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Results indicate holistic education is insufficiently implemented and students’ holistic learning tendency relates to language proficiency, out-of-class English use, study preferences, and gender plus school-branch context, while teachers commonly favor transactional teaching.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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purpose of the study on the ninth grade English curriculum?","Question",{"text":63,"@type":64},"The study evaluates the ninth grade English curriculum in terms of holistic education and how it is implemented in practice.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was quantitative data collected and analyzed?",{"text":68,"@type":64},"Quantitative data were collected from English teachers and students using adapted attitude/inventory instruments and a holistic learning tendency scale, then analyzed with tests including chi-square, Mann-Whitney U, and Kruskal Wallis.",{"name":70,"@type":61,"acceptedAnswer":71},"What did the study find about the implementation of holistic education and teacher approaches?",{"text":72,"@type":64},"Holistic education was not found to be applied adequately in current English education, with reflections of a mechanical approach, and teachers were found to prefer a transactional teaching 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Curriculum in Terms of Holistic Education1  \nTuğba Babacan  \nDr., Anadolu University, Turkey, [tugbababacan@anadolu.edu.tr](tugbababacan@anadolu.edu.tr)  \nM. Bahaddin Acat  \nProf. Dr., Kırıkkale University, Turkey, [mbacat@gmail.com](mbacat@gmail.com)  \nThe study aims to evaluate 9th grade English curriculum within scope of holistic education. It was designed on mixed method. Quantitative data was collected with “Teaching Tendency Inventory” and “Attitude Scale Towards Foreign Language” adapted into Turkish by the researcher (Babacan, 2016) and also “Holistic Learning Tendency Scale” developed by the researcher (Babacan, 2016) in scope of this present study. Quantitative data was collected from 179 English teachers working at secondary education schools and from 1043 students determined by proportional stratified sampling method. Qualitative data was collected from observation of classrooms, from documents (curriculum, coursebooks, exams, observation notes) and from a total of eight English teachers and twenty-four students in four school types determined depending on stratified purposeful sampling strategy. Chi-square test, Mann-Whitney U test and Kruskall Wallis analysis of variance were performed on the quantitative data gathered from students and teachers. Qualitative data was analyzed by inductive content analysis and documents were analyzed by comparative qualitative analysis technique. According to results, it was observed that holistic education was not applied in current English education and there were reflections of mechanical approach. It was found that students who had high language skills and who used English outside classroom had a high holistic learning tendency. Moreover, these and also those who preferred some study types and also female students studying at science and social sciences high school had higher attitudes towards foreign language. As for teacher findings, it was determined that teachers preferred transactional teaching approach and differences that depend on school types were found out.  \nKeywords: holistic education, holistic curriculum, program evaluation, discrepancy evaluation model, English curriculum  \nINTRODUCTION  \nIn modern understanding of education, teacher is limited to applying curriculum and providing transfer of knowledge; students are evaluated as raw materials or inputs that go through rational education ensuring continuation of status quo. Positivist, centralist and status quo education approach has caused some problems in schools (Aslanargün, 2007) . In our education system, information conveyed by teachers has been memorized instead of enabling students to think freely and flexibly, to be democratic, respectful, compassionate, socially just, and to use scientific methods (Gözütok, 2003) . The child, who is turned into a \"race horse\" by comparison with other children, is always forced to bethe first and the best in education (Göktürk & Günalan, 2006) . Divisions and destructions occur, people feel independent from each other and disconnected from society, many of us find ourselves  \n1 This paper is part of the article-based PhD thesis by one of the authors.  \nCitation: Babacan, T., & Acat, M. B. (2023) . Evaluation of ninth grade English curriculum in terms of holistic  \neducation. Anatolian Journal of Education, 8(1), 113-130. [https://doi.org/10.29333/aje.2023.818a](https://doi.org/10.29333/aje.2023.818a)  \nalienated from our bodies and hearts, we live in our minds where we abandon deep meanings and intuitions (Miller, 2007) . Our children with this understanding have weakened their feelings, their thoughts have been shallow, their physical and emotional health have been shaken and free, selfconfident, loving individuals have disappeared (Sloan, 2005) . In order to make education qualified, to develop individuals as a whole and to transform society, there is a need for a more holistic understanding by moving away from divisions, instrumentali","cbCaieIFo3Rlwn7L","https://ap.wps.com/l/cbCaieIFo3Rlwn7L","pdf",376029,18,"English","# Introduction\n# Holistic Education and Holistic Curriculum\n# Foreign Language Education and Holism","[{\"question\":\"What is the main purpose of the study on the ninth grade English curriculum?\",\"answer\":\"The study evaluates the ninth grade English curriculum in terms of holistic education and how it is implemented in practice.\"},{\"question\":\"How was quantitative data collected and analyzed?\",\"answer\":\"Quantitative data were collected from English teachers and students using adapted attitude/inventory instruments and a holistic learning tendency scale, then analyzed with tests including chi-square, Mann-Whitney U, and Kruskal Wallis.\"},{\"question\":\"What did the study find about the implementation of holistic education and teacher approaches?\",\"answer\":\"Holistic education was not found to be applied adequately in current English education, with reflections of a mechanical approach, and teachers were found to prefer a transactional teaching approach.\"}]","Evaluation of Ninth Grade English Curriculum in Terms of Holistic Education | PDF",1792073446,45]