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.
Eğitimde Stratejik Plan Geliştirme Sürecinde Karşılaşılan Sorunlar Çanakkale İlinde Yapılan Bir İnceleme
Stratejik planlama II. Dunya Savasi yillarinda ortaya atilmis. Ilk olarak askeri alanda daha sonra da is dunyasinda kullanilmis olmasina ragmen yaygin olarak yuksekogretim kurumlarinda uygulanmasi 1970\'li yillarda ve diger okul duzeylerinde uygulanmasi, 1980\'li yillardan sonra olmustur. Egitimde stratejik planlama, stratejik planlamanin diger alanlara uygulanmasindan onemli farkliliklar gostermektedir. Bu calismanin amaci, Turk Egitim Sistemi\'nde stratejik planlamanin uygulanmasina engel olan faktorleri belirlemektir. Literaturde, cok sayida olmasa da, sorunlar (a) kavramsal, (b) hukuksal, (c) parasal (d) insan kaynaklari ve (e) zaman olarak siralamistir.
Personal and family paths to pupil achievement
Personal and family factors impacting directly and/or indirectly on academic achievement of a total of 751 eighth grade pupils were assessed. Six achievement tests, as well as pupil and parent questionnaires were used for generating empirical data. A structural equation model was used to test the model’s applicability. Path analysis yielded a comparative fit index of .97. Prior achievement, gender, and academic self-concept were found to have highly significant direct impacts on achievement, while academic self-concept, family size, parent education, and family cultural context exhibited indirect effects on achievement. The overall effect of academic self-concept increased significantly over and above the direct and indirect effects. The intervariables effects provided additional insights into existing correlations.