Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2020, Cilt: 7 Sayı: 4, 203 - 212, 28.09.2020

Öz

Kaynakça

  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: WH Freeman.
  • Chen, P., & Vazsonyi, A. T. (2013). Future orientation, school contexts, and problem behavior A multilevel study. Journal of Youth and Adolescence, 42(1), 67–81. doi:10.1007/s10964-012-9785-4.
  • Coleman, J.S., Campbell, E.Q., Hobson, C.J., McPartland, F., Mood, A.M., Weinfeld, G.D., & York. R.L. (1966). Equality of Educational Opportunity. Washington, DC: U.S. Government Printing Office.
  • Creemers, B. P. M., & Kyriakides, L. (2010). Explaining stability and changes in school effectiveness by looking at changes in the functioning of school factors. School Effectiveness and School Improvement, 21, 409–427.
  • Goe, L. (2007). The link between teacher quality and student outcomes: A research synthesis. Washington, DC: National Comprehensive Center for Teacher Quality.
  • Gregory, A., Cornell, D., & Fan, X. (2012). Teacher safety and authoritative school climate in high schools. American Journal of Education, 118(4), 401–425.
  • Gustafsson, J. E., & Nilsen, T. (2016). The impact of school climate and teacher quality on mathematics achievement: A difference-in-differences approach. In T. Nilsen & J. E. Gustafsson (Eds.), Teacher quality, instructional quality and student outcomes), IEA Research for Education (A Series of In-depth Analyses Based on Data of the International Association for the Evaluation of Educational Achievement (IEA)). Cham: Springer.
  • Güven, U., & Akçay, A. O. (2019). Trends of Homework in Mathematics: Comparative Research Based on TIMSS Study. International Journal of Instruction, 12(1), 1367-1382.
  • Hoy, W. K., Tarter, C. J., & Woolfolk Hoy, A. (2006). Academic optimism of schools: A force for student achievement. American Educational Research Journal, 43, 425–446.
  • Kythreotis, A., Pashiardis, P., & Kyriakides, L. (2010). The influence of school leadership styles and culture on students’ achievement in Cyprus primary schools. Journal of Educational Administration, 48, 218– 240.
  • LaRoche, S., Joncas, M., & Foy, P. (2016). Sample Design in TIMSS 2015. In M. O. Martin, I. V. S. Mullis, & M. Hooper (Eds.), Methods and Procedures in TIMSS 2015 (pp. 3.1-3.37). Retrieved from Boston College, TIMSS & PIRLS International Study Center website: http://timss.bc.edu/publications/timss/2015- methods/chapter-3.html
  • Lezotte, L. (2001). Revolutionary and evolutionary: The effective schools movement. Okemos, MI: Effective Schools Products.
  • Martin, M. O., Foy, P., Mullis, I. V. S., & O’Dwyer, L. M. (2013). Effective schools in reading, mathematics, and science at fourth grade. In M. O. Martin & I. V. S. Mullis (Eds.), TIMSS and PIRLS 2011: Relationships among reading, mathematics, and science achievement at the fourth gradeImplications for early learning (pp. 109–178). Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
  • Martin, M. O., Mullis, I. V. S., & Hooper, M. (Eds.). (2016). Methods and Procedures in TIMSS 2015. Retrieved from Boston College, TIMSS & PIRLS International Study Center website: http://timssandpirls.bc.edu/publications/timss/2015-methods.html
  • McGuigan, L., & Hoy,W. K. (2006). Principal leadership: Creating a culture of academic optimism to improve achievement for all students. Leadership and Policy in Schools, 5, 203–229. doi:10.1080/15700760600805816
  • Milam, A. J., Furr-Holden, C. D. M., & Leaf, P. J. (2010). Perceived school and neighborhood safety, neighborhood violence and academic achievement in urban school children. , 42, 458–467.
  • Mullis, I. V. S., Martin, M. O., Foy, P., & Hooper, M. (2016). TIMSS 2015 International Results in Mathematics. Retrieved from Boston College, TIMSS & PIRLS International Study Center website: http://timssandpirls.bc.edu/timss2015/international-results/
  • Mullis, I. V., Martin, M. O., Foy, P., & Arora, A. (2012). TIMSS 2011 International results in mathematics. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
  • Mullis, I.V.S. & Martin, M.O. (Eds.) (2013). TIMSS 2015 Assessment Frameworks. Retrieved from Boston College, TIMSS & PIRLS International Study Center website: http://timssandpirls.bc.edu/timss2015/frameworks.html
  • Nilsen, T., & Gustafsson, J.-E. (2014). School emphasis on academic success: exploring changes in science performance in Norway between 2007 and 2011 employing two-level SEM. Educational Research and Evaluation, 20(4), 308–327. doi:10.1080/13803611.2014.941371
  • OECD (2016a), PISA 2015 Results (Volume I): Excellence and Equity in Education, PISA, OECD Publishing, Paris. http://dx.doi.10.1787/9789264266490-en
  • OECD (2019), PISA 2018 Results (Volume I): What Students Know and Can Do, PISA, OECD Publishing, Paris, https://doi.org/10.1787/5f07c754-en.
  • Pallant, J. (2011). SPSS survival manual: A step by step guide to data analysis using the SPSS program. 4th Edition, Allen & Unwin, Berkshire.
  • Scherer, R., & Nilsen, T. (2016). The relations among school climate, instructional quality, and achievement motivation in mathematics. In T. Nilsen & J. E. Gustafsson (Eds.), Teacher quality, instructional quality and student outcomes (pp. 51-80), IEA Research for Education (A Series of In-depth Analyses Based on Data of the International Association for the Evaluation of Educational Achievement (IEA)). Cham: Springer.
  • Sørlie, M.-A., & Torsheim, T. (2011). Multilevel analysis of the relationship between teacher collective efficacy and problem behaviour in school. School Effectiveness and School Improvement, 22, 175–191.
  • Wang, M.-T., & Degol, J. L. (2015). School climate: a review of the construct, measurement, and impact on student outcomes. Educational Psychology Review, 28, 315-352. doi:10.1007/s10648-015-9319-1

Schools’ Emphasis on Academic Success in TIMSS 2015 across Finland, Singapore, and Turkey

Yıl 2020, Cilt: 7 Sayı: 4, 203 - 212, 28.09.2020

Öz

School climate which is strongly related with the students’ outcomes includes some of the
components, among which disciplinary climate in schools was expressed as the dominant one. Safety
and order in schools which is strongly related with the physical and emotional security stated as one
of the indicator of disciplinary climate in schools. In disciplined schools, more opportunities are
found to focus on learning and teaching. So, in these schools, there is a tendency of placing the
academic success to the priority. In addition, allocating time to emphasizing on academic success is
strongly related with having teaching time that is not interrupted by the basic needs of the students.
Moreover, academic pressure which reflect the schools’ emphasis on academic success have been
discussed in recent studies with its advantages and disadvantages. In this study, the association of
safety, order and disciplined issues, limitation of teaching by students’ needs, academic pressure,
teachers’ gender and education level with the schools’ emphasis on academic success was
investigated by scrutinizing the 4th grade teachers’ responses in TIMSS 2015 for three different
countries, Finland, Singapore, and Turkey, respectively. Multiple logistic regression was run to
analyze the data. The results revealed that schools’ emphasis on academic success varies across three
countries after controlling aforementioned variables. In addition, the estimated odds ratio for the
explanatory variable of “safe, orderly and disciplined school” has the highest value among the
explanatory variables for the three countries.

Kaynakça

  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: WH Freeman.
  • Chen, P., & Vazsonyi, A. T. (2013). Future orientation, school contexts, and problem behavior A multilevel study. Journal of Youth and Adolescence, 42(1), 67–81. doi:10.1007/s10964-012-9785-4.
  • Coleman, J.S., Campbell, E.Q., Hobson, C.J., McPartland, F., Mood, A.M., Weinfeld, G.D., & York. R.L. (1966). Equality of Educational Opportunity. Washington, DC: U.S. Government Printing Office.
  • Creemers, B. P. M., & Kyriakides, L. (2010). Explaining stability and changes in school effectiveness by looking at changes in the functioning of school factors. School Effectiveness and School Improvement, 21, 409–427.
  • Goe, L. (2007). The link between teacher quality and student outcomes: A research synthesis. Washington, DC: National Comprehensive Center for Teacher Quality.
  • Gregory, A., Cornell, D., & Fan, X. (2012). Teacher safety and authoritative school climate in high schools. American Journal of Education, 118(4), 401–425.
  • Gustafsson, J. E., & Nilsen, T. (2016). The impact of school climate and teacher quality on mathematics achievement: A difference-in-differences approach. In T. Nilsen & J. E. Gustafsson (Eds.), Teacher quality, instructional quality and student outcomes), IEA Research for Education (A Series of In-depth Analyses Based on Data of the International Association for the Evaluation of Educational Achievement (IEA)). Cham: Springer.
  • Güven, U., & Akçay, A. O. (2019). Trends of Homework in Mathematics: Comparative Research Based on TIMSS Study. International Journal of Instruction, 12(1), 1367-1382.
  • Hoy, W. K., Tarter, C. J., & Woolfolk Hoy, A. (2006). Academic optimism of schools: A force for student achievement. American Educational Research Journal, 43, 425–446.
  • Kythreotis, A., Pashiardis, P., & Kyriakides, L. (2010). The influence of school leadership styles and culture on students’ achievement in Cyprus primary schools. Journal of Educational Administration, 48, 218– 240.
  • LaRoche, S., Joncas, M., & Foy, P. (2016). Sample Design in TIMSS 2015. In M. O. Martin, I. V. S. Mullis, & M. Hooper (Eds.), Methods and Procedures in TIMSS 2015 (pp. 3.1-3.37). Retrieved from Boston College, TIMSS & PIRLS International Study Center website: http://timss.bc.edu/publications/timss/2015- methods/chapter-3.html
  • Lezotte, L. (2001). Revolutionary and evolutionary: The effective schools movement. Okemos, MI: Effective Schools Products.
  • Martin, M. O., Foy, P., Mullis, I. V. S., & O’Dwyer, L. M. (2013). Effective schools in reading, mathematics, and science at fourth grade. In M. O. Martin & I. V. S. Mullis (Eds.), TIMSS and PIRLS 2011: Relationships among reading, mathematics, and science achievement at the fourth gradeImplications for early learning (pp. 109–178). Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
  • Martin, M. O., Mullis, I. V. S., & Hooper, M. (Eds.). (2016). Methods and Procedures in TIMSS 2015. Retrieved from Boston College, TIMSS & PIRLS International Study Center website: http://timssandpirls.bc.edu/publications/timss/2015-methods.html
  • McGuigan, L., & Hoy,W. K. (2006). Principal leadership: Creating a culture of academic optimism to improve achievement for all students. Leadership and Policy in Schools, 5, 203–229. doi:10.1080/15700760600805816
  • Milam, A. J., Furr-Holden, C. D. M., & Leaf, P. J. (2010). Perceived school and neighborhood safety, neighborhood violence and academic achievement in urban school children. , 42, 458–467.
  • Mullis, I. V. S., Martin, M. O., Foy, P., & Hooper, M. (2016). TIMSS 2015 International Results in Mathematics. Retrieved from Boston College, TIMSS & PIRLS International Study Center website: http://timssandpirls.bc.edu/timss2015/international-results/
  • Mullis, I. V., Martin, M. O., Foy, P., & Arora, A. (2012). TIMSS 2011 International results in mathematics. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
  • Mullis, I.V.S. & Martin, M.O. (Eds.) (2013). TIMSS 2015 Assessment Frameworks. Retrieved from Boston College, TIMSS & PIRLS International Study Center website: http://timssandpirls.bc.edu/timss2015/frameworks.html
  • Nilsen, T., & Gustafsson, J.-E. (2014). School emphasis on academic success: exploring changes in science performance in Norway between 2007 and 2011 employing two-level SEM. Educational Research and Evaluation, 20(4), 308–327. doi:10.1080/13803611.2014.941371
  • OECD (2016a), PISA 2015 Results (Volume I): Excellence and Equity in Education, PISA, OECD Publishing, Paris. http://dx.doi.10.1787/9789264266490-en
  • OECD (2019), PISA 2018 Results (Volume I): What Students Know and Can Do, PISA, OECD Publishing, Paris, https://doi.org/10.1787/5f07c754-en.
  • Pallant, J. (2011). SPSS survival manual: A step by step guide to data analysis using the SPSS program. 4th Edition, Allen & Unwin, Berkshire.
  • Scherer, R., & Nilsen, T. (2016). The relations among school climate, instructional quality, and achievement motivation in mathematics. In T. Nilsen & J. E. Gustafsson (Eds.), Teacher quality, instructional quality and student outcomes (pp. 51-80), IEA Research for Education (A Series of In-depth Analyses Based on Data of the International Association for the Evaluation of Educational Achievement (IEA)). Cham: Springer.
  • Sørlie, M.-A., & Torsheim, T. (2011). Multilevel analysis of the relationship between teacher collective efficacy and problem behaviour in school. School Effectiveness and School Improvement, 22, 175–191.
  • Wang, M.-T., & Degol, J. L. (2015). School climate: a review of the construct, measurement, and impact on student outcomes. Educational Psychology Review, 28, 315-352. doi:10.1007/s10648-015-9319-1
Toplam 26 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Research Articles
Yazarlar

Eren Ceylan

Mustafa Sever Bu kişi benim

Yayımlanma Tarihi 28 Eylül 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 7 Sayı: 4

Kaynak Göster

APA Ceylan, E., & Sever, M. (2020). Schools’ Emphasis on Academic Success in TIMSS 2015 across Finland, Singapore, and Turkey. International Journal of Psychology and Educational Studies, 7(4), 203-212.