A study op inseryice educ a hon and classroom practices un azerbaijan: into

Classroom Practices in Turkish schools

All attempts to include Turkish schools in the sample of classroom lesson observations were unsuccessful. Descriptions of classroom practices instead came from interviews with administrators, teachers, and students.

In a visit'to the Baku Private Turkish Lyceum, the investigator had a brief conversation with the Assistant Director, Mr. Kami I Kamanc! Like most Turkish schools, his school provided only grades six through eleven. The school faculty included 24 Turkish teachers, based in mathematics, science, and economics, and 24 Azeri teachers, most of whom taught Azeri language and literature.

In a second school visit, the investigator interviewed Mr. Naznii Durban, Rector of the Baku Turkish Anadolu Lyceum. All subject areas in his school were taught in English, with the exception of; language and literature offerings in Azeri and Turkish. The school' enrolled students In grades eight through eleven. This highly selective school used an entrance examination. When asked about instructional methodologies used in the school, the Rector described the use of 1 question/answer (Socratic) method as being used more the lecture method. Students were required to think and express their own ideas! There was some use of cooperative learning. Of 37 teachers, 25 were Turkish, most on three-year contracts, They were trained in Turkey and received limited training in Baku. The remaining teachers were Azeri and taught mainly Azeri language and literature. The school was very well supplied with textbooks, audiovisual equipment, and ancillary materials.

Finally, the investigator interviewed one student formerly enrolled in a Turkish school and one currently enrolled in another. The former 1 found his school to be highly authoritarian, with very strong discipline. The school was described as using a transmission model of instruction, with lecture, notetaking, and memorization. Homework often consisted I

of copying the same lecture notes several limes. He attributed the success of students in the school to selection practices, heavy loads of

homework, and outstanding textbooks and ancillary materials, lie left the school in 1996 before graduating.

The latter student interviewed is currently enrolled in another
Turkish school, and he had a much more positive experience. He
described a similar highly selective school, with a heavy emphasis on
homework. There was some application of active learning strategies,
such as higher onler questioning and limited small group work.
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