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.
PİSA 2006 VERİLERİNE GÖRE TÜRKİYE’DE EĞİTİMİN KALİTESİNİ BELİRLEYEN TEMEL FAKTÖRLER
Arastirmanin amaci, Turkiye’de egitim kalitesini belirleyen temel faktorleri ve faktorlerin egitimsel sonuclari tahmin etme gucunu ortaya koymaktir. Arastirmanin evreni, Turkiye’de orgun egitim kapsaminda on bes yas grubundaki ogrencilerdir. Orneklem ise; rastgele ve tabakali orneklem yontemiyle 51 ilden belirlenen 160 okul yoneticisi ve 4.942 ogrenci ile anne-babalarindan olusmaktadir. Tarama modelinde betimsel bir calisma olan arastirmada Uluslararasi Ogrenci Degerlendirme Programi (PISA) 2006 verileri kullanilmistir. Faktor ve regresyon analizinin kullanildigi arastirmanin sonuclarina gore Turkiye’de on bes yas grubu ogrencilerinin almis oldugu egitimin kalitesini dort temel faktor belirlemektedir. Bu faktorler ve faktorlerin onem duzeyleri: Ev, anne-baba ozellikleri faktoru (% 52), ogrenci ozellikleri faktoru (%14),ogretim surecleri faktoru (% 6) ve kurumsal-cevre faktoru (%1,4)’dur.
Good elementary education
Abstract The aim of this study is to identify good elementary education standards that would contribute to the elimination of inequalities in the implementations regarding the utilization -and making it utilized- of the right to elemetary education. Being a descriptive one, this study attempted to identify the definitions and explanations of the right to education in universal documents by a review of literature. The study then attempted to explain the drawbacks concerning the protection and the utilization of the right to education. The study proposes some standards such as accessibility, content, operation so as to eliminate the obstacles hindering the utilization of the right to elementary education.