NULL CURR？CULUM AND ITS REFLECTIONS IN TURKEY

Curriculum, which can be defined as the path that is followed to acquire intented knowledge, ability and attitude, is divided into different types by Posner (1995) and Eisner (1985). Null curriculum is one of these types. Although there are many studies about other curriculum types, no study about null curriculum are seen in literature in Turkey. So in this study, it is aimed to discuss the null curriculum elaborately, which has important role on planning education, within the frame of some questions to provide a basis for future studies. This study, which provides summary and synthesis of the knowledge about null curriculum that was found, is literature review. Null curriculum term can be described as the curriculum which includes what is not taught in schools either intentionally or unintentionally (Eisner, 1985). Schools or teachers are responsible for not only what they teach but also what they neglect to teach (Eisner, 1985). So the reasons, which cause to neglect or not to teach these parts, should be found out and understood. Null curriculum points out to the analysis of what is left out or neglected, and concentrates on how the curriculum is designed and implemented (Gholami, Rahimi, Ghahramani, & Dorri, 2016). The content, which are left out from the formal curriculum and included in the null curriculum, can be anything from the whole lesson to little information (Flinders, Noddings, & Thornton, 1986). Studying the reflections of null curriculum in schools has many benefits for deciding on content, aims and their choosing criteria and implementation of curriculum. Although null curriculum is divided into three types as intented, implemented and experiential (Assemi & Sheikhzade, 2013) in literature, in this study it is discussed in three types as the curriculum which is neglected by decision makers, by headmasters and teachers and by students