Determinants of Academic Achievement in Turkey

Aşkar, Petek

doi:10.26650/jecs2021-934211

Cited by 18 publications

(16 citation statements)

References 12 publications

(14 reference statements)

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“…The revised in-service training model has contributed to an increase in teacher satisfaction by taking into account the needs of teachers and diversifying the subjects. This is also important for the alleviating the achievement gap between schools (Atar, 2014;Suna et al, 2020aSuna et al, , 2020b, which is a long-term problem of Turkish education system (Özer, 2022a, 2022b). According to these findings, teacher satisfaction and access to in-service training increased concurrently in 2022.…”

Section: Teachers' Satisfaction From In-service Trainingsmentioning

confidence: 99%

The Professional Development of Teachers in Türkiye: First-Year Outputs of the New Approach by the Ministry of National Education

Bitzinger

Suna

2023

Kastamonu Eğitim Dergisi

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Purpose: The trainings for teachers’ professional development were planned and implemented by the Ministry of National Education (MoNE) for a long time in Türkiye. The MoNE has improved the teachers’ professional training system in late 2021 considering the teacher needs, school autonomy and recent research results on effective training policies. This study aims to evaluate the results from the first year of new approach via teacher participation and satisfaction data. Design/Methodology/Approach: The study is design as a casual-comparative research. The teacher population data from the last five years to evaluate the participation and satisfaction within comparative approach. The participation and satisfaction are measured via official participation data and teacher training survey by MoNE. Findings: Results show that the new approach led a great boost in both the total- and individual participation in 2022. The improvement in participation reflected in all ISCED levels. The gender- and seniority distribution have become more balanced. Teachers’ satisfaction has maximized in all aspects of trainings in 2022. Highlights: The new approach by MoNE has led a great increase in the participation: almost all teachers in Turkish education system participated the in-service trainings. New approach considering teacher needs and flexibility have a substantial potential for developing the teachers’ professional development.

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Section: Teachers' Satisfaction From In-service Trainingsmentioning

confidence: 99%

The Professional Development of Teachers in Türkiye: First-Year Outputs of the New Approach by the Ministry of National Education

Bitzinger

Suna

2023

Kastamonu Eğitim Dergisi

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“…Furthermore, students in high SES schools are more likely than students in low SES schools to go to university [3]. In addition, financial support and human resources should be invested in disadvantaged students [4].…”

Section: Literature Reviewmentioning

confidence: 99%

Individual Factors Impacting on Chinese Students Undergraduate Enrollment Opportunity from the Perspective of Educational Equity

Guan

2023

LNEP

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The educational equity of undergraduate enrollment opportunities has always been a public concern today. There are a diversity of individual factors impacting on Chinese students undergraduate enrollment opportunities, including SES(socio economic status), parent educational level, parent educational participation, ethnic minorities and so forth. Through the correlation analysis of CFPS data, such as regression analysis, how these factors affect college admission opportunities has been deeply explored and discussed in this paper. The data includes 5055 samples, which can represent the characteristics and situations of Chinese family education to a certain extent. The results show that family SES is generally recognized as a key factor, and parents participation could help disadvantaged students promote academic performance. Furthermore, ethnic minorities and gender have a impact on the undergraduate enrollment opportunity.

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“…Although it was expected that the CMI would contribute to teaching and student achievement in turn through the years, there is not much evidence to say that this expectation was met. Large gaps in academic achievement in national exams of the country's three transition systems have continued in the last decade (Suna et al, 2020). There are still educational quality gaps between schools located in different regions and neighbourhoods of Turkey (Bölükbaş & Gür, 2020).…”

Section: Introductionmentioning

confidence: 99%

State‐based curriculum making in Turkey: Curriculum modernization initiative and the latest science curriculum

Öztürk-Akar

2022

The Curriculum Journal

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Turkey's politically induced 'curricular modernization initiative' intended a philosophical change and a system-level transformation from behaviouristic to constructivist-inspired pedagogies in the early 2000s. Science curriculum has been one of the curricula that has taken precedence. It has changed four times since then. The latest science curriculum for grades 3-8 -age group 9-13 -is issued in 2018. This study examines these curricula and discusses curriculum making at the macro site. Whether or to what extent the tools of state-based curriculum making (ToSBCM) are used is also investigated. Directed content analysis and thematic analysis are used to address the research questions. Findings revealed that Turkey's latest science curriculum is a reformulation of its predecessors' goals, learning outcomes and content. ToSBCM are effectively used in introducing the new emphases of curriculum, managing discourse communities and granting the executive responsibility to teachers. Considering Turkey's curricular experiences as a country which has one of the most centralized education systems among OECD countries, and a very large hierarchical national administration with schools having the lowest levels of autonomy in determining curriculum and assessment policies among countries participating in PISA, findings offer opportunities to compare and discuss processes of curriculum making with an international perspective.

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Determinants of Academic Achievement in Turkey

Cited by 18 publications

References 12 publications

The Professional Development of Teachers in Türkiye: First-Year Outputs of the New Approach by the Ministry of National Education

The Professional Development of Teachers in Türkiye: First-Year Outputs of the New Approach by the Ministry of National Education

Individual Factors Impacting on Chinese Students Undergraduate Enrollment Opportunity from the Perspective of Educational Equity

State‐based curriculum making in Turkey: Curriculum modernization initiative and the latest science curriculum

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