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Teacher and School-Related Factors that Promote Achievement Differences among Students with Lower Socioeconomic Status

Year 2014, Volume: 5 Issue: 3, 1 - 11, 12.12.2014

Delal Kasımoglu Demır İlker Kalender

Abstract

The present study investigated factors related to school and teacher that could discriminate low-achieving disadvantaged and high-able (resilient) disadvantaged students, among which there is a large achievement difference. To this end, a discriminant analysis was conducted to check whether some selected teacher- and school-related factors from PISA 2012 could discriminate low-achievers and resilient students, both disadvantaged. Twenty-two items from 5 dimensions data set were included: Student-Teacher Relations (5 items), Sense of Belonging (9 items), Attitude towards Learning at School (4 items) and Attitude toward School (4 items). Results indicated that some items could be able to achievement differences between low-achievers and resilient students. The findings of the present may provide significant information as to increase rate of resilient students.

Keywords

student achievement resilient students discriminating socio-economic status

References

  • Alva, S. A. (1991). Academic invulnerability among Mexican American students: The importance of protective resources and appraisals. Hispanic Journal of Behavioral Sciences, 13(1), 18-34.
  • Benard, B. (1993). Fostering resiliency in kids. Educational Leadership, (3), 44.
  • Ceylan, E. & Berberoglu, G. (2007). Factors related with students’ science achievement: A modeling study Education and Science, 32, 36-48.
  • Coleman, J. S., Campbell, E. Q., Hobson, C. J., McPartland, F., Mood, A. M., Weinfeld, F. D., et al. (1966). Equality of educational opportunity. Washington, DC: U.S. Government Printing Office.
  • Davidson M. [OECD Head of Early Childhood Education and Schools] & Bangs, J. [EI Senior Consultant]. (December 6, 2013). PISA: Questions from a teacher’s perspective. [Video file]. Retrieved from http://www.youtube.com/watch?v=uf12x1QqUK0#t=14
  • De Baca, C. (2010). Resiliency and Academic Performance: A Review of Literature. Retrieved from http://www.scholarcentric.com/research/SC_Resiliency_Academic_Performance_WP.pdf
  • Dolton, P. & Marcenaro-Gutierrez, O. (2013). Varkey GEMS foundation global teacher status index. Retrieved from http://www.varkeygemsfoundation.org/sites/default/files/documents/
  • GlobalTeacherStatusIndex.pdf
  • Fındık, L. & Kavak, Y. (2013). Türkiye'deki sosyo-ekonomik açıdan dezavantajlı öğrencilerin PISA 2009 başarılarının değerlendirilmesi. (Assessment of socioeconomically disadvantaged students’ achievement in turkey in PISA 2009. With English summary). Educational Administration: Theory & Practice, 19(2), 249-273.
  • Garmezy, N. (1996). Reflections and commentary on risk, resilience and development. In R. J. Haggerty, L. R. Sherrod, N. Garmezy, & M. Rutter (Eds.) Stress, risk, resilience in children and adolescents: processes, mechanism and interventions (pp.1-18). New York: Cambridge University Press.
  • Gizir, C. & Aydın, G. (2009). Protective factors contributing to the academic resilience of students living in poverty in Turkey. Professional School Counseling, (1), 38.
  • Goodman, J. F. (2008). Responding to children's needs: Amplifying the caring ethic. Journal of Philosophy of Education, 42(2), 233-248. doi:10.1111/j.1467-9752.2008.00616.x
  • Gore, S. & Eckenrode, J. (1996). Context and process in research on risk and resilience. In R. J. Haggerty, L. R. Sherrod, N. Garmezy, & M. Rutter (Eds.) Stress, risk, resilience in children and adolescents: Processes, mechanism and interventions (pp.19-63). New York: Cambridge University Press.
  • Kalender, I. & Berberoglu, G. (2009). An assessment of factors related to science achievement of Turkish students. International Journal of Science Education, 31(10), 1379-1394. doi:10.1080/09500690801992888
  • Lee, K.Y. (2000). From third world to first. New York: Harper Collins.
  • Lee, M. & Madyun, N. (2009). The impact of neighborhood disadvantage on the black-white achievement gap. Journal Of Education For Students Placed At Risk, 14(2), 148-169.
  • Macmurray, J. (1964). Teachers and pupils. The Educational Forum, 29(1), 17–24.
  • Ministry of National Education (MONE), General Directorate of Innovative and Educational Technologies. (2013). PISA 2012 national preliminary report. Turkey: Ankara.
  • Mueller, C. W. & Parcel, T.L. (1981). Measures of socioeconomic status: Alternatives and recommendations. Child Development, 52, 13–30. doi: 10.1177/10791102009002005
  • Noddings, N. (1984). Caring: A feminine approach to ethics and moral education. Berkeley: University of California Press.
  • Oswald, M., Johnson, B., & Howard, S. (2003). Quantifying and evaluating resilience-promoting factors. Research in Education, (70), 50-64.
  • Organisation for Economic Co-operation and Development [OECD]. (2011a). Against the odds: Disadvantaged students who succeed in school. OECD Publishing. Retrieved from: http://dx.doi.org/10.1787/9789264090873-en
  • Organisation for Economic Co-operation and Development [OECD]. (2011b). Lessons from PISA for the United States, strong performers and successful reformers in education. OECD Publishing. Retrieved from http://dx.doi.org/10.1787/9789264096660-en
  • Organisation for Economic Co-operation and Development [OECD]. (2013). PISA 2012 results: Excellence through equity: giving every student the chance to succeed (Volume II). OECD Publishing. Retrieved from http://dx.doi.org/10.1787/9789264201132-en
  • Organisation for Economic Co-operation and Development [OECD]. (2014). PISA 2012 results: What students know and can do – Student performance in mathematics, reading and science (Volume I). OECD Publishing. Retrieved from http://dx.doi.org/10.1787/9789264201118-en
  • Pamuk, Ş. (2013). Son iki yüzyılda Türkiye'de gelirin bölüşümü. (Income distribution in Turkey during the last two centuries. With English summary). Middle East Technical University Studies in Development, 40(2), 297-316.
  • Wang, M. C., Haertel, G. D., & Walberg, H. J. (1994). Educational resilience in inner cities. In M. C. Wang & E. W. Gordon (Eds.), Educational resilience in inner-city America: Challenges and prospects (pp. 45-72). Hillsdale, NJ: Erlbaum.
  • Werner, E. & Smith, R. (1989). Vulnerable but invincible: A longitudinal study of resilient children and youth. New York: Adams, Bannister, and Cox.
  • Zolkoski, S. M. & Bullock, L. M. (2012). Resilience in children and youth: A review. Children and Youth Services Review, 342295-2303. doi:10.1016/j.childyouth.2012.08.009

Teacher and School-Related Factors that Promote Achievement Differences among Students with Lower Socioeconomic Status

Year 2014, Volume: 5 Issue: 3, 1 - 11, 12.12.2014

Delal Kasımoglu Demır İlker Kalender

Abstract

Bu çalışma dezavantajlı olup da düşük ve üstün başarılı öğrencileri birbirlerinden ayırt edebilen öğretmen ve okul ile ilişkili değişkenleri incelemiştir. Bu iki grup arasında önemli bir başarı farklılığı mevcuttur. Bu amaçla, PISA 2012 veri kümesinden seçilen bazı faktörlerin düşük ve ütün başarılı öğrencileri ayırt edip etmediklerini inceemek amacı ile discriminant analysis yöntemi kullanılmıştır. 5 farklı boyuttan 22 madde çalışmaya dahil edilmiştir: Öğrenciöğretmen ilişkileri (5 madde), Aidiyet duygusu (9 madde), Okulda Öğrenilerlere karşı tutum (4 madde) ve Okula karşı tutum (4 madde). Çalışma sonuçları bazı maddeleri düşük ve üstün başarılı öğrenciler ayırt edebildiğini ortaya koymuştur. Bu çalışmanın sonuçların üstün başarılı öğrenci oranının artırılmasında kullanılmak üzere önemli bilgiler sağlayacağı düşünülmektedir

Keywords

öğrenci başarısı üstün başarılı öğrenciler sosyo-ekonomik düzey

References

  • Alva, S. A. (1991). Academic invulnerability among Mexican American students: The importance of protective resources and appraisals. Hispanic Journal of Behavioral Sciences, 13(1), 18-34.
  • Benard, B. (1993). Fostering resiliency in kids. Educational Leadership, (3), 44.
  • Ceylan, E. & Berberoglu, G. (2007). Factors related with students’ science achievement: A modeling study Education and Science, 32, 36-48.
  • Coleman, J. S., Campbell, E. Q., Hobson, C. J., McPartland, F., Mood, A. M., Weinfeld, F. D., et al. (1966). Equality of educational opportunity. Washington, DC: U.S. Government Printing Office.
  • Davidson M. [OECD Head of Early Childhood Education and Schools] & Bangs, J. [EI Senior Consultant]. (December 6, 2013). PISA: Questions from a teacher’s perspective. [Video file]. Retrieved from http://www.youtube.com/watch?v=uf12x1QqUK0#t=14
  • De Baca, C. (2010). Resiliency and Academic Performance: A Review of Literature. Retrieved from http://www.scholarcentric.com/research/SC_Resiliency_Academic_Performance_WP.pdf
  • Dolton, P. & Marcenaro-Gutierrez, O. (2013). Varkey GEMS foundation global teacher status index. Retrieved from http://www.varkeygemsfoundation.org/sites/default/files/documents/
  • GlobalTeacherStatusIndex.pdf
  • Fındık, L. & Kavak, Y. (2013). Türkiye'deki sosyo-ekonomik açıdan dezavantajlı öğrencilerin PISA 2009 başarılarının değerlendirilmesi. (Assessment of socioeconomically disadvantaged students’ achievement in turkey in PISA 2009. With English summary). Educational Administration: Theory & Practice, 19(2), 249-273.
  • Garmezy, N. (1996). Reflections and commentary on risk, resilience and development. In R. J. Haggerty, L. R. Sherrod, N. Garmezy, & M. Rutter (Eds.) Stress, risk, resilience in children and adolescents: processes, mechanism and interventions (pp.1-18). New York: Cambridge University Press.
  • Gizir, C. & Aydın, G. (2009). Protective factors contributing to the academic resilience of students living in poverty in Turkey. Professional School Counseling, (1), 38.
  • Goodman, J. F. (2008). Responding to children's needs: Amplifying the caring ethic. Journal of Philosophy of Education, 42(2), 233-248. doi:10.1111/j.1467-9752.2008.00616.x
  • Gore, S. & Eckenrode, J. (1996). Context and process in research on risk and resilience. In R. J. Haggerty, L. R. Sherrod, N. Garmezy, & M. Rutter (Eds.) Stress, risk, resilience in children and adolescents: Processes, mechanism and interventions (pp.19-63). New York: Cambridge University Press.
  • Kalender, I. & Berberoglu, G. (2009). An assessment of factors related to science achievement of Turkish students. International Journal of Science Education, 31(10), 1379-1394. doi:10.1080/09500690801992888
  • Lee, K.Y. (2000). From third world to first. New York: Harper Collins.
  • Lee, M. & Madyun, N. (2009). The impact of neighborhood disadvantage on the black-white achievement gap. Journal Of Education For Students Placed At Risk, 14(2), 148-169.
  • Macmurray, J. (1964). Teachers and pupils. The Educational Forum, 29(1), 17–24.
  • Ministry of National Education (MONE), General Directorate of Innovative and Educational Technologies. (2013). PISA 2012 national preliminary report. Turkey: Ankara.
  • Mueller, C. W. & Parcel, T.L. (1981). Measures of socioeconomic status: Alternatives and recommendations. Child Development, 52, 13–30. doi: 10.1177/10791102009002005
  • Noddings, N. (1984). Caring: A feminine approach to ethics and moral education. Berkeley: University of California Press.
  • Oswald, M., Johnson, B., & Howard, S. (2003). Quantifying and evaluating resilience-promoting factors. Research in Education, (70), 50-64.
  • Organisation for Economic Co-operation and Development [OECD]. (2011a). Against the odds: Disadvantaged students who succeed in school. OECD Publishing. Retrieved from: http://dx.doi.org/10.1787/9789264090873-en
  • Organisation for Economic Co-operation and Development [OECD]. (2011b). Lessons from PISA for the United States, strong performers and successful reformers in education. OECD Publishing. Retrieved from http://dx.doi.org/10.1787/9789264096660-en
  • Organisation for Economic Co-operation and Development [OECD]. (2013). PISA 2012 results: Excellence through equity: giving every student the chance to succeed (Volume II). OECD Publishing. Retrieved from http://dx.doi.org/10.1787/9789264201132-en
  • Organisation for Economic Co-operation and Development [OECD]. (2014). PISA 2012 results: What students know and can do – Student performance in mathematics, reading and science (Volume I). OECD Publishing. Retrieved from http://dx.doi.org/10.1787/9789264201118-en
  • Pamuk, Ş. (2013). Son iki yüzyılda Türkiye'de gelirin bölüşümü. (Income distribution in Turkey during the last two centuries. With English summary). Middle East Technical University Studies in Development, 40(2), 297-316.
  • Wang, M. C., Haertel, G. D., & Walberg, H. J. (1994). Educational resilience in inner cities. In M. C. Wang & E. W. Gordon (Eds.), Educational resilience in inner-city America: Challenges and prospects (pp. 45-72). Hillsdale, NJ: Erlbaum.
  • Werner, E. & Smith, R. (1989). Vulnerable but invincible: A longitudinal study of resilient children and youth. New York: Adams, Bannister, and Cox.
  • Zolkoski, S. M. & Bullock, L. M. (2012). Resilience in children and youth: A review. Children and Youth Services Review, 342295-2303. doi:10.1016/j.childyouth.2012.08.009
There are 29 citations in total.

Details

Primary Language En
Journal Section Articles
Authors

Delal Kasımoglu Demır This is me

İlker Kalender

Publication Date December 12, 2014
Published in Issue Year 2014 Volume: 5 Issue: 3

Cite

APA Kasımoglu Demır, D., & Kalender, İ. (2014). Teacher and School-Related Factors that Promote Achievement Differences among Students with Lower Socioeconomic Status. The International Journal of Research in Teacher Education, 5(3), 1-11.
AMA Kasımoglu Demır D, Kalender İ. Teacher and School-Related Factors that Promote Achievement Differences among Students with Lower Socioeconomic Status. The International Journal of Research in Teacher Education. December 2014;5(3):1-11.
Chicago Kasımoglu Demır, Delal, and İlker Kalender. “Teacher and School-Related Factors That Promote Achievement Differences Among Students With Lower Socioeconomic Status”. The International Journal of Research in Teacher Education 5, no. 3 (December 2014): 1-11.
EndNote Kasımoglu Demır D, Kalender İ (December 1, 2014) Teacher and School-Related Factors that Promote Achievement Differences among Students with Lower Socioeconomic Status. The International Journal of Research in Teacher Education 5 3 1–11.
IEEE D. Kasımoglu Demır and İ. Kalender, “Teacher and School-Related Factors that Promote Achievement Differences among Students with Lower Socioeconomic Status”, The International Journal of Research in Teacher Education, vol. 5, no. 3, pp. 1–11, 2014.
ISNAD Kasımoglu Demır, Delal - Kalender, İlker. “Teacher and School-Related Factors That Promote Achievement Differences Among Students With Lower Socioeconomic Status”. The International Journal of Research in Teacher Education 5/3 (December 2014), 1-11.
JAMA Kasımoglu Demır D, Kalender İ. Teacher and School-Related Factors that Promote Achievement Differences among Students with Lower Socioeconomic Status. The International Journal of Research in Teacher Education. 2014;5:1–11.
MLA Kasımoglu Demır, Delal and İlker Kalender. “Teacher and School-Related Factors That Promote Achievement Differences Among Students With Lower Socioeconomic Status”. The International Journal of Research in Teacher Education, vol. 5, no. 3, 2014, pp. 1-11.
Vancouver Kasımoglu Demır D, Kalender İ. Teacher and School-Related Factors that Promote Achievement Differences among Students with Lower Socioeconomic Status. The International Journal of Research in Teacher Education. 2014;5(3):1-11.