School Policies and Practices at Upper Secondary Schools in Turkey According to PISA 2009 Data
In this study, the question “According to PISA 2009 data, what is the situation of the school policies and practices at upper secondary schools in Turkey?” was answered. Study group included 150 principals at upper secondary schools, which were taken into PISA 2009 Turkey sample. The data related to school policies and practices used in this study were derived from OECD database of which were the responses of school principals to the questions placed in the part F of the PISA 2009 school questionnaire. The dimensions of study are as follows: The considered factors in admitting students to school; grouping students; the reasons for transferring students; using assessment of student data in declaration/transparency and monitoring-developing; the methods for monitoring the practice of teachers; using assessment of student data in evaluation of teachers’ and principal’s performance. Using data from the PISA 2009, the findings suggest that equity is not taken sufficiently into account for school policies and practices, and administrative accountability is used predominantly rather than professional accountability.
PISA-PROJESİ'NİN TÜRK EĞİTİM SİSTEMİ AÇISINDAN DEĞERLENDİRİLMESİ
Arastirmamizda OECD'nin yurutmekte oldugu, OECD'ye uye ulkelerin katilimiyla gerceklesen ve bu ulkelerin egitim - ogretim duzeyini belirlemek uzere ilk iki asamasi uygulanan PISA - Projesinin niteligi ve bu projenin Turkiye acisindan onemi tartisilmistir. Soz konusu projenin kapsadigi uc asamali sinav surecinin hedef kitlesi 15 yas grubu orta ogretim ogrencileridir. Arastirmamizda bu uluslar arasi ogrenci degerlendirme projesinde kullanilan “Test Sorulari”ndan bazi somut ornekler ele alinarak, bu soru tarzlarinin ozellikle Turk ogrenci profiline uygunlugu, uygulanabilirligi ve tutarliligi, soru orneklerinin temel konseptleri ve dilbilimsel ozellikleri acilarindan incelenerek tartisilmistir. Bu baglamda Turk Egitim Sistemi, bu projenin sinavlarinda kullanilan sorular ile Turk ogrencilerinin alistirilmis olduklari soru tarzlari (Orn. Liselere Giris Sinavlari) karsilastirilarak irdelenmistir. Elde edilen bulgular cercevesinde, Turk Egitim Sistemi'ne yeni bir bakis acisi verilmeye calisilarak bir dizi onerilerde de bulunulmustur.
Race, Instruction, and Learning.
Racial differences in learning to read are explained by the application of a sociological model of school system, classroom, and instructional organization. Neither differences in individual background characteristics (aptitude and SES) nor variation in structural position (ability group assignment) alone suffice to explain why nonblacks learn more than blacks in a sample of 302 first graders. To account for such differences it is necessary to consider educational technology, the conditions and activities that constitute instruction. The results show that learning is produced through a set of technological conditions, primarily time spent in instruction and the coverage of curricular materials. These features of instruction in our sample differ in schools attended by blacks and in those attended by nonblacks, with black students being exposed to restricted learning opportunities orginating in district and school differences in the availability of technological resources.