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Öğrencilerin Algıladıkları Öğretmen Nitelikleri ile Sosyoekonomik Düzeyi Yüksek ve Düşük Öğrencilerin Başarıları Arasındaki İlişki

Year 2022, , 293 - 320, 27.04.2022
https://doi.org/10.14812/cuefd.873723

Abstract

Öğretmen nitelikleri, öğrencilerin başarısında önemli bir rol oynar. Ancak genel olarak dezavantajlı öğrenciler, avantajlı öğrenciler kadar öğretmen desteğinden yararlanma fırsatına sahip olamayabilirler. Bu nedenle, bu çalışma, öğretmen nitelikleri ile sosyoekonomik düzeyi yüksek ve düşük öğrencilerin matematik ve fen okuryazarlığı ve okuma başarıları arasındaki ilişkiyi ortaya çıkarmayı amaçlamaktadır. Veriler, Uluslararası Öğrenci Değerlendirme Programı (PISA) 2018 veri setinden edinilmiştir. Çalışma, %25 düşük sosyoekonomik düzey ve %25 yüksek sosyoekonomik düzeydeki öğrencilerden oluşan bir örneklemle ilişkisel model kullanılan nicel bir analizdir. Bu çalışmanın bulguları, uyarlanabilir öğretimin, öğretmen yönlendirmeli öğretimin ve disiplin ikliminin yüksek sosyoekonomik düzeydeki öğrenciler üzerinde düşük sosyoekonomik düzeydeki öğrencilere göre daha olumlu bir etkisi olduğunu göstermektedir. Ancak, öğretmen bilişsel geri bildiriminin her iki öğrenci grubunun tüm alanlardaki başarısı üzerindeki etkisi olumsuzdur.

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The Relationship between the Teacher Qualities Perceived by Students and the Achievements of High and Low Socioeconomic Level Students

Year 2022, , 293 - 320, 27.04.2022
https://doi.org/10.14812/cuefd.873723

Abstract

Teacher qualities play a key role in students’ achievement. In general, however, disadvantaged students may not have as much opportunity to benefit from teacher support as advantaged students. Therefore, this study aims to find out the relationship between the teacher qualities and the achievements of high and low socioeconomic level students in math and science literacy, and reading. Data were obtained from the Program for International Student Assessment (PISA) 2018 results. The study is a quantitative analysis using a relational model, with a sample consisting of 25% low socioeconomic level students and 25% high socioeconomic level students. The findings of this study indicate a more positive impact of adaptive instruction, teacher-directed instruction, and disciplinary climate on high socioeconomic students than on low socioeconomic students. However, the impact of teacher cognitive feedback on both student groups' achievement in all domains is negative.

References

  • Ataç, E. (2019). Modeling educational inequalities: class, academic achievement, and regional differences in Turkey. Education and Urban Society, 51(5) 659–692. https://doi.org/10.1177/0013124517747036
  • Benard, B. (1991). Fostering resiliency in kids: protective factors in the family, school, and community. Western Center for Drug-Free Schools and Communities. NWREL.
  • Bölükbaş, S. &Gür, B. S. (2020). Tracking and inequality: The results from Turkey. International Journal of Educational Development, 78, 102262. https://doi.org/10.1016/j.ijedudev.2020.102262
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  • Büyüköztürk, S. (2009). Sosyal bilimleriiçinverianalizi el kitabıistatistikaraştırmadeseni-spssuygulamalarıveyorum [Data analysis handbook for social sciences statistical research pattern-spss applications and interpretation]. PegemAkademiPublication.
  • Caponera, E. Sestito P. & Russo P. M. (2016). The influence of reading literacy on mathematics and science achievement, The Journal of Educational Research, 109(2), 197-204, https://doi.org/10.1080/00220671.2014.936998
  • Caro, D. H., Sandoval-Hernández, A. &Lüdtke, O. (2014) Cultural, social, and economic capital constructs in international assessments: an evaluation using exploratory structural equation modelling. School Effectiveness and School Improvement, 25(3), 433-450. https://doi.org/10.1080/09243453.2013.812568
  • Cheema, J. R. &Kitsantas A. (2014). Influences of disciplinary classroom climate on high school student self-efficacy and mathematics achievement: A look at gender and racial-ethnic differences. International Journal of Science and Mathematics Education, 12, 1261-1279. https://doi.org/10.1007/s10763-013-9454-4
  • Chi, S.,Liu, X., Wang, Z., &Won Han, S. (2018). Moderation of theeffects of scientificinquiryactivities on low SES students’ PISA 2015 scienceachievementbyschoolteachersupport and disciplinaryclimate in scienceclassroomacrossgender. International Journal of ScienceEducation, 40(11), 1284–1304.https://doi.org/10.1080/09500693.2018.1476742
  • Çelik, Ç. (2017). Parental networks, ethnicity, and social and cultural capital: the societal dynamics of educational resilience in Turkey. British Journal of Sociology of Education, 38(7), 1007-1021. https://doi.org/10.1080/01425692.2016.1218753
  • Danielsen, A. G., Samdal, O., Hetland, J. &Wold, B. (2009). School-related social support and students' perceived life satisfaction. The Journal of Educational Research, 102(4), 303-320. https://doi.org/10.3200/JOER.102.4.303-320
  • Danielsen, A. G., Wiium, N., Wilhelmsen, B. U. &Wold, B. (2010). Perceived support provided by teachers and classmates and student’s self–reported academic initiative. Journal of School Psychology, 48, 247–267. https://doi.org/10.1016/j.jsp.2010.02.002
  • Darling-Hammond, L. (2004). Inequality and theright to learn: Access to qualifiedteachers in California’spublicschools. TeachersCollegeRecord, 106(10), 1936– 1966.
  • Darling-Hammond, L. (2006). Securingtheright to learn: Policy and practiceforpowerfulteaching and learning. EducationalResearcher, 35(7), 13–24.
  • Dietrich, J.,Dicke, A.-L., Kracke, B., &Noack, P. (2015). Teachersupport and itsinfluence on students' intrinsicvalue and effort: Dimensionalcomparisoneffectsacrosssubjects. Learning and Instruction, 39, 45–54. https://doi.org/10.1016/j.learninstruc.2015.05.007
  • Goe, L. & Stickler, L. (2008). Teacher quality and student achievement: Making the most of recent research. TQ Research & Policy Brief. https://files.eric.ed.gov/fulltext/ED520769.pdf
  • Goldhaber, D. (2002). The mystery of good teaching: Surveying the evidence on student achievement and teachers’ characteristics. Education Next, 2(1), 50-55.
  • Goldhaber, D. & Brewer, D.J. (1997). Evaluating the effect of teacher degree level on educational performance. In J. W. Fowler (Ed.), Developments in school finance 1996, 197-210. National Centre for Education Statistics.
  • Goldhaber, D., Perry, D. & Anthony, E. (2004). NBPTS certification: Who applies and what factors are associated with success? Educational Evaluation and Policy Analysis, 26(4), 259-280.
  • Hanushek, E. A. (1986). The economics of schooling: Production and efficiency in public schools. Journal of Economic Literature, 24(3), 1141-1177.
  • Iş Güzel, Ç. & Berberoğlu, G. (2005). An analysis of the Programme for International Student Assessment 2000 (PISA 2000) mathematical literacy data for Brazilian, Japanese, and Norwegian students. Studies in Educational Evaluation, 31, 283-314. https://doi.org/10.1016/j.stueduc.2005.11.006
  • Işık, O. &Ataç, E. (2011). Yoksulluğadair: Bildiklerimiz, azbildiklerimiz, bilmediklerimiz. [On poverty: what we know, what we know less, what we do not know]. Birikim, 268-269, 66-85.
  • Keller, M. M., Goetz, T., Becker, E. S., Morger, V. Hensley, L. (2014), Feeling and showing: A new conceptualization of dispositional teacher enthusiasm and its relation to students’ interest. Learning and Instruction, 33, 29-38. https://doi.org/10.1016/j.learninstruc.2014.03.001.
  • KıbrıslıoğluUysal, N. &Gelbal, S. (2018). Inequality in education in Turkey in the scope of PISA and TSI. Kastamonu Education Journal, 26(4). 1195-1206. https://doi.org/10.24106/kefdergi.434152
  • Kılıç, Y. (2014). Türkiye’de eğitimseleşitsizlikvetoplumsaltabakalaşmailişkisinedairampirikbirçalışma [The relationship between educational inequality and social stratification in Turkey: An empirical study]. EğitimBilimleriAraştırmalarıDergisi - Journal of Educational Sciences Research, 4 (2), 243-263. http://dx.doi.org/10.12973/jesr.2014.42.14
  • Koyuncu, I.; Kılıç, A.F. (2019). The use of exploratory and confirmatory factor analyses: A document analysis. EgitimveBilim, 44, 361–388.
  • Lau, K.& Lam T. Y. (2017) Instructionalpractices and scienceperformance of 10 top-performingregions in PISA 2015, International Journal of ScienceEducation, 39(15), 2128-2149, https://doi.org/ 10.1080/09500693.2017.1387947
  • Lee, V. E. &Bryk, A. S. (1989). A multilevel model of the social distribution of high school achievement. Sociology of Education, 62, 172–192.
  • Lee, J. S. (2012). The effects of the teacher-student relationship and academic press on student engagement and academic performance. International Journal of Educational Research, 53, 330-340. https://doi.org/10.1016/j.ijer.2012.04.006
  • Ma, X. & Willms, J. D. (2004). School disciplinary climate: characteristics and effects on eight grade achievement. Alberta Journal of Educational Research, 50(2), 169–188.
  • Maulana, R., André, S., Helms-Lorenz, M., Ko, J., Chun, S., Shahzad, A. et al (2020). Observed teaching behaviour in secondary education across six countries: measurement invariance and indication of cross-national variations. School Effectiveness and School Improvement. https://doi.org/10.1080/09243453.2020.1777170
  • McLoyd, V. C. (1998). Socioeconomic disadvantage and child development. American Psychologist, 53(2), 185–204. https://doi.org/10.1037/0003-066X.53.2.185
  • McMahon, S. D. &Wernsman, J. (2009). The relation of classroom environment and school belonging to academic self-efficacy among urban fourth- and fifth-grade students. The Elementary School Journal, 109(3), 267-281. https://doi.org/10.1086/592307
  • McMillan, J. H. & Reed, D. F. (1994). At-risk students and resiliency: Factors contributing to academic success. The Clearing House, 67(3), 137-140.
  • MONE (2019). PISA 2018 Türkiyeönraporu: Eğitimanalizvedeğerlendirmeraporları [Turkey preliminary report: Education analysis and evaluation reports]. https://www.meb.gov.tr/meb_iys_dosyalar/2019_12/03105347_PISA_2018_Turkiye_On_Raporu.pdf
  • Ning, B., Van Damme, J., Van Den Noortgate, W., Yang, X. & Gielen S. (2015). The influence of classroom disciplinary climate of schools on reading achievement: a cross-country comparative study. School Effectiveness and School Improvement, 26(4), 586-611. https://doi.org/10.1080/09243453.2015.1025796
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  • OECD (2019b), PISA 2018 results (Volume III): What school life means for students’ lives, OECD Publishing. https://doi.org/10.1787/acd78851-en.
  • OECD (2019c). PISA 2018 Assessment and analytical framework, OECD Publishing. https://doi.org/10.1787/b25efab8-en.
  • OECD (2019d). Programme for International Student Assessment (PISA) Results from PISA 2018. http://www.oecd.org/pisa/publications/PISA2018_CN_TUR.pdf
  • OECD (2019e). PISA 2018 Results Combined Executive Summaries, Volume I, II& III. http://www.oecd.org/pisa/Combined_Executive_Summaries_PISA_2018.pdf
  • Patrick, B. C. Hisley, J. &Kempler, T. (2000). “What's everybody so excited about?” The effects of teacher enthusiasm on student intrinsic motivation and vitality, The Journal of Experimental Education, 68(3), 217-236. https://doi.org/10.1080/00220970009600093
  • Pitzer, J. & Skinner, E. (2017). Predictors of changes in students’ motivational resilience over the school year: The roles of teacher support, self-appraisals, and emotional reactivity. International Journal of Behavioral Development, 41(1) 15–29. https://doi.org/10.1177/0165025416642051
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There are 64 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Article
Authors

Sibel İnci 0000-0003-0945-7632

Volkan Hasan Kaya 0000-0002-8991-0187

Publication Date April 27, 2022
Submission Date February 11, 2021
Published in Issue Year 2022

Cite

APA İnci, S., & Kaya, V. H. (2022). The Relationship between the Teacher Qualities Perceived by Students and the Achievements of High and Low Socioeconomic Level Students. Cukurova University Faculty of Education Journal, 51(1), 293-320. https://doi.org/10.14812/cuefd.873723

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