Policy options for Turkey: a critique of the interpretation and utilization of PISA results in Turkey

Gür, Bekir S.; Çelik, Zafer; Özoğlu, Murat

doi:10.1080/02680939.2011.595509

Cited by 64 publications

(44 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…These studies were completed as part of the Know&Pol project (2006-2011) that investigated the reception of PISA in these countries. Other studies reviewed newspapers in Turkey (Gür, Çelik, & Özoğlu, 2012); Norway (Elstad, 2012); the United States (Stack, 2007); Canada (Stack, 2006); Japan (Takayama, 2008(Takayama, , 2010; and Israel (Yemini & Gordon, 2015). Additionally, some studies developed comparative accounts of PISA in the media.…”

Section: Pisa and The Mediamentioning

confidence: 99%

“…Many of these studies found that there was a propensity towards negative media coverage (Dixon et al, 2013;Elstad, 2012;Gür et al, 2012;Pons, 2011). Patterson (1996) suggests that the dominant model of news coverage is moving away from descriptive style to an interpretive style that gives the journalists greater control over the content (p. 97); and as a consequence, there is a focus on the negative elements of the news.…”

Section: Pisa and The Mediamentioning

confidence: 99%

See 1 more Smart Citation

Counting and comparing school performance: an analysis of media coverage of PISA in Australia, 2000–2014

Baroutsis

Lingard

2016

Journal of Education Policy

View full text Add to dashboard Cite

This paper empirically documents media portrayals of Australia's performance on the Program for the International Student Assessment (PISA), 2000-2014. We analyse newspaper articles from two national and eight metropolitan newspapers. This analysis demonstrates increased media coverage of PISA over the period in question. Our research data were analysed using 'framing theory' (Entman, 1993), documenting how the media frames stories about Australia's performance on PISA. Three frames were identified: counts and comparisons; criticisms; and contexts. Most of the media coverage (41%) was concerned with the first frame, counts and comparisons, which analysed PISA data to provide 'evidence' that was then used to comparatively position Australia against other countries, reference societies, which do better, with particular emphasis on Finland and also Shanghai after the 2009 PISA. The other two frames dealt with criticisms and contextual issues. This paper only focuses on the first frame.The analysis demonstrates the ways in which media coverage of Australia's PISA performance has had policy impact.

show abstract

Section: Pisa and The Mediamentioning

confidence: 99%

Section: Pisa and The Mediamentioning

confidence: 99%

Counting and comparing school performance: an analysis of media coverage of PISA in Australia, 2000–2014

Baroutsis

Lingard

2016

Journal of Education Policy

View full text Add to dashboard Cite

show abstract

“…Öğrencilerin tutumlarının (Akpınar, Yıldız, Tatar ve Ergin, 2008;Çakır, Şenler ve Taşkın, 2007) ve sorgulama becerilerinin (Altun, Feyzioğlu ve Demirdağ, 2011) sınıf düzeyi ilerledikçe düşmesi, derslerin öğretmen merkezli yapısı ve içeriğin yoğunluğu (Aksit ve Sands, 2006, s.20;Inozu, 2011;Ünal ve Akpınar, 2006) da program değişikliğinin gerçekleşmesinde yer alan gerekçelerdir. Ayrıca 2004-2005 öğretim yılından önce uygulanmakta olan programın öğrenciyi ezberleyerek öğrenmeye yönelttiği ve bu nedenle öz güven, eleştirel düşünme, yaratıcılık ve zorluklara başa çıkma becerilerini geliştirmede yetersiz kaldığı belirtilmektedir (Gür, Çelik ve Özoğlu, 2012). …”

Section: Introductionunclassified

Aktif Doğrudan veya Yapılandırılmış Buluş: Fen Bilimleri Öğretmenlerinin Fen Öğretimi Yönelimlerinin Belirlenmesi

Feyzioğlu¹,

Feyzioğlu²,

Demirci³

2016

EFD

View full text Add to dashboard Cite

Özet: Bu araştırmanın amacı, Fen Bilimleri öğretmenlerinin fen öğretimine yönelik yönelimlerini ve cinsiyet, mesleki kıdem ve görev yeri değişkenlerine göre yönelimlerinin nasıl değiştiğini belirlemektir. Tarama modeline uygun olarak yürütülen araştırmaya, Aydın ilinde görev yapan 95 Fen Bilimleri öğretmeni katılmıştır. Öğretmenlerin fen öğretimi yönelimlerini belirlemek amacıyla Schuster ve diğer. (2007) (2007) was employed to identify the orientations of the science teachers. The Turkish adaptation of the POSTT was created by Güvenç and Sert (2013). The choices on the 16-item test represent four different basic pedagogies of didactic direct, active direct, guided inquiry and open inquiry. The results of the research revealed that the science teaching orientations of the science teachers were consistent with the pedagogy of guided inquiry. Guided inquiry refers to the teaching method of having a student learn a previously determined scientific content through exploration of a phenomenon or concept under the guidance of the teacher. It was found that female teachers more than male teachers, teachers with a seniority of 11-20 years more than teachers of 1-10 years and teachers working in the city center rather than in the sub-districts were more likely to display an orientation toward guided inquiry. While it was revealed that gender was a factor that affected teachers' science teaching practices, it was also ascertained that the more professionally experienced teachers were the most likely to adopt a guided inquiry orientation. Moreover, it was concluded that teachers shaped their orientations to the conditions prevailing in the school at which they worked and were thus able to resolve the conflicts they experienced between physical conditions and their own science teaching orientations.

show abstract

“…In addition, teachers are often held up as the problem in struggling education systems (Bantwini & King-McKenzie, 2011;Goldstein, 2011;Kumashiro, 2012). For example, in Turkey, after scores on PISA showed no improvement between 2003 and 2006, the Ministry of National Education focused the blame on poorly qualified teachers who lacked the skills to implement their new curriculum (Gur et al, 2012).…”

Section: Centrality Of Teachers and The Call For Greater Accountabilitymentioning

confidence: 99%

The emphasis of student test scores in teacher appraisal systems

Smith

Kubacka

2017

EPAA

View full text Add to dashboard Cite

Over the past 30 years teachers have been held increasingly accountable for the quality of education in their classroom. During this transition, the line between teacher appraisals, traditionally an instrument for continuous formative teacher feedback, and summative teacher evaluations has blurred. Student test scores, as an 'objective' measure, are increasingly used in teacher appraisals in response to historic questions that evaluations are based on 'subjective' components. Their central position in appraisals is part of a larger Global Testing Culture, where standardized tests are linked with high stakes outcomes. Although most teacher appraisal systems are based on multiple components, the prominence of testing as the taken for granted measure of quality suggests that not all components are given equal weight or seen as equally important. This article further explores the role of testing in high stakes teacher appraisal systems across 33 countries using data from the 2013 TALIS; addressing both the prominence of student test scores and their relative importance in teacher's perceived feedback utility. Results indicate that, El énfasis de los resultados de los exámenes estudiantiles en los sistemas de evaluación del profesorado Resumen: A lo largo de los últimos 30 años, los profesores siempre han sido responsabilizados por la calidad de la educación en su aula. Durante esta transición, la línea entre evaluaciones de profesores, tradicionalmente un instrumento para retroalimentación continua de profesores formativos y evaluaciones de profesores sumativos, se tornó borrosa. Los resultados de los exámenes estudiantiles, como una medida "objetiva", son cada vez más utilizados en las evaluaciones de profesores en respuesta a cuestiones históricas de que las evaluaciones se basan en componentes "subjetivos". Su posición central en las evaluaciones forma parte de una cultura de prueba global mayor, donde las pruebas estandarizadas están vinculadas a resultados de altas participaciones. Aunque la mayoría de los sistemas de evaluación de profesores se basan en componentes múltiples, la prominencia de pruebas como la medida de calidad garantizada sugiere que no todos los componentes reciben igual peso o se consideran igualmente importantes. Este artículo analiza aún más el papel de las pruebas en sistemas de evaluación de profesores de alto riesgo en 33 países usando datos del 2013 TALIS; Abordando la prominencia de los resultados de los exámenes de los alumnos y su importancia relativa en la utilidad de retroalimentación percibida por el profesor. Los resultados indican que, aunque raramente se aplican aisladamente, los resultados de los exámenes de alumnos son el componente más común utilizado en las evaluaciones de los profesores. En relación a otros componentes, la realización de los alumnos se enfatiza con más frecuencia y, cuando se enfatiza en la retroalimentación, los profesores son más propensos a sentir que su evaluación tuvo un impacto limitado en sus instrucciones y se completó sólo como un ejerc...

show abstract

Policy options for Turkey: a critique of the interpretation and utilization of PISA results in Turkey

Cited by 64 publications

References 18 publications

Counting and comparing school performance: an analysis of media coverage of PISA in Australia, 2000–2014

Counting and comparing school performance: an analysis of media coverage of PISA in Australia, 2000–2014

Aktif Doğrudan veya Yapılandırılmış Buluş: Fen Bilimleri Öğretmenlerinin Fen Öğretimi Yönelimlerinin Belirlenmesi

The emphasis of student test scores in teacher appraisal systems

Contact Info

Product

Resources

About