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PİSA 2006 VERİLERİNE GÖRE TÜRKİYE’DE EĞİTİMİN KALİTESİNİ BELİRLEYEN TEMEL FAKTÖRLER

Year 2012, Volume: 10 Issue: 2, 229 - 255, 01.06.2012

Abstract

Araştırmanın amacı, Türkiye’de eğitim kalitesini belirleyen temel faktörleri ve faktörlerin
eğitimsel sonuçları tahmin etme gücünü ortaya koymaktır. Araştırmanın evreni, Türkiye’de
örgün eğitim kapsamında on beş yaş grubundaki öğrencilerdir. Örneklem ise; rastgele ve
tabakalı örneklem yöntemiyle 51 ilden belirlenen 160 okul yöneticisi ve 4.942 öğrenci ile
anne-babalarından oluşmaktadır. Tarama modelinde betimsel bir çalışma olan araştırmada
Uluslararası Öğrenci Değerlendirme Programı (PISA) 2006 verileri kullanılmıştır. Faktör ve
regresyon analizinin kullanıldığı araştırmanın sonuçlarına göre Türkiye’de on beş yaş grubu
öğrencilerinin almış olduğu eğitimin kalitesini dört temel faktör belirlemektedir. Bu faktörler
ve faktörlerin önem düzeyleri: Ev, anne-baba özellikleri faktörü (% 52), öğrenci özellikleri
faktörü (%14),öğretim süreçleri faktörü (% 6) ve kurumsal-çevre faktörü (%1,4)’dür.

References

  • Akar, C. (2007). İlköğretim öğrencilerinde eleştirel düşünme becerileri. Yayınlanmamış doktora tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Sınıf Öğretmenliği Bilim Dalı. Ankara.
  • Akçay, C. ve Başar, M. A. (2004). İlköğretim okul müdürlerinin yönetsel görevlere ayırdıkları zaman ve bunları önemli görme dereceleri. Kuram ve Uygulamada Eğitim Yönetimi, s.38, ss. 170–197.
  • Aksoy, E. ve Işık, H. (2008). İlköğretim okul müdürlerinin öğretim liderliği rolleri. Sosyal Bilimler Dergisi, s.19, ss. 235–249.
  • Ammermuller, A. Heijkeb, H. Wößmann, L. (2005). Schooling quality in Eastern Europe: Educational production during transition. Economics of Education Review, 24 (2005) 579–599.
  • Bacolod, M. P ve Tobias, J. L. (2006). Schools, school quality and achievement growth: Evidence from the Philippines. Economics of Education Review, Dec2006, Vol. 25 Issue 6, p 619–632, 14p.
  • Balcı, A. (2007). Etkili okul ve okul geliştirme. Ankara: PegemA Yayıncılık.
  • Balcı, A.; Aydın, İ.; Yılmaz K.; Memduhoğlu B.; Apaydın Ç. (2007). Türk eğitim sisteminde ilköğretimin yönetimi ve denetimi: mevcut durum ve yeni perspektifler. Özdemir, S.; Bacanlı, H.; Sözer M. (Ed.), Türkiye'de Okul Öncesi Eğitim ve İlköğretim Sistemi Temel Sorunlar ve Çözüm Önerileri (126-185) Ankara: Adım Ajans.
  • Bayındır, N. (2006). Öğrenme stratejilerinin öğretimi ve bilişsel süreçlere yansıması. Yayınlanmamış doktora tezi, Marmara Üniversitesi, Eğitim Bilimleri Enstitüsü, İlköğretim Anabilim Dalı, Ankara.
  • Borland, M.V., Howsen, M.R., Trawick, M.W. (2005). An ınvestigation of the effect of class size on student academic achievement. Education Economics, v13, ıssue,1 pp.73–83.
  • Büyüköztürk, Ş. (2006). Sosyal bilimler için veri analizi el kitabı. Ankara: PegemA Yayıncılık.
  • Carnoy, M. (2002). What does globalization mean for educational change? Comparative Education Review, v.46, n1, p: 1–9 Feb. 2002.
  • Cheng, Y. C. ve Cheung, W. M. (2004). Four types of school environment: multilevel self-management and educational quality. Educational Research and Evaluation, Vol. 10, No. 1, pp. 71–100.
  • Chevalier, A. ve Lanot, G. (2002). The relative effect of family characteristics and financial situation on educational achievement. Education Economics, Vol. 10, No. 2, pp. 165–181.
  • Climaco, C. (1995). The use of performance indicators in school improvement and in accountability. OECD (Ed.), Measuring The Quality Of Schools. Paris: Head Of Publication Service.
  • Crossley, M. (2005). Comparative perspectives on the quality of education. Comparative Education, Vol. 41, No. 4, November 2005, pp. 385–387.
  • Dünya Bankası (2006). Türkiye kamu harcamaları incelemesi. Yoksulluğu Azaltma ve Ekonomi Yönetimi Birimi, 27 Temmuz 2006.
  • Erişen, Y. (2001). Öğretmen yetiştirme standartlarına ilişkin kalite standartlarının belirlenmesi ve fakültelerin standartlara uygunluğunun değerlendirilmesi. Yayınlanmamış doktora tezi, Ankara Üniversitesi, Eğitim Bilimleri Enstitüsü, Program Geliştirme Ana Bilim Dalı. Ankara.
  • Field, S. Kuczera, M. Pont, B. (2007). No more failures: Ten steps to equity in education. Paris: OECD Publishing.
  • Hanushek, E.A. (2005). The economics of school quality. German Economic Review, 6 (3), pp. 269–286.
  • Hanushek, E.A. ve Wößmann, L. (2007). The role of education quality in economic growth. World Bank Policy Research Working Paper. 4122, February 2007.
  • Heyneman, S. ve Loxley, W. (2003). The effect of primary school quality on academic achievement across twenty-nine high and low ıncome Countries. American Journal of Sociology, v. 88 (6) pp.1162–1194.
  • Iacovou, M.(2002). Class size in the early years: ıs smaller really better? Education Economics, v10, ıssue,3 pp.261–282.
  • James, C. Dunnıng, G. Connolly, M.(2003). Lessons from successful schools in disadvantaged settings. Management In Education, v20, ıssue,4 pp.14–18.
  • Jimenez, E. ve Paqueo, V. (1996). Do local contributions affect the efficiency of public primary schools? Economics Of Education Review. Vol. 15, No. 4, pp. 377–386.
  • Karip, E. (1994). Sources of Variation in Student Achievement in Pennsylvania Public Schools. Yayınlanmamış doktora tezi, University of Pittsburgh, Faculty of Education, Philosophy.
  • Karip, E. (2005). Küreselleşme ve Lizbon eğitim 2010 hedefleri. Kuram ve Uygulamada Eğitim Yönetimi, sayı. 42, ss. 195–209.
  • Karip, E. (2007). İlköğretimde kalite: Avrupa birliği kalite göstergeleri çerçevesinde kalitenin değerlendirilmesi. Türkiye'de Okul Öncesi Eğitim ve İlköğretim Sistemi Temel Sorunlar ve Çözüm Önerileri, Özdemir, S., Bacanlı, H. ve Sözer, M. (Ed.) Ankara: Adım Ajans.
  • Kavak, Y. Ergen, H. Gökçe F. (2007). Türkiye'de ilköğretim: Durum analizi. Özdemir, S., Bacanlı, H. Sözer M. (Ed.) Türkiye'de Okul Öncesi Eğitim ve İlköğretim Sistemi Temel Sorunlar ve Çözüm Önerileri. Ankara: Adım Ajans.
  • Keeley, B.(2007). Human capital, Paris: OECD Publishing.
  • Levacic, R. ve Vignolles A. (2002). Researching the links between school resources and student outcomes ın the uk: a review of ıssues and evidence. Education Economics, vol. 10, No: 3.
  • Lorna, J. (2001). The Great Balancing Act: Financial Equity And Local Control. Paper Presented Annual Meeting Of The American Educational Research Association. p.33, Seattle. 455 584 ERIC
  • Lupton, R. (2005). Social justice and school ımprovement: Improving the quality of schooling in the poorest neighbourhoods. British Educational Research Journal, vol. 31, No. 5, pp. 589–604.
  • Machin, S. ve Vignolles A. (2005). The economics of education in UK. Princeton: Princeton University Press. (Book Reviewed by N. Adnett http://www.sciencedirect.com/science. 25.03.2007 tarihli taramada edinildi).
  • Marks, G.N. Cresswell, J. Aınley, J. (2006). Explaining socioeconomic ınequalities ın student achievement: The role of home and school factors. Educational Research And Evaluation, v.12, n2, pp. 105–128.
  • MEB. EARGED. (MEB Eğitimi Araştırma ve Geliştirme Dairesi Başkanlığı) (2007). PISA 2006 Ulusal ön rapor, Ankara.
  • MEB. SGB. (MEB Strateji Geliştirme Dairesi Başkanlığı) (2007). Milli eğitim istatistikleri örgün eğitim 2006–2007. Ankara: Ders Kitapları Müdürlüğü Basımevi.
  • Mok, Ka-Ho ve Jason, T. (2004). Globalization and marketization ın education. Northamton: Edward Elgar.
  • Mortimore, P. (1990). Measuring educational quality, British Journal of Educational Studies, vol. 39, No.1 pp. 69–82.
  • Munoz, M.A. (2000). School district equity and accountability: Towards A Comprehensive Model. Research Reports. ED 467 036 ERIC.
  • NAESP. (National Association of Elementary School Principal) (1990). Standards for quality elementary & middle schools Rewised Edition.
  • OECD. (2005). School factors related to quality and equity. Paris: OECD Publication.
  • OECD. (2007a). Education at a glance, Paris: OECD EDU publishing.
  • OECD. (2007b). PISA 2006 science competencies for tomorrow’s world. Volume 1: Analysis. Paris: OECD Publication.
  • OECD. (2007c). Reviews of national policies for education: Basic education in Turkey. Paris: OECD Publication.
  • OECD. (2008). Education At a Glance. Paris: OECD Publication.
  • OECD. (2009). Assessment Framework. Paris: OECD Publication.
  • Okpala, C. ve Smith, F. (2001). Parental involvement, instructional expenditures, family socioeconomic attributes and student achievement. The Journal Of Educational Research, vol. 95 (No.2). pp. 109–116.
  • Özdemir, S. (2002). Eğitimde toplam kalite yönetimi. Kırgızistan-Türkiye Manas Üniversitesi Sosyal Bilimler Dergisi, Sayı. 2; ss. 253–270.
  • Özdemir, S. Kavak, Y. (2007). Türkiye'de ilköğretim ve geleceğe bakış. Özdemir, S.;Bacanlı, H.; Sözer M. (Ed.), Türkiye'de Okul Öncesi Eğitim ve İlköğretim Sistemi Temel Sorunlar ve Çözüm Önerileri (122-125) Ankara: Adım Ajans.
  • Popham, J. (1999). Why standardized tests don’t measure educational quality? Educational Leadership, Association For Supervision And Curriculum Development. March, pp, 8-15.
  • Ram, R. (2004). School Expenditures and student achievement: Evidence for the United States. Education Economics. Vol. 12, No. 2. s. 169–176.
  • Riffle, M. J. S. Howley, C. W. Ermolov, L. D. (2004). Measure of school capacity for improvement (MSCI): early field test findings. Paper presented April 14, 2004 at the 85th Annual Meeting of the American Educational Research Association, San Diego, CA.
  • Rissom, H.W (1992). The search for quality ın education: Some comments on the ınternational dimension. (Ed. Vedder, P.) Measuring The Quality Of Education Amsterdam: Swet & Zeitlinger Inc.
  • Rosenthal, J.A. (2001). Statistics and data iınterpretation. Wadsworth: Thomson Learning Inc.
  • Rutter, M. ve Maughan, B. (2002). School effectiveness findings 1979–2002. Journal of School Psychology, v. 40, no. 6, pp. 451–475.
  • Scheerens, J. (1992). Evaluating non-cognitive aspects of education. (Ed. Vedder, P.) Measuring The Quality Of Education Amsterdam: Swet & Zeitlinger Inc.
  • Semerci, Ç. (2007). Eğitimde ölçme ve değerlendirme. (Ed. Karip, E.) Ölçme ve Değerlendirme. Ankara: PegemA Yayıncılık.
  • Stiefel, L. Schwartz, A.E. Iatarola, P. Fruchter, N. (2001). Academic performance, characteristics and expenditures ın new york city elemantary and middle schools. condition report. ERIC Database. ED 462 457.
  • Strand, S. (1995). Key performance ındicators for primary schools, Paper presented at the European Conference On Educational Research. September 14–17.
  • Şahin, A.E. (2004). A Qualitative assessment of the quality of Turkish elementary schools. ERIC Database.
  • Tajalli, H. ve Opheim, C. (2004). Strategies for closing the gap: predicting student performance economically disadvantaged schools. Educational Research Quarterly, v28, issue,4 pp.44–54.
  • UNESCO. (2004). Education for all the quality ımperative: Summary. Paris: Graphoprint.
  • UNESCO. (2007). Global monitoring report, education for all 2008. New York: Oxford Press, www.efareport.unesco.org.
  • UNICEF. (2000). Defining quality in education. A paper presented by UNICEF at the meeting of The International Working Group On Education, Florence, Italy.
  • World Bank. (2005). Turkey-Education Sector Study, Report No. 32450-TU, Washington: World Bank Report.
  • Wößmann, L. (2000). Schooling resources, educational institutions, and student performance: The international evidence. Kiel Institute of World Economics Working Paper No. 983.
  • The Journal of Turkish Educational Sciences
  • Spring 2012, 10(2), 252-255

THE MAIN DETERMINANTS OF THE QUALITY OF EDUCATION IN TURKEY IN ACCORDANCE TO PISA 2006 DATA

Year 2012, Volume: 10 Issue: 2, 229 - 255, 01.06.2012

Abstract

This study aims at detecting the main factors of educational quality and their power of
predicting the educational outcomes. Population of the study is fifteen year old students in
formal education in Turkey. Sample is composed of 4.942 students in 160 schools that are
selected by stratification and random methods from seven geographical regions and 51
provinces across Turkey. As a descriptive survey model, the data of PISA 2006 are used in
this study. According to the research results involving factor and regression analysis, four
factors shape the educational quality. These factors and their estimation levels are as
followed: the factor of home and parent related features (52 %), the factor of student related
features (14 %), the factor of teaching process related features (6 %),the factor of
institutional environment related features (1,4 %).

References

  • Akar, C. (2007). İlköğretim öğrencilerinde eleştirel düşünme becerileri. Yayınlanmamış doktora tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Sınıf Öğretmenliği Bilim Dalı. Ankara.
  • Akçay, C. ve Başar, M. A. (2004). İlköğretim okul müdürlerinin yönetsel görevlere ayırdıkları zaman ve bunları önemli görme dereceleri. Kuram ve Uygulamada Eğitim Yönetimi, s.38, ss. 170–197.
  • Aksoy, E. ve Işık, H. (2008). İlköğretim okul müdürlerinin öğretim liderliği rolleri. Sosyal Bilimler Dergisi, s.19, ss. 235–249.
  • Ammermuller, A. Heijkeb, H. Wößmann, L. (2005). Schooling quality in Eastern Europe: Educational production during transition. Economics of Education Review, 24 (2005) 579–599.
  • Bacolod, M. P ve Tobias, J. L. (2006). Schools, school quality and achievement growth: Evidence from the Philippines. Economics of Education Review, Dec2006, Vol. 25 Issue 6, p 619–632, 14p.
  • Balcı, A. (2007). Etkili okul ve okul geliştirme. Ankara: PegemA Yayıncılık.
  • Balcı, A.; Aydın, İ.; Yılmaz K.; Memduhoğlu B.; Apaydın Ç. (2007). Türk eğitim sisteminde ilköğretimin yönetimi ve denetimi: mevcut durum ve yeni perspektifler. Özdemir, S.; Bacanlı, H.; Sözer M. (Ed.), Türkiye'de Okul Öncesi Eğitim ve İlköğretim Sistemi Temel Sorunlar ve Çözüm Önerileri (126-185) Ankara: Adım Ajans.
  • Bayındır, N. (2006). Öğrenme stratejilerinin öğretimi ve bilişsel süreçlere yansıması. Yayınlanmamış doktora tezi, Marmara Üniversitesi, Eğitim Bilimleri Enstitüsü, İlköğretim Anabilim Dalı, Ankara.
  • Borland, M.V., Howsen, M.R., Trawick, M.W. (2005). An ınvestigation of the effect of class size on student academic achievement. Education Economics, v13, ıssue,1 pp.73–83.
  • Büyüköztürk, Ş. (2006). Sosyal bilimler için veri analizi el kitabı. Ankara: PegemA Yayıncılık.
  • Carnoy, M. (2002). What does globalization mean for educational change? Comparative Education Review, v.46, n1, p: 1–9 Feb. 2002.
  • Cheng, Y. C. ve Cheung, W. M. (2004). Four types of school environment: multilevel self-management and educational quality. Educational Research and Evaluation, Vol. 10, No. 1, pp. 71–100.
  • Chevalier, A. ve Lanot, G. (2002). The relative effect of family characteristics and financial situation on educational achievement. Education Economics, Vol. 10, No. 2, pp. 165–181.
  • Climaco, C. (1995). The use of performance indicators in school improvement and in accountability. OECD (Ed.), Measuring The Quality Of Schools. Paris: Head Of Publication Service.
  • Crossley, M. (2005). Comparative perspectives on the quality of education. Comparative Education, Vol. 41, No. 4, November 2005, pp. 385–387.
  • Dünya Bankası (2006). Türkiye kamu harcamaları incelemesi. Yoksulluğu Azaltma ve Ekonomi Yönetimi Birimi, 27 Temmuz 2006.
  • Erişen, Y. (2001). Öğretmen yetiştirme standartlarına ilişkin kalite standartlarının belirlenmesi ve fakültelerin standartlara uygunluğunun değerlendirilmesi. Yayınlanmamış doktora tezi, Ankara Üniversitesi, Eğitim Bilimleri Enstitüsü, Program Geliştirme Ana Bilim Dalı. Ankara.
  • Field, S. Kuczera, M. Pont, B. (2007). No more failures: Ten steps to equity in education. Paris: OECD Publishing.
  • Hanushek, E.A. (2005). The economics of school quality. German Economic Review, 6 (3), pp. 269–286.
  • Hanushek, E.A. ve Wößmann, L. (2007). The role of education quality in economic growth. World Bank Policy Research Working Paper. 4122, February 2007.
  • Heyneman, S. ve Loxley, W. (2003). The effect of primary school quality on academic achievement across twenty-nine high and low ıncome Countries. American Journal of Sociology, v. 88 (6) pp.1162–1194.
  • Iacovou, M.(2002). Class size in the early years: ıs smaller really better? Education Economics, v10, ıssue,3 pp.261–282.
  • James, C. Dunnıng, G. Connolly, M.(2003). Lessons from successful schools in disadvantaged settings. Management In Education, v20, ıssue,4 pp.14–18.
  • Jimenez, E. ve Paqueo, V. (1996). Do local contributions affect the efficiency of public primary schools? Economics Of Education Review. Vol. 15, No. 4, pp. 377–386.
  • Karip, E. (1994). Sources of Variation in Student Achievement in Pennsylvania Public Schools. Yayınlanmamış doktora tezi, University of Pittsburgh, Faculty of Education, Philosophy.
  • Karip, E. (2005). Küreselleşme ve Lizbon eğitim 2010 hedefleri. Kuram ve Uygulamada Eğitim Yönetimi, sayı. 42, ss. 195–209.
  • Karip, E. (2007). İlköğretimde kalite: Avrupa birliği kalite göstergeleri çerçevesinde kalitenin değerlendirilmesi. Türkiye'de Okul Öncesi Eğitim ve İlköğretim Sistemi Temel Sorunlar ve Çözüm Önerileri, Özdemir, S., Bacanlı, H. ve Sözer, M. (Ed.) Ankara: Adım Ajans.
  • Kavak, Y. Ergen, H. Gökçe F. (2007). Türkiye'de ilköğretim: Durum analizi. Özdemir, S., Bacanlı, H. Sözer M. (Ed.) Türkiye'de Okul Öncesi Eğitim ve İlköğretim Sistemi Temel Sorunlar ve Çözüm Önerileri. Ankara: Adım Ajans.
  • Keeley, B.(2007). Human capital, Paris: OECD Publishing.
  • Levacic, R. ve Vignolles A. (2002). Researching the links between school resources and student outcomes ın the uk: a review of ıssues and evidence. Education Economics, vol. 10, No: 3.
  • Lorna, J. (2001). The Great Balancing Act: Financial Equity And Local Control. Paper Presented Annual Meeting Of The American Educational Research Association. p.33, Seattle. 455 584 ERIC
  • Lupton, R. (2005). Social justice and school ımprovement: Improving the quality of schooling in the poorest neighbourhoods. British Educational Research Journal, vol. 31, No. 5, pp. 589–604.
  • Machin, S. ve Vignolles A. (2005). The economics of education in UK. Princeton: Princeton University Press. (Book Reviewed by N. Adnett http://www.sciencedirect.com/science. 25.03.2007 tarihli taramada edinildi).
  • Marks, G.N. Cresswell, J. Aınley, J. (2006). Explaining socioeconomic ınequalities ın student achievement: The role of home and school factors. Educational Research And Evaluation, v.12, n2, pp. 105–128.
  • MEB. EARGED. (MEB Eğitimi Araştırma ve Geliştirme Dairesi Başkanlığı) (2007). PISA 2006 Ulusal ön rapor, Ankara.
  • MEB. SGB. (MEB Strateji Geliştirme Dairesi Başkanlığı) (2007). Milli eğitim istatistikleri örgün eğitim 2006–2007. Ankara: Ders Kitapları Müdürlüğü Basımevi.
  • Mok, Ka-Ho ve Jason, T. (2004). Globalization and marketization ın education. Northamton: Edward Elgar.
  • Mortimore, P. (1990). Measuring educational quality, British Journal of Educational Studies, vol. 39, No.1 pp. 69–82.
  • Munoz, M.A. (2000). School district equity and accountability: Towards A Comprehensive Model. Research Reports. ED 467 036 ERIC.
  • NAESP. (National Association of Elementary School Principal) (1990). Standards for quality elementary & middle schools Rewised Edition.
  • OECD. (2005). School factors related to quality and equity. Paris: OECD Publication.
  • OECD. (2007a). Education at a glance, Paris: OECD EDU publishing.
  • OECD. (2007b). PISA 2006 science competencies for tomorrow’s world. Volume 1: Analysis. Paris: OECD Publication.
  • OECD. (2007c). Reviews of national policies for education: Basic education in Turkey. Paris: OECD Publication.
  • OECD. (2008). Education At a Glance. Paris: OECD Publication.
  • OECD. (2009). Assessment Framework. Paris: OECD Publication.
  • Okpala, C. ve Smith, F. (2001). Parental involvement, instructional expenditures, family socioeconomic attributes and student achievement. The Journal Of Educational Research, vol. 95 (No.2). pp. 109–116.
  • Özdemir, S. (2002). Eğitimde toplam kalite yönetimi. Kırgızistan-Türkiye Manas Üniversitesi Sosyal Bilimler Dergisi, Sayı. 2; ss. 253–270.
  • Özdemir, S. Kavak, Y. (2007). Türkiye'de ilköğretim ve geleceğe bakış. Özdemir, S.;Bacanlı, H.; Sözer M. (Ed.), Türkiye'de Okul Öncesi Eğitim ve İlköğretim Sistemi Temel Sorunlar ve Çözüm Önerileri (122-125) Ankara: Adım Ajans.
  • Popham, J. (1999). Why standardized tests don’t measure educational quality? Educational Leadership, Association For Supervision And Curriculum Development. March, pp, 8-15.
  • Ram, R. (2004). School Expenditures and student achievement: Evidence for the United States. Education Economics. Vol. 12, No. 2. s. 169–176.
  • Riffle, M. J. S. Howley, C. W. Ermolov, L. D. (2004). Measure of school capacity for improvement (MSCI): early field test findings. Paper presented April 14, 2004 at the 85th Annual Meeting of the American Educational Research Association, San Diego, CA.
  • Rissom, H.W (1992). The search for quality ın education: Some comments on the ınternational dimension. (Ed. Vedder, P.) Measuring The Quality Of Education Amsterdam: Swet & Zeitlinger Inc.
  • Rosenthal, J.A. (2001). Statistics and data iınterpretation. Wadsworth: Thomson Learning Inc.
  • Rutter, M. ve Maughan, B. (2002). School effectiveness findings 1979–2002. Journal of School Psychology, v. 40, no. 6, pp. 451–475.
  • Scheerens, J. (1992). Evaluating non-cognitive aspects of education. (Ed. Vedder, P.) Measuring The Quality Of Education Amsterdam: Swet & Zeitlinger Inc.
  • Semerci, Ç. (2007). Eğitimde ölçme ve değerlendirme. (Ed. Karip, E.) Ölçme ve Değerlendirme. Ankara: PegemA Yayıncılık.
  • Stiefel, L. Schwartz, A.E. Iatarola, P. Fruchter, N. (2001). Academic performance, characteristics and expenditures ın new york city elemantary and middle schools. condition report. ERIC Database. ED 462 457.
  • Strand, S. (1995). Key performance ındicators for primary schools, Paper presented at the European Conference On Educational Research. September 14–17.
  • Şahin, A.E. (2004). A Qualitative assessment of the quality of Turkish elementary schools. ERIC Database.
  • Tajalli, H. ve Opheim, C. (2004). Strategies for closing the gap: predicting student performance economically disadvantaged schools. Educational Research Quarterly, v28, issue,4 pp.44–54.
  • UNESCO. (2004). Education for all the quality ımperative: Summary. Paris: Graphoprint.
  • UNESCO. (2007). Global monitoring report, education for all 2008. New York: Oxford Press, www.efareport.unesco.org.
  • UNICEF. (2000). Defining quality in education. A paper presented by UNICEF at the meeting of The International Working Group On Education, Florence, Italy.
  • World Bank. (2005). Turkey-Education Sector Study, Report No. 32450-TU, Washington: World Bank Report.
  • Wößmann, L. (2000). Schooling resources, educational institutions, and student performance: The international evidence. Kiel Institute of World Economics Working Paper No. 983.
  • The Journal of Turkish Educational Sciences
  • Spring 2012, 10(2), 252-255
There are 68 citations in total.

Details

Other ID JA33DY65NC
Journal Section Articles
Authors

Kamil Yıldırım This is me

Publication Date June 1, 2012
Submission Date June 1, 2012
Published in Issue Year 2012 Volume: 10 Issue: 2

Cite

APA Yıldırım, K. (2012). PİSA 2006 VERİLERİNE GÖRE TÜRKİYE’DE EĞİTİMİN KALİTESİNİ BELİRLEYEN TEMEL FAKTÖRLER. Türk Eğitim Bilimleri Dergisi, 10(2), 229-255.

The Journal of Turkish Educational Sciences is published by Gazi University.