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Student Perception of Academic Achievement Factors at High School

Yıl 2016, Cilt: 5 Sayı: 2, 85 - 100, 15.04.2016
https://doi.org/10.12973/eu-jer.5.2.85

Öz

Measuring the quality of the ‘product’ is elemental in education, and most studies depend on observational data about student achievement factors, focusing overwhelmingly on quantitative data namely achievement scores, school data like attendance, facilities, expenditure class size etc. But there is little evidence of learner perceptions. 553 students from two different universities, who graduated from 3 high school types, were asked to respond to two fundamental questions to reflect on school and classroom level achievement factors. 2294 responses produced eight categories in question one, teacher factors being the most preferred (n=424), followed by individual factors (n=404) and then family factors (n=395). As for liking towards a course, 1362 responses were produced, most frequent one being teacher’s attitude (n=205). Results indicate student perspective of causes of achievement is somewhat different from those expressed in quantitative studies. Girls attributed more achievement to study habits, family support whereas boys attributed more to school and technology. More emphasis is needed on perceived achievement factors for a sound evaluation of effectiveness in school.

Kaynakça

  • Aksit, T. (2006). A comparative case study on school effectiveness characteristics of two private high schools in Ankara. Unpublished Doctoral Dissertation. Middle East Technical University, Ankara, Turkey.
  • Arslan, H., Satici, A. & Kuru, M. (2006). A research in the effectiveness of the public and private primary schools. Education and Science, 31(142), 15–25.
  • Bahar, M. & Ulku, F. (2014). Perception of effective school in primary school students: case of a disadvantaged school. 9th International Balkan Education and Sciences Congress, Edirne.
  • Balci, A. (1992). Etkili Okul: Ilkogretim Okullarinin Etkililigi Arastirmasi. Egitim ve Bilim, 12–24.
  • Balci, A. (2011). Etkili okul ve okul gelistirme [Effective school and school improvement]. Ankara: Pegem Akademi.
  • Bashi, J., Sass, Z., Katzir, R. & Margolin, I. (1990). Effective schools: from theory to practice an intervention model and its outcomes. The Van Leer Jeruselam Institute: Nevo.
  • Bastepe, I. (2002). Normal ve tasimali egitim yapan resmi ilkogretim okul yonetici, ogretmen ve sekizinci sinif ogrencilerinin okul (orgutsel) etkililik algilari. Unpublished doctoral dissertation. Ankara University, Ankara, Turkey.
  • Bener, O. (2015). Ortaogretim Kurumlarinda Egitim Goren Ogrenci Velilerinin Etkili Okul Algisi. Unpublished Master’s Thesis. Fatih University, Istanbul. Turkey.
  • Birks, M. & Mills, J. (2011). Grounded Theory: A practical guide. London: Sage Publications.
  • Bruggencate, G., Luyten, H., Scheerens, J. & Sleegers, P. (2012). Modeling the influence of school leaders on student achievement: how can school leaders make a difference? Educational Administration Quarterly, 48, 699.
  • Bruinsma, M. & Jansen, E. P. W. A. (2007). Educational productivity in higher education: An examination of part of the Walberg educational productivity model. School Effectiveness and School Improvement, 18(1), 45–65.
  • Caldas, S. J. & Bankston, C. (1997). Effect of school population socioeconomic status on individual academic achievement. The Journal of Educational Research, 90(5), 269–277.
  • Cheng, Y. C & Mok, M. M.C. (2008). What effective classroom? Towards a paradigm shift, School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice, 19(4), 365–385.
  • Cheng, R. W. & Lam, S. (2013). The interaction between social goals and self-construal on achievement motivation. Contemporary Educational Psychology, 38(2), 136–148
  • Creemers, B., Chrispeels, J., Mortimore, P., Murphy, J., Reynolds, D., Stringfield, S., Stoll, L. & Townsend, T. (1998). The Future of School Effectiveness and Improvement, in School Effectiveness and School Improvement, 9(2), 125–134.
  • Cresswell, J. (2004). Schooling Issues Digest: School Effectiveness. Department of Education, Science and Training, Australian Government.
  • D’Agostino, J. V. (2000). Instructional and school effects on students’ longitudinal reading and mathematics achievements. School Effectiveness and School Improvement, 11, 197–235.
  • Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8(1), 1–52.
  • Darnon, C., Dompnier, B. & Poortvliet, P. M. (2012). Achievement goals in educational contexts: a social psychology perspective. Social and Personality Psychology Compass 6(10), 760–771.
  • Dettmers, S., Trautwein, U. & Ludtke, O. (2009). The relationship between homework time and achievement is not universal: evidence from multilevel analyses in 40 countries. School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice, 20(4), 375-405.
  • Dey, I. (1993). Qualitative data analysis. A user-friendly guide for social scientists. (p.66). London and New York: Routledge, Francis & Taylor.
  • Driessen, G. & Sleegers, P. (2000). Consistency of teaching approach and student achievement: an empirical test. School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice, 11(1), 57-79.
  • Dronkers J. & Robert, P. (2008). Differences in scholastic achievement of public, private government-dependent, and private independent schools: a cross-national analysis. Educational Policy 22(4), 541-577.
  • Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41(10), 1040-1048. doi:10.1037/0003-066X.41.10.1040
  • Dweck, C. S., & Leggett, E. L. (1988). A social- cognitive approach to motivation and personality. Psychological Review, 95(2), 256-273. doi:10.1037/0033-295X.95.2.256
  • Edson, C.H. (1988). Our Past and Present: Historical Inquiry in Education. In Sherman, Robert R. and Webb, Rodman B., (Eds.) Qualitative Research for Education: Focus and Methods, London: The Falmer Press.
  • Elliott, E. S. & Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54(1), 5-12.
  • Gaziel, H. (1996). School effectiveness and effectiveness indicators: Parents’, students’, teachers’ and principals’ perspectives. International Review of Education, 42(5), 475-494.
  • Goregenli, M. (1997). Individualist-collectivist tendencies in a Turkish sample. Journal of Cross-Cultural Psychology, 28(6), 787–794.
  • Gray, J. (2004). School effectiveness and the 'other outcomes' of secondary schooling: a reassessment of three decades of British research. Improving Schools, 7, 185 doi: 10.1177/1365480204047348
  • Griffin, G. (1992). Lessons learned: closing the gap between effective schools’ knowledge and the education of teachers. In Biashi, J., and Sass, Z. (1992). Ed. School Effectiveness and Improvement. The Hebrew University, Jeruselam: The Magness Press.
  • Griffith, J. (1999). School climate as “social order” and “social action”: Amulti-level analysis of public elementary school student perceptions. School Psychology of Education, 2, 339–369.
  • Griffith, J. (2000). School climate as group evaluation and group consensus: Student and parent perceptions of the elementary school environment. Elementary School Journal, 101, 35–61.
  • Grissom, J. A., Kalogrides, D. & Loeb, S. (2014). Using student test scores to measure principal performance. Educational Evaluation and Policy Analysis, 37(1), 3–28.
  • Gustafsson, J-E. (2013). Causal inference in educational effectiveness research: a comparison of three methods to investigate effects of homework on student achievement. School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice, 24(3), 275-295.
  • Hailikari, T., Nevgi, A. & Komulainen, E. (2008). Academic self-beliefs and prior knowledge as predictors of student achievement in mathematics: a structural model. Educational Psychology, 28(1), 59-71.
  • Hanushek, E. A. (1989). The impact of differential expenditures on school performance. Educational Researcher, 18(4), 45-62.
  • Hernandez, L. Oubrayrie-Roussel, N. & Prêteur, Y. (2016). Educational goals and motives as possible mediators in the relationship between social support and academic achievement. European Journal of Psychology of Education, 31, 193–207.
  • Hill, P.W., & Rowe, K.J. (1998). Modeling student progress in studies of educational effectiveness. School Effectiveness and School Improvement, 9, 310–333.
  • Interpreting adjusted residuals in Crosstabs cell statistics (2012) IBM. Retrieved from http://www- 01.ibm.com/support/docview.wss?uid=sw g21479605
  • Kim, S. & Hill, N. E. (2015). Including Fathers in the Picture: A Meta-Analysis of Parental Involvement and Students’ Academic Achievement. Journal of Educational Psychology, 107(4), 919–934.
  • Lee, V. E. & Burkam D. T. (2003). Dropping out of high school: the role of school organization and structure. American Educational Research Journal, 40, 353.
  • Levacic, R. (2007). The relationship between student attainment and school resources. In Townsend, T. (Ed.) International Handbook of School Effectiveness and Improvement, (pp. 395–410). Dordrecht, Netherlands: Springer.
  • Lomos, C. Hofman, R. H. & Bosker, R. J. (2011). Professional communities and student achievement – a meta-analysis. School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice, 22(2), 121–148.
  • McCaffrey, D. F., Lockwood, J. R., Koretz, D., Louis, T. A., & Hamilton, L. S. (2004). Models for valueadded modeling of teacher effects. Journal of Education and Behavioral Statistics, 29, 67–101.
  • McGaw, B., Piper, K., Banks, D. & Evans, B. (1992). Making Schools More Effective. Hawthorn, Vic.: Australian Council for Educational Research.
  • Mortimore, P., Sammons, P., Stoll, L., Lewis, D., & Ecob, R. (1988). School matters: The junior years. Somerset, UK: Open Books.
  • Munoz, M. A. & Portes, (2001). P.R. Predictors of academic achievement: the predictors of demographic and psychosocial factors. ERIC: 464119.
  • Neckerman, J. H. (1996). The Stability of social groups in childhood and adolescence: the role of the classroom social environment. Social Development, 5(2), 131–145.
  • Nitko, J. A. & Brookhart, M. S. (2011). Educational assessment of students. 6th ed. Boston: Pearson.
  • Opdenakker, M. C. (2003). Leerling in Wonderland? Een onderzoek naar het effect van leerling-, lesgroep-,leerkracht- en schoolkenmerken op prestaties voor wiskunde in het secundair onderwijs [Wonderful Learners? A study of the effect of student, tutor group, teacher and school characteristics on performance in mathematics in secondary education]. Dissertation Catholic University, Leuven.
  • Opdenakker, M.-C., Van Damme, J., De Fraine, B., Van Landeghem, G., & Onghena, P. (2002). The effect of schools and classes on mathematics achievement. School Effectiveness and School Improvement, 13, 399–427.
  • OSYM. (2016). 2016 Ogrenci secme ve yerlestirme sistemi (osys) kilavuzu. http://dokuman.osym.gov.tr/pdfdokuman/2016/YGS/2016- OSYSKILAVUZU11012016.pd
  • Reynolds, D. (1997). School Effectiveness: retrospect and prospect. Retrieved from http://www.scotedreview.org.uk/pdf/51.pdf
  • Reynolds, D., Creemers, B., Stringfield, S., Teddlie, C., & Schaffer, E. (2002). World class schools: International perspectives on school effectiveness. London, UK: Routledge Falmer.
  • Reynolds, D., Sammons, P., De Fraine, B., Townsend, T. & Van Damme, J. (2011). Educational Effectiveness Research (EER): A State of the Art Review. Paper presented to the annual meeting of the International Congress for School Effectiveness and Improvement, Cyprus.
  • Sakigawa, M. (2003) Factors contributing to students’ academic achievement of primary school in mountainous areas of Vietnam. Journal of International Development and Cooperation, 10(1), 65–83.
  • Salchegger, S. (2016). Selective school systems and academic self-concept: how explicit and implicit school-level tracking relate to the big-fish–little-pond effect across cultures. Journal of Educational Psychology, 108(3), 405–423.
  • Samdal, O., Wold, B. & Bronis, M. (1999). Relationship between students' perceptions of school environment, their satisfaction with school and perceived academic achievement: an international study. School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice, 10(3), 296-320.
  • Sammons, P., Hillman, J. & Mortimore, P. (1995). Key Characteristics of Effective Schools: a Review of School Effectiveness Research. Report by the Institute of Education, University of London, for the Office for Standards in Education.
  • Scheerens, J. (2000). Improving school effectiveness (Fundamentals of Educational Planning No. 68). Paris, France: UNESCO/International Institute for Educational Planning.
  • Scheerens, J. & Bosker, R. (1997). The Foundations of Educational Effectiveness. Oxford, UK: Pergamon.
  • Sisman, M. (2011). Egitimde mukemmellik arayisi: etkili okullar [Search for excellence in education: Effective schools]. Ankara, TR: Pegem Akademi.
  • Teddlie, C., Reynolds, D. & Sammons, S. (2000). The methodology and scientific properties of school effectiveness research. In Teddlie, C. & Reynolds, D. (Eds.) International Handbook of School Effectiveness Research (pp. 55–133). London, UK: Falmer Press.
  • Teodorović, J. (2011). Classroom and school factors related to student achievement: What works for students? School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice, 22(2), 215-236.
  • Townsend, T. (1997). What makes schools effective? A comparison between school communities in Australia and the USA. School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice, 8(3), 311-326.
  • Walberg, H. J. (1992). On local control: Is bigger better? In Source book on school and district size, cost, and quality, pp. 118-134. Minneapolis, MN: Minnesota University, Hubert H. Humphrey Institute of Public Affairs; Oak Brook, IL: North Central Regional Educational Laboratory. (ED 361 164)
  • Vieno, A., Perkins, D. D., Smith, T. M., & Santinello, M. (2005). Democratic school climate and sense of community in school: A multilevel analysis. American Journal of Community Psychology, 36, 327–341.
  • Wang, M. C., Haertel, G. D., & Walberg, H. J. (1990). What influences learning'? A content analysis of review literature. The Journal of Educational Research, 84, 30-43.
  • Wang. M. C., Haertel, G. D., & Walberg, H. J. (1993). Toward a knowledge base for school learning. Review of Educational Research, 63, 249-294.
  • Wang, M. C., Haertel, G. D. & Walberg, H. J. (1997). What helps students learn? Educational Leadership, EBSCO Publishing.
Yıl 2016, Cilt: 5 Sayı: 2, 85 - 100, 15.04.2016
https://doi.org/10.12973/eu-jer.5.2.85

Öz

Kaynakça

  • Aksit, T. (2006). A comparative case study on school effectiveness characteristics of two private high schools in Ankara. Unpublished Doctoral Dissertation. Middle East Technical University, Ankara, Turkey.
  • Arslan, H., Satici, A. & Kuru, M. (2006). A research in the effectiveness of the public and private primary schools. Education and Science, 31(142), 15–25.
  • Bahar, M. & Ulku, F. (2014). Perception of effective school in primary school students: case of a disadvantaged school. 9th International Balkan Education and Sciences Congress, Edirne.
  • Balci, A. (1992). Etkili Okul: Ilkogretim Okullarinin Etkililigi Arastirmasi. Egitim ve Bilim, 12–24.
  • Balci, A. (2011). Etkili okul ve okul gelistirme [Effective school and school improvement]. Ankara: Pegem Akademi.
  • Bashi, J., Sass, Z., Katzir, R. & Margolin, I. (1990). Effective schools: from theory to practice an intervention model and its outcomes. The Van Leer Jeruselam Institute: Nevo.
  • Bastepe, I. (2002). Normal ve tasimali egitim yapan resmi ilkogretim okul yonetici, ogretmen ve sekizinci sinif ogrencilerinin okul (orgutsel) etkililik algilari. Unpublished doctoral dissertation. Ankara University, Ankara, Turkey.
  • Bener, O. (2015). Ortaogretim Kurumlarinda Egitim Goren Ogrenci Velilerinin Etkili Okul Algisi. Unpublished Master’s Thesis. Fatih University, Istanbul. Turkey.
  • Birks, M. & Mills, J. (2011). Grounded Theory: A practical guide. London: Sage Publications.
  • Bruggencate, G., Luyten, H., Scheerens, J. & Sleegers, P. (2012). Modeling the influence of school leaders on student achievement: how can school leaders make a difference? Educational Administration Quarterly, 48, 699.
  • Bruinsma, M. & Jansen, E. P. W. A. (2007). Educational productivity in higher education: An examination of part of the Walberg educational productivity model. School Effectiveness and School Improvement, 18(1), 45–65.
  • Caldas, S. J. & Bankston, C. (1997). Effect of school population socioeconomic status on individual academic achievement. The Journal of Educational Research, 90(5), 269–277.
  • Cheng, Y. C & Mok, M. M.C. (2008). What effective classroom? Towards a paradigm shift, School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice, 19(4), 365–385.
  • Cheng, R. W. & Lam, S. (2013). The interaction between social goals and self-construal on achievement motivation. Contemporary Educational Psychology, 38(2), 136–148
  • Creemers, B., Chrispeels, J., Mortimore, P., Murphy, J., Reynolds, D., Stringfield, S., Stoll, L. & Townsend, T. (1998). The Future of School Effectiveness and Improvement, in School Effectiveness and School Improvement, 9(2), 125–134.
  • Cresswell, J. (2004). Schooling Issues Digest: School Effectiveness. Department of Education, Science and Training, Australian Government.
  • D’Agostino, J. V. (2000). Instructional and school effects on students’ longitudinal reading and mathematics achievements. School Effectiveness and School Improvement, 11, 197–235.
  • Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8(1), 1–52.
  • Darnon, C., Dompnier, B. & Poortvliet, P. M. (2012). Achievement goals in educational contexts: a social psychology perspective. Social and Personality Psychology Compass 6(10), 760–771.
  • Dettmers, S., Trautwein, U. & Ludtke, O. (2009). The relationship between homework time and achievement is not universal: evidence from multilevel analyses in 40 countries. School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice, 20(4), 375-405.
  • Dey, I. (1993). Qualitative data analysis. A user-friendly guide for social scientists. (p.66). London and New York: Routledge, Francis & Taylor.
  • Driessen, G. & Sleegers, P. (2000). Consistency of teaching approach and student achievement: an empirical test. School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice, 11(1), 57-79.
  • Dronkers J. & Robert, P. (2008). Differences in scholastic achievement of public, private government-dependent, and private independent schools: a cross-national analysis. Educational Policy 22(4), 541-577.
  • Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41(10), 1040-1048. doi:10.1037/0003-066X.41.10.1040
  • Dweck, C. S., & Leggett, E. L. (1988). A social- cognitive approach to motivation and personality. Psychological Review, 95(2), 256-273. doi:10.1037/0033-295X.95.2.256
  • Edson, C.H. (1988). Our Past and Present: Historical Inquiry in Education. In Sherman, Robert R. and Webb, Rodman B., (Eds.) Qualitative Research for Education: Focus and Methods, London: The Falmer Press.
  • Elliott, E. S. & Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54(1), 5-12.
  • Gaziel, H. (1996). School effectiveness and effectiveness indicators: Parents’, students’, teachers’ and principals’ perspectives. International Review of Education, 42(5), 475-494.
  • Goregenli, M. (1997). Individualist-collectivist tendencies in a Turkish sample. Journal of Cross-Cultural Psychology, 28(6), 787–794.
  • Gray, J. (2004). School effectiveness and the 'other outcomes' of secondary schooling: a reassessment of three decades of British research. Improving Schools, 7, 185 doi: 10.1177/1365480204047348
  • Griffin, G. (1992). Lessons learned: closing the gap between effective schools’ knowledge and the education of teachers. In Biashi, J., and Sass, Z. (1992). Ed. School Effectiveness and Improvement. The Hebrew University, Jeruselam: The Magness Press.
  • Griffith, J. (1999). School climate as “social order” and “social action”: Amulti-level analysis of public elementary school student perceptions. School Psychology of Education, 2, 339–369.
  • Griffith, J. (2000). School climate as group evaluation and group consensus: Student and parent perceptions of the elementary school environment. Elementary School Journal, 101, 35–61.
  • Grissom, J. A., Kalogrides, D. & Loeb, S. (2014). Using student test scores to measure principal performance. Educational Evaluation and Policy Analysis, 37(1), 3–28.
  • Gustafsson, J-E. (2013). Causal inference in educational effectiveness research: a comparison of three methods to investigate effects of homework on student achievement. School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice, 24(3), 275-295.
  • Hailikari, T., Nevgi, A. & Komulainen, E. (2008). Academic self-beliefs and prior knowledge as predictors of student achievement in mathematics: a structural model. Educational Psychology, 28(1), 59-71.
  • Hanushek, E. A. (1989). The impact of differential expenditures on school performance. Educational Researcher, 18(4), 45-62.
  • Hernandez, L. Oubrayrie-Roussel, N. & Prêteur, Y. (2016). Educational goals and motives as possible mediators in the relationship between social support and academic achievement. European Journal of Psychology of Education, 31, 193–207.
  • Hill, P.W., & Rowe, K.J. (1998). Modeling student progress in studies of educational effectiveness. School Effectiveness and School Improvement, 9, 310–333.
  • Interpreting adjusted residuals in Crosstabs cell statistics (2012) IBM. Retrieved from http://www- 01.ibm.com/support/docview.wss?uid=sw g21479605
  • Kim, S. & Hill, N. E. (2015). Including Fathers in the Picture: A Meta-Analysis of Parental Involvement and Students’ Academic Achievement. Journal of Educational Psychology, 107(4), 919–934.
  • Lee, V. E. & Burkam D. T. (2003). Dropping out of high school: the role of school organization and structure. American Educational Research Journal, 40, 353.
  • Levacic, R. (2007). The relationship between student attainment and school resources. In Townsend, T. (Ed.) International Handbook of School Effectiveness and Improvement, (pp. 395–410). Dordrecht, Netherlands: Springer.
  • Lomos, C. Hofman, R. H. & Bosker, R. J. (2011). Professional communities and student achievement – a meta-analysis. School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice, 22(2), 121–148.
  • McCaffrey, D. F., Lockwood, J. R., Koretz, D., Louis, T. A., & Hamilton, L. S. (2004). Models for valueadded modeling of teacher effects. Journal of Education and Behavioral Statistics, 29, 67–101.
  • McGaw, B., Piper, K., Banks, D. & Evans, B. (1992). Making Schools More Effective. Hawthorn, Vic.: Australian Council for Educational Research.
  • Mortimore, P., Sammons, P., Stoll, L., Lewis, D., & Ecob, R. (1988). School matters: The junior years. Somerset, UK: Open Books.
  • Munoz, M. A. & Portes, (2001). P.R. Predictors of academic achievement: the predictors of demographic and psychosocial factors. ERIC: 464119.
  • Neckerman, J. H. (1996). The Stability of social groups in childhood and adolescence: the role of the classroom social environment. Social Development, 5(2), 131–145.
  • Nitko, J. A. & Brookhart, M. S. (2011). Educational assessment of students. 6th ed. Boston: Pearson.
  • Opdenakker, M. C. (2003). Leerling in Wonderland? Een onderzoek naar het effect van leerling-, lesgroep-,leerkracht- en schoolkenmerken op prestaties voor wiskunde in het secundair onderwijs [Wonderful Learners? A study of the effect of student, tutor group, teacher and school characteristics on performance in mathematics in secondary education]. Dissertation Catholic University, Leuven.
  • Opdenakker, M.-C., Van Damme, J., De Fraine, B., Van Landeghem, G., & Onghena, P. (2002). The effect of schools and classes on mathematics achievement. School Effectiveness and School Improvement, 13, 399–427.
  • OSYM. (2016). 2016 Ogrenci secme ve yerlestirme sistemi (osys) kilavuzu. http://dokuman.osym.gov.tr/pdfdokuman/2016/YGS/2016- OSYSKILAVUZU11012016.pd
  • Reynolds, D. (1997). School Effectiveness: retrospect and prospect. Retrieved from http://www.scotedreview.org.uk/pdf/51.pdf
  • Reynolds, D., Creemers, B., Stringfield, S., Teddlie, C., & Schaffer, E. (2002). World class schools: International perspectives on school effectiveness. London, UK: Routledge Falmer.
  • Reynolds, D., Sammons, P., De Fraine, B., Townsend, T. & Van Damme, J. (2011). Educational Effectiveness Research (EER): A State of the Art Review. Paper presented to the annual meeting of the International Congress for School Effectiveness and Improvement, Cyprus.
  • Sakigawa, M. (2003) Factors contributing to students’ academic achievement of primary school in mountainous areas of Vietnam. Journal of International Development and Cooperation, 10(1), 65–83.
  • Salchegger, S. (2016). Selective school systems and academic self-concept: how explicit and implicit school-level tracking relate to the big-fish–little-pond effect across cultures. Journal of Educational Psychology, 108(3), 405–423.
  • Samdal, O., Wold, B. & Bronis, M. (1999). Relationship between students' perceptions of school environment, their satisfaction with school and perceived academic achievement: an international study. School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice, 10(3), 296-320.
  • Sammons, P., Hillman, J. & Mortimore, P. (1995). Key Characteristics of Effective Schools: a Review of School Effectiveness Research. Report by the Institute of Education, University of London, for the Office for Standards in Education.
  • Scheerens, J. (2000). Improving school effectiveness (Fundamentals of Educational Planning No. 68). Paris, France: UNESCO/International Institute for Educational Planning.
  • Scheerens, J. & Bosker, R. (1997). The Foundations of Educational Effectiveness. Oxford, UK: Pergamon.
  • Sisman, M. (2011). Egitimde mukemmellik arayisi: etkili okullar [Search for excellence in education: Effective schools]. Ankara, TR: Pegem Akademi.
  • Teddlie, C., Reynolds, D. & Sammons, S. (2000). The methodology and scientific properties of school effectiveness research. In Teddlie, C. & Reynolds, D. (Eds.) International Handbook of School Effectiveness Research (pp. 55–133). London, UK: Falmer Press.
  • Teodorović, J. (2011). Classroom and school factors related to student achievement: What works for students? School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice, 22(2), 215-236.
  • Townsend, T. (1997). What makes schools effective? A comparison between school communities in Australia and the USA. School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice, 8(3), 311-326.
  • Walberg, H. J. (1992). On local control: Is bigger better? In Source book on school and district size, cost, and quality, pp. 118-134. Minneapolis, MN: Minnesota University, Hubert H. Humphrey Institute of Public Affairs; Oak Brook, IL: North Central Regional Educational Laboratory. (ED 361 164)
  • Vieno, A., Perkins, D. D., Smith, T. M., & Santinello, M. (2005). Democratic school climate and sense of community in school: A multilevel analysis. American Journal of Community Psychology, 36, 327–341.
  • Wang, M. C., Haertel, G. D., & Walberg, H. J. (1990). What influences learning'? A content analysis of review literature. The Journal of Educational Research, 84, 30-43.
  • Wang. M. C., Haertel, G. D., & Walberg, H. J. (1993). Toward a knowledge base for school learning. Review of Educational Research, 63, 249-294.
  • Wang, M. C., Haertel, G. D. & Walberg, H. J. (1997). What helps students learn? Educational Leadership, EBSCO Publishing.
Toplam 71 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Diğer ID JA82BY59BF
Bölüm Araştırma Makalesi
Yazarlar

Mustafa Bahar Bu kişi benim

Yayımlanma Tarihi 15 Nisan 2016
Yayımlandığı Sayı Yıl 2016 Cilt: 5 Sayı: 2

Kaynak Göster

APA Bahar, M. (2016). Student Perception of Academic Achievement Factors at High School. European Journal of Educational Research, 5(2), 85-100. https://doi.org/10.12973/eu-jer.5.2.85
AMA Bahar M. Student Perception of Academic Achievement Factors at High School. eujer. Nisan 2016;5(2):85-100. doi:10.12973/eu-jer.5.2.85
Chicago Bahar, Mustafa. “Student Perception of Academic Achievement Factors at High School”. European Journal of Educational Research 5, sy. 2 (Nisan 2016): 85-100. https://doi.org/10.12973/eu-jer.5.2.85.
EndNote Bahar M (01 Nisan 2016) Student Perception of Academic Achievement Factors at High School. European Journal of Educational Research 5 2 85–100.
IEEE M. Bahar, “Student Perception of Academic Achievement Factors at High School”, eujer, c. 5, sy. 2, ss. 85–100, 2016, doi: 10.12973/eu-jer.5.2.85.
ISNAD Bahar, Mustafa. “Student Perception of Academic Achievement Factors at High School”. European Journal of Educational Research 5/2 (Nisan 2016), 85-100. https://doi.org/10.12973/eu-jer.5.2.85.
JAMA Bahar M. Student Perception of Academic Achievement Factors at High School. eujer. 2016;5:85–100.
MLA Bahar, Mustafa. “Student Perception of Academic Achievement Factors at High School”. European Journal of Educational Research, c. 5, sy. 2, 2016, ss. 85-100, doi:10.12973/eu-jer.5.2.85.
Vancouver Bahar M. Student Perception of Academic Achievement Factors at High School. eujer. 2016;5(2):85-100.