ABSTRACT
As we showed in the previous chapter, instruction varies according to the situatedness of the school in which the curriculum is practiced. The cultural, economic, social and symbolic resources on which the school, its pupils, and teachers can capitalize are crucial for the manner in which the curriculum is put into practice; they are also decisive for the question of whether the curriculum is perceived as a relevant and important formal rule of educational organizations at all. Another issue, in addition to the new curriculum, troubles pupils, their parents, and sometimes also teachers in Turkey: the standardized multiple-choice tests, which one must pass if he or she wishes to be transferred to a (prestigious) high school. There are certain differences between schools as to how these standardized entrance exams are regarded—and if at all. In general, however, it is evident that these entrance exams constitute an important expectation within the educational sector.
