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Title: A comparison between Turkish and English history textbooks : design, construction and usability issues
Author: Kabapinar, Yucel
Awarding Body: University of Leeds
Current Institution: University of Leeds
Date of Award: 1998
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This study is about the comparison of Turkish and English history textbooks in terms of the issues of design, construction and usability. In order to address design and construction issues, a number of components of Turkish and English history textbooks were examined and compared. This incorporates the qualitative and quantitative comparisons made on the legibility and page layout, illustrations, readability, content and organisation of text, presentation of value judgements and controversial issues in the Turkish and English history textbooks. In addition, bureaucratic process and approval of a textbook in Turkey and England were also investigated. In order to find out the viewpoints of Turkish and English history teachers on the textbooks that they use, questionnaire and interview techniques were used. As a result, a total of 135 questionnaires and 14 interviews with the Turkish and English history teachers have been used for this research. In addition, two Turkish and two English textbook writers were interviewed to understand the processes and difficulties that they had in writing. Furthermore, in order to understand the importance and role of history textbooks in Turkish and English educational settings, a total of 108 lessons were observed in these countries. The findings of the research reveal that Turkey and England have very different history teaching policies in terms of the way historical knowledge, illustrations, controversial issues and value judgements, content and organisation of the text and page layout of the textbooks are presented. These countries have very different textbook approval systems as well. The findings of the empirical study also indicate the existence of very different viewpoints of Turkish and English history teachers and textbook writers about the quality of the textbooks. The roles that textbooks play in teaching processes in Turkish and English classrooms are considerably different from each other. Thus, this study can be taken as the story of the Turkish and English teaching experiences which appear to contrast with each other.
Supervisor: Jenkins, Isobel ; Shorrocks-Taylor, Dianne Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available