Temel Eğitimden Ortaöğretime Geçiş (TEOG) sistemi (2013-2017), ortaöğretime geçişte bütün öğrencilerin sınav başarısına göre hem okul türleri arasında hem de aynı okul türü içerisinde sınıflandırıldığı ve ayrıştırıldığı kapsamlı bir akademik gruplama örneğidir. Nitel araştırma yaklaşımının benimsendiği bu çalışmada, TEOG sistemindeki başarı sıralamasına göre öğrencilerin ve dolayısıyla gittikleri okulların sıralanmasının sonuçlarının keşfedilmesi amaçlanmıştır. Öğrenciler, öğretmenler ve okul yöneticileri arasından tabakalı amaçlı örneklem yöntemiyle seçilen toplamda 149 kişi ile derinlemesine mülakatlar gerçekleştirilmiştir. Araştırmanın bulguları, okulun genel ikliminin, okula ilişkin geliştirilen algının, öğrenci ve öğretmenlerin motivasyonunun, sunulan öğrenme fırsatlarının ve dolayısıyla eğitimin genel niteliğinin okulların TEOG yerleştirmesine bağlı oluşan genel başarı düzeyine göre farklılaştığını göstermektedir. Ayrıca, gruplamanın öğrencileri sadece başarı düzeyine göre değil aynı zamanda sosyoekonomik arka planına göre ayrıştırdığı yönünde güçlü bulgular elde edilmiştir. Buna göre, sosyoekonomik açıdan dezavantajlı öğrenciler başarı düzeyi orta veya düşük okullarda yoğunlaşmaktadır. TEOG uygulamasıyla sosyoekonomik arka plan ile akademik başarı arasındaki ilişkinin daha da güçlenme eğilimi gösterdiği sonucuna ulaşılmıştır.
Adelman, C. (1999). Answers in the toolbox: Academic intensity, attendance patterns, and bachelor’s degree attainment. Jessup, MD: U.S. Department of Education.
Ammermueller, A. (2005). Educational opportunities and the role of institutions. ZEW- Centre for European Economic Research Discussion Paper No. 05-044. SSRN Electronic Journal.
Anderson, L., & Oakes, J. (2014). The truth about tracking. P. C. Gorski & K. Zenkov (Ed.), The big lies of school reform finding better solutions for the future of public education (s. 109-128) içinde.
Routledge Publishing.
Anıl, D., Özer Özkan, Y., & Demir, E. (2015). PISA 2012 araştırması ulusal nihai rapor. MEB Yayınları.
Ansalone, G. (2001). Schooling, tracking, and inequality. Journal of Children and Poverty, 7(1), 33–47.
Apple, M. W. (2006). Eğitim ve iktidar. E. Bulut (Çev., Ed.). Kalkedon Yayınları.
Aslan, G. (2017). Öğrencilerin temel eğitimden ortaöğretime geçiş (TEOG) sınav başarılarının belirleyicileri: Okul dışı değişkenlere ilişkin bir analiz. Eğitim ve Bilim, 42 (190), 211-236.
Atila, M., & Özeken, Ö. (2015). Temel eğitimden ortaöğretime geçiş sınavı: Fen bilimleri öğretmenleri ne düşünüyor? Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 34(1), 124-140.
Ayalon, H. (2006). Nonhierarchical curriculum differentiation and ınequality in achievement: A different story or more of the same? Teachers College Record, 108(6), 1186–1213.
Ayalon, H., & Gamoran, A. (2000). Stratification in academic secondary programs and educational inequality: Comparison of Israel and the United States. Comparative Education Review, 44, 54–80.
Bourdieu, P. (2006). Pratik nedenler. H. U. Tanrıöver (Çev., Ed.). Hil Yayınları
Bowles, S., & Gintis, H. (2011). Schooling in capitalist America: Educational reform and the contradictions of economic life. Haymarket Books.
Bölükbaş, S. (2018). Türkiye’de yoksul çocukların akademik dirençliliğinde sosyal politikaların ve seçicilik uygulamasının rolü (Yayımlanmamış doktora tezi). Ankara Yıldırım Beyazıt Üniversitesi, Ankara.
Bölükbaş, S., & Gür, B. S. (2020). Tracking and inequality: The results from Turkey. International Journal of Educational Development, 78.
Braddock, J. H., & R. E. Slavin (1992). Life in the slow lane: A longitudinal study of effects of ability grouping on student achievement, attitudes, and perceptions. Johns Hopkins University, Center for
Research on Effective Schooling for disadvantaged Students.
Broaded, C. M. (1997). The limits and possibilities of tracking: Some evidence from Taiwan. Sociology of Education, 70, 36–53.
Brunello, G. & Checchi, D. (2007). Does school tracking affect equality of opportunity? New international evidence. Economic Policy, 22(52), 782–861.
Burris, C. C., & Garrity, D. T. (2008). Detracking for excellence and equity. ASCD.
Carbonaro, W. (2005). Tracking, students’ effort, and academic achievement. Sociology of Education, 78(1), 27–49.
Caro, D. H. (2009). Socio-economic status and academic achievement trajectories from childhood to adolescence. Canadian Journal of Education, 32(3), 558–591.
Chisaka, B. C. (2002). Ability grouping in zimbabwe secondary schools: A qualitative analysis of perceptions of learners in low ability classes. Evaluation & Research in Education, 16(1), 19–33.
Chmielewski, A. K. (2014). An international comparison of achievement inequality in within- and between-school tracking systems. American Journal of Education, 120(3), 293-324.
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE Publications.
Çelik, Z., Boz, N., Arkan, Z., & Toklucu, D. (2017). TEOG yerleştirme sistemi: Güçlükler ve öneriler. SETA Yayınları.
Duflo, E., Dupas, P., & Kremer, M. (2011). Peer effects, teacher incentives, and the impact of tracking: Evidence from a randomized evaluation in Kenya. American Economic Review, 101(5), 1739-1774.
Dünya Bankası. (2011). Türkiye’de temel eğitimde kalite ve eşitliğin geliştirilmesi zorluklar ve seçenekler. Erişim: https://abdigm.meb.gov.tr/www/dokumanlar/icerik/26
ERG (2013). Eğitim izleme raporu. Eğitim Reformu Girişimi, Sabancı Üniversitesi. Erişim: http://www.egitimreformugirisimi.org/egitim-izleme-rapor-2013/
Ergin, O. (1977). Türkiye maarif tarihi (Cilt 5). Eser Matbaası
Eskicumalı, A. (2002). Okul bilgisinin dağıtılması ve eğitimde gruplama. Eğitim Yönetimi, 29, 47-68.
Feldhusen, J. F. (1989). Synthesis of research on gifted youth. Educational Leadership, 44(6), 6-11.
Finley, M. K. (1984). Teachers and tracking in a comprehensive high school. Sociology of Education, 57, 233-43.
Gall, M. D., Gall, J. P., & Borg, W. R. (2003). Educational research: An introduction. Pearson Education.
Gamoran, A. (2009). Tracking and inequality: New directions for research and practice (WCER Working Paper No. 2009-6). Madison: University of Wisconsin–Madison, Wisconsin Center for Education
Research. Erişim: http://www.wcer.wisc.edu/publications/workingPapers/papers.php
Gamoran, A., & Mare, R. D. (1989). Secondary school tracking and educational inequality: Compensation, reinforcement, or neutrality? American Journal of Sociology, 94(5), 1146-1183.
Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine.
Grix, J. (2010). The foundations of research. Palgrave Macmillan.
Guthrie, Larry F., & Constance D. Leventhal. (1985). Opportunities for Scientific Literacy for High School Students. Paper presented at the annual meetings of the American Educational Research
Association, Chicago.
Gümüş, S., & Atalmış, E. H. (2012). Achievement gaps between different school types and regions in Turkey: Have they changed over time? Mevlana International Journal of Education, 2(2), 48-64.
Gür, B. S., & Çelik, Z. (2009). Türkiye’de millî eğitim sistemi: Yapısal sorunlar ve öneriler (Rapor no. 1). Siyaset, Ekonomi ve Toplum Araştırmaları Vakfı.
Gür, S. B., Çelik, Z., & Coşkun, İ. (2013). Türkiye’de ortaöğretimin geleceği: Hiyerarşi mi, eşitlik mi? (Analiz No. 69). Siyaset, Ekonomi ve Toplum Araştırmaları Vakfı.
Gür, B. S., Öztürk, A., Özer, M., & Suna, E. (2021). The effect of changes in the transition to secondary education systems on mathematics achievement. Cukurova University Faculty of Education Journal,
50(2), 1437-1463.
Hallam, S., & Ireson, J. (2005). Secondary school teachers’ pedagogic practices when teaching mixed ability and structured ability classes. Research Papers in Education, 20(1), 3–24.
Hallinan, M. T. (1994). Tracking: From theory to practice. Sociology of Education, 67(2), 79-84. doi:10.2307/2112697
Hallinan, M. T. (2000). Ability group effects on high school learning outcomes. South Bend, IN: Institute for Educational Initiatives. (ERIC Document Reproduction Service No ED 467 684).
Hanushek, E. A., & Woessmann, L. (2006). Does educational tracking affect performance and ınequality? Differences- in-differences evidence across countries. The Economic Journal, 116(510), C63–
C76.
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Extensive Academic Grouping at The Secondary School Placement and Reproduction of Inequalities
According to secondary school placement system (TEOG) between 2013 and 2017, all incoming high school students in Turkey were placed in a high school based on their TEOG exam scores. This placement system became an example of extensive academic grouping. This qualitative study explores the consequences of TEOG-based placement of students, in which students and therefore schools are ranked according to students’ test scores. In-depth interviews were conducted with a total of 149 participants selected among students, teachers, and school administrators through stratified purposive sampling. The findings of this study suggest that overall school climate, perceptions towards the school, motivations of students and teachers, learning opportunities presented in the school, and therefore, the overall quality of the education differs largely based on the achievement levels of schools that are identified by TEOG scores of the incoming students. Furthermore, there are strong evidences that TEOG-based placements group students not only based on their academic success but also on their socio-economic backgrounds. Accordingly, students with low socio-economic backgrounds are overrepresented in schools labeled as low and mid-achieving.
Adelman, C. (1999). Answers in the toolbox: Academic intensity, attendance patterns, and bachelor’s degree attainment. Jessup, MD: U.S. Department of Education.
Ammermueller, A. (2005). Educational opportunities and the role of institutions. ZEW- Centre for European Economic Research Discussion Paper No. 05-044. SSRN Electronic Journal.
Anderson, L., & Oakes, J. (2014). The truth about tracking. P. C. Gorski & K. Zenkov (Ed.), The big lies of school reform finding better solutions for the future of public education (s. 109-128) içinde.
Routledge Publishing.
Anıl, D., Özer Özkan, Y., & Demir, E. (2015). PISA 2012 araştırması ulusal nihai rapor. MEB Yayınları.
Ansalone, G. (2001). Schooling, tracking, and inequality. Journal of Children and Poverty, 7(1), 33–47.
Apple, M. W. (2006). Eğitim ve iktidar. E. Bulut (Çev., Ed.). Kalkedon Yayınları.
Aslan, G. (2017). Öğrencilerin temel eğitimden ortaöğretime geçiş (TEOG) sınav başarılarının belirleyicileri: Okul dışı değişkenlere ilişkin bir analiz. Eğitim ve Bilim, 42 (190), 211-236.
Atila, M., & Özeken, Ö. (2015). Temel eğitimden ortaöğretime geçiş sınavı: Fen bilimleri öğretmenleri ne düşünüyor? Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 34(1), 124-140.
Ayalon, H. (2006). Nonhierarchical curriculum differentiation and ınequality in achievement: A different story or more of the same? Teachers College Record, 108(6), 1186–1213.
Ayalon, H., & Gamoran, A. (2000). Stratification in academic secondary programs and educational inequality: Comparison of Israel and the United States. Comparative Education Review, 44, 54–80.
Bourdieu, P. (2006). Pratik nedenler. H. U. Tanrıöver (Çev., Ed.). Hil Yayınları
Bowles, S., & Gintis, H. (2011). Schooling in capitalist America: Educational reform and the contradictions of economic life. Haymarket Books.
Bölükbaş, S. (2018). Türkiye’de yoksul çocukların akademik dirençliliğinde sosyal politikaların ve seçicilik uygulamasının rolü (Yayımlanmamış doktora tezi). Ankara Yıldırım Beyazıt Üniversitesi, Ankara.
Bölükbaş, S., & Gür, B. S. (2020). Tracking and inequality: The results from Turkey. International Journal of Educational Development, 78.
Braddock, J. H., & R. E. Slavin (1992). Life in the slow lane: A longitudinal study of effects of ability grouping on student achievement, attitudes, and perceptions. Johns Hopkins University, Center for
Research on Effective Schooling for disadvantaged Students.
Broaded, C. M. (1997). The limits and possibilities of tracking: Some evidence from Taiwan. Sociology of Education, 70, 36–53.
Brunello, G. & Checchi, D. (2007). Does school tracking affect equality of opportunity? New international evidence. Economic Policy, 22(52), 782–861.
Burris, C. C., & Garrity, D. T. (2008). Detracking for excellence and equity. ASCD.
Carbonaro, W. (2005). Tracking, students’ effort, and academic achievement. Sociology of Education, 78(1), 27–49.
Caro, D. H. (2009). Socio-economic status and academic achievement trajectories from childhood to adolescence. Canadian Journal of Education, 32(3), 558–591.
Chisaka, B. C. (2002). Ability grouping in zimbabwe secondary schools: A qualitative analysis of perceptions of learners in low ability classes. Evaluation & Research in Education, 16(1), 19–33.
Chmielewski, A. K. (2014). An international comparison of achievement inequality in within- and between-school tracking systems. American Journal of Education, 120(3), 293-324.
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE Publications.
Çelik, Z., Boz, N., Arkan, Z., & Toklucu, D. (2017). TEOG yerleştirme sistemi: Güçlükler ve öneriler. SETA Yayınları.
Duflo, E., Dupas, P., & Kremer, M. (2011). Peer effects, teacher incentives, and the impact of tracking: Evidence from a randomized evaluation in Kenya. American Economic Review, 101(5), 1739-1774.
Dünya Bankası. (2011). Türkiye’de temel eğitimde kalite ve eşitliğin geliştirilmesi zorluklar ve seçenekler. Erişim: https://abdigm.meb.gov.tr/www/dokumanlar/icerik/26
ERG (2013). Eğitim izleme raporu. Eğitim Reformu Girişimi, Sabancı Üniversitesi. Erişim: http://www.egitimreformugirisimi.org/egitim-izleme-rapor-2013/
Ergin, O. (1977). Türkiye maarif tarihi (Cilt 5). Eser Matbaası
Eskicumalı, A. (2002). Okul bilgisinin dağıtılması ve eğitimde gruplama. Eğitim Yönetimi, 29, 47-68.
Feldhusen, J. F. (1989). Synthesis of research on gifted youth. Educational Leadership, 44(6), 6-11.
Finley, M. K. (1984). Teachers and tracking in a comprehensive high school. Sociology of Education, 57, 233-43.
Gall, M. D., Gall, J. P., & Borg, W. R. (2003). Educational research: An introduction. Pearson Education.
Gamoran, A. (2009). Tracking and inequality: New directions for research and practice (WCER Working Paper No. 2009-6). Madison: University of Wisconsin–Madison, Wisconsin Center for Education
Research. Erişim: http://www.wcer.wisc.edu/publications/workingPapers/papers.php
Gamoran, A., & Mare, R. D. (1989). Secondary school tracking and educational inequality: Compensation, reinforcement, or neutrality? American Journal of Sociology, 94(5), 1146-1183.
Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine.
Grix, J. (2010). The foundations of research. Palgrave Macmillan.
Guthrie, Larry F., & Constance D. Leventhal. (1985). Opportunities for Scientific Literacy for High School Students. Paper presented at the annual meetings of the American Educational Research
Association, Chicago.
Gümüş, S., & Atalmış, E. H. (2012). Achievement gaps between different school types and regions in Turkey: Have they changed over time? Mevlana International Journal of Education, 2(2), 48-64.
Gür, B. S., & Çelik, Z. (2009). Türkiye’de millî eğitim sistemi: Yapısal sorunlar ve öneriler (Rapor no. 1). Siyaset, Ekonomi ve Toplum Araştırmaları Vakfı.
Gür, S. B., Çelik, Z., & Coşkun, İ. (2013). Türkiye’de ortaöğretimin geleceği: Hiyerarşi mi, eşitlik mi? (Analiz No. 69). Siyaset, Ekonomi ve Toplum Araştırmaları Vakfı.
Gür, B. S., Öztürk, A., Özer, M., & Suna, E. (2021). The effect of changes in the transition to secondary education systems on mathematics achievement. Cukurova University Faculty of Education Journal,
50(2), 1437-1463.
Hallam, S., & Ireson, J. (2005). Secondary school teachers’ pedagogic practices when teaching mixed ability and structured ability classes. Research Papers in Education, 20(1), 3–24.
Hallinan, M. T. (1994). Tracking: From theory to practice. Sociology of Education, 67(2), 79-84. doi:10.2307/2112697
Hallinan, M. T. (2000). Ability group effects on high school learning outcomes. South Bend, IN: Institute for Educational Initiatives. (ERIC Document Reproduction Service No ED 467 684).
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