An evaluation of PISA 2015 achievements of OECD countries within income distribution and education expenditures

Yorulmaz, Yılmaz İlker; Çolak, İbrahim; Ekinci, C. Ergin

doi:10.19128/turje.329755

Cited by 12 publications

(5 citation statements)

References 6 publications

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“…On the other hand, a study by Yurttaş Kumlu (2018) showed that usage of information and communication technologies had a positive impact on Performance in PISA. According to Yorulmaz, Çolak, and Ekinci (2017), student performance was related to justice and effectiveness in usage of educational resources rather than amount of them, which was concluded with an analysis of PISA 2015 dataset.…”

Section: Introductionmentioning

confidence: 99%

Examination of Turkey’s PISA 2018 reading literacy scores within student-level and school-level variables

Ertem

2021

Participatory Educational Research

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The purpose of the current study was to investigate both student-level and school-level factors influencing reading literacy of students in Turkey by using PISA 2018 data. The study focused on reading literacy since the main subject of PISA 2018 was selected as reading literacy. The design of the study is a correlational research examining the relationship between student and school variables and reading literacy. The stratified random sample consisted of 6890 15-year students from 186 different schools. Data coming from PISA 2018 dataset were analysed by Hierarchical Linear Modelling (HLM) at student and school levels. Student-level variables of disciplinary climate in test language lessons, enjoyment of reading, information and community technologies (ICT) competence, parental emotional support, perceived discriminating climate, and perceived cooperation significantly predicted reading literacy, while reading literacy was also predicted by school-level variables of proportion of parents involved in the school, shortage of educational material, student behaviour hindering learning, and teacher behaviour hindering learning. Fifty-seven percent of variance between reading literacy scores of the students were caused by differences between schools. Student-level variables which are disciplinary climate in test language lessons, enjoyment of reading, ICT competence, parental emotional support, perceived discriminating climate, and perceived cooperation significantly predicted reading literacy. On the other hand, school-level variables predicting reading literacy significantly were proportion of parents involved in the school, shortage of educational material, student behaviour hindering learning, and teacher behaviour hindering learning. By considering results of the current study, collaboration between school stakeholders is recommended to increase performance of the students.

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Section: Introductionmentioning

confidence: 99%

Examination of Turkey’s PISA 2018 reading literacy scores within student-level and school-level variables

Ertem

2021

Participatory Educational Research

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“…They found a positive and statistically significant relationship between GDP per capita and PISA scores, but spending on education was found to be statistically insignificant. Yorulmaz, Colak, and Ekinci (2017) studied the relationship between PISA 2015 scores and income inequality. Their results suggested income inequality was one of the variables influencing the PISA achievements of students, but several countries with high-income inequality scored above average results, nonetheless.…”

Section: Literature Reviewmentioning

confidence: 99%

Inequality and Students’ PISA 2018 Performance: a Cross-Country Study

Mazurek

García

Pérez

2021

CER

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The aim of this paper was to investigate the relationship between countries’ PISA study results from 2018 and a set of indices related to socio-economic inequality, such as the Gini index, human development index, or gender inequality index, along with purely economic variables, such as GDP per capita and government expenditure on education. The study covered 70 countries, consisting of 37 OECD countries and 33 non-OECD countries. Research methods included multivariate linear regression models, k-means clustering, and hierarchical clustering. Our findings revealed that the Gini index was statistically insignificant, indicating income inequality had little effect on students’ PISA performance. On the other hand, the gender inequality index was the single most statistically significant explanatory variable for both OECD and non-OECD countries. Therefore, our recommendation for policymakers is simple: increase students’ PISA performance, thus enhancing countries’ human capital and competitiveness, and focus on decreasing gender disparity and the associated loss of achievement due to gender inequality.

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“…Since the 1970s, scholars have been interested in the topic of teacher autonomy and initially attempted to define the concept (Samuels, 1970). With teacher quality coming into prominence in determining education quality (Yorulmaz et al, 2017) and student success (Organization for Economic Co-operation and Development (OECD, 2016b), the number of studies on teacher autonomy has increased significantly. This growing body of literature has necessitated a systematic review of the subject.…”

Section: Introductionmentioning

confidence: 99%

Science mapping of the knowledge base on teacher autonomy: a bibliometric study

Çolak

2024

IJEM

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PurposeThis research sought to document the volume, development trend and geographical distribution of the research on teacher autonomy, identify high-impact journals, authors and documents and reveal the intellectual structure of the field.Design/methodology/approachThis paper analyzed the articles published on the related subject in the Web of Science (WoS) and/or Scopus. Based on certain exclusion criteria, analyses were conducted on a total of 259 articles. The data were then subjected to descriptive analyses and bibliometric analyses.FindingsThe review found that the teacher autonomy knowledge base has grown dramatically since 2004. In the co-citation analysis, it was determined that four clusters focused on the themes of professionalism and professional development, leadership and self-efficacy, autonomy in language teaching and learning and self-determination theory. According to the co-word analysis in this review, the most co-occurring keywords were revealed to be “teacher autonomy,” “autonomy,” “teachers,” “teacher professionalism” and “professional development.”Originality/valueDespite increasing numbers of systematic reviews focusing on educational administration and leadership, this paper represents the first bibliometric review conducted to reveal the development of research on teacher autonomy using both the WoS and Scopus databases. Teacher autonomy can be regarded as an emerging field of study backed up by a theoretical background. Although there are some distinct prominent scholars in the research area, autonomy research still needs more scholars to specialize in the field.

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An evaluation of PISA 2015 achievements of OECD countries within income distribution and education expenditures

Cited by 12 publications

References 6 publications

Examination of Turkey’s PISA 2018 reading literacy scores within student-level and school-level variables

Examination of Turkey’s PISA 2018 reading literacy scores within student-level and school-level variables

Inequality and Students’ PISA 2018 Performance: a Cross-Country Study

Science mapping of the knowledge base on teacher autonomy: a bibliometric study

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