the school is not only provide students posi- den curriculum activities which are mentioned in tive social experiences but also affects students the scope of this research have undeniable impor- in terms of obligations and pressures arising tance for having fundamental values in elementary from the school atmosphere and non-democratic school curriculum. In general meaning, character function of school; even it is possible to educate education is to give basic human values to new gen- students as being passive, timid or aggressive in- eration, create sensitivity to these values and help dividuals. Lavoie (2006) states that the hidden them to transform these values in behavior (Ekşi, curriculum has a significant effect on behavior of 2003). Values indicate situations that are desired students, progress, productivity and performance or not desired, requests and preferences by defin- in a constructive way as well as its destruction for ing what individuals see important (Erdem, 2003). itself. Different social, cultural and educational Values which help us to find out what we are go- experiences in school provide student to devel- ing to and not going to choose, prioritize actions op different relationships to authority, business and events are categories like ideas, thoughts and process, physical and symbolic capital (Türedi, feelings. Internalizing values is a symbol for de- 2008). Social and cultural activities, leisure time velopment of the individual’s character. Values are and sports activities, ceremonies for the celebra- the main determinants for measuring of good and tion of specific days and weeks, social clubs are evil behavior, decisions, group relations, human important tools for hidden curriculum in schools relations, organizational behavior, upper-lower and they are considered as successful to extent relationships and so many other issues. Elemen- linking formal and informal aspects of the school tary school curriculum includes values. There is and lasting learning experiences can be created. an effect of supportive hidden curriculum activi- Values in the society focusing on raising good ties in the process of acquisition and internaliza- citizens should play a role in bringing the schools tion of values. These activities should be planned to be more effective. Social events, lectures at the in a conscious, organized and useful way. Activi- school except in accordance with the objectives ties learning by doing and valuable for life should of education, according to students’ interests and be determined and regulated in accordance with needs, personalities, information, and improve education principles. Hidden curriculum conveys school management under the guidance of the messages to students that institutional and social teacher in a planned, scheduled, regular work is relations in the community are natural, neutral, defined (Binbaşıoğlu, 2000). legitimate and fair. Hidden curriculum provides Social and cultural activities, leisure time and spor- students with daily experiences of their personal tive activities, celebration of special days and weeks and social learning. This event comprises all school through celebrations, social club studies are important and has a tremendous impact on students’ behavior tools for hidden curriculum in elementary schools and learning. The school’s structure and function- and to what extent they combine students’ interests ing of the program related to the hidden messages and needs, create definite learning experiences can be are transmitted (Arthur, 2003). Yüksel (2005) states considered as achievement. Such events and activities that the values of the program in many schools are in schools shouldn’t be forgotten as an important tool taught thorough both public and hidden curricu- for character education studies. If the schools perform lum but the values hidden in teaching is more ef- an effective character education study, it is important fective for students. According to Kohlberg (1983),

1532 ÇUBUKÇU / The Effect of Hidden Curriculum on Character Education Process of Primary School Students to prepare suitable class environment and conducting İnal, U. (2009). Adana il sınırları ki yatılı ilköğretim bölge okul- the activities that reveal each of the character traits. larında bulunan öğretmen ve öğrencilerin okul yaşam kalitesi algılarının incelenmesi. Yayımlanmamış yüksek lisans tezi, Çu- Within the context of hidden curriculum, it is sug- kurova Üniversitesi Sosyal Bilimler Enstitüsü, Adana. gested that elements like social class of the students Jackson, P. W. (1990). Life in classrooms (2nd ed.). New York: that they come from and their academic achievement Teachers College Pres. levels, social and academic life in schools, interactions Karatay, H. (2011). Karakter eğitiminde edebi eserlerin kulla- between school and the environment, management nımı. 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Yüksel, S. (2002). Yüksek öğretimde eğitim-öğretim faaliyetleri ve örtük program. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 15 (2), 361-370. Yüksel, S. (2004). Örtük program-eğitimde saklı uygulamalar. Ankara: Nobel Yayıncılık. Yüksel, S. (2005). Kohlberg ve ahlak eğitiminde örtük program: yeni ilköğretim programlarında yer alan ahlaki değerleri ka- zandırma için bir açılım. Kuram ve Uygulamada Eğitim Bilim- leri Dergisi, 5, 329-338. Yüksel, S. (2007). Örtük programın öğretmen adaylarının öğ- retmenlik meslek derslerine yönelik düşüncelerindeki etkisi. Kuram ve Uygulamada Eğitim Yönetimi, 50 (Bahar), 321-34.

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