An investigation of the factors causing inequality of opportunity in education in Turkey through rank order judgement from the perspective of academicians

Gezer, Melehat; İlhan, Mustafa

doi:10.2399/yod.18.016

Cited by 4 publications

(3 citation statements)

References 3 publications

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“…Önder and Güçlü (2014), based on the findings of their studies, stated that public resource distribution, teacher education, teacher change rate, family education, early childhood education, school-family cooperation, exam pressure on the education system, He suggested that arrangements should be made in the fields of training leaders, evaluation and establishment of a follow-up system. It was determined by Gezer and İlhan (2018) that the socio-economic level of academics is the most important variable that causes inequality in education in Turkey. This in order; settlement (rural-urban), parental characteristics, disability, geographical region, mother tongue, gender, number of children in the family, technological opportunities, religion and belief, and ethnicity in the last place.…”

Section: Results Discussion and Suggestionsmentioning

confidence: 99%

21. Yüzyılda Öğretmenler İçin Mesleki Gelişim

Şahin

2023

Eğitimde Güncel Araştırmalar - V

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21. yüzyıl Dünyasındaki hızlı değişimler okulun ve öğretmenin işlevini de etkilemekte ve değişime uğratmaktadır. Okul, öğretmen hatta basılı kitaplar tek bilgi kaynağı olmaktan çıkmıştır. Öğrenme sadece okul hayatı ile sınırlı değil yaşam boyu süren farklı kanallarla bilgiye ulaşabilen bir dönemdeyiz. Okullar bireyi yaşama hazırlayan kurumlar değil yaşamın kendisi olmak durumunda kalmıştır. Bu dönüşüm toplum olarak beklentilerimizi, algılarımızı ve değerlerimize de farklılıklar katmaktadır. Okulun ve öğretmenliğin işlevi değişmekle birlikte sürekli kendisini yenileyen değişime ayak uydurabilen kurum ve meslek olmak durumunda kalmıştır. Öğretmenler alanlarındaki değişimleri takip edebilmeli disiplinler arası bir yaklaşımı benimseyebilen yaşam boyu öğrenmeyi kendilerine felsefe edinmiş özelliklere sahip olma durumu öğretmenlerin mesleki gelişiminin önemini artırmaktadır. Çünkü; bir ülkedeki eğitim sisteminin başarısı, bu sistemi işletecek olan öğretmenlerin niteliklerine bağlıdır. Özellikle 20.yüzyıldan 21. Yüzyıla geçişte aranan nitelik ve becerilerin değişimi eğitimi ve eğitimin bileşenlerinden olan öğretmenlerde istenen bilgi ve becerileri etkilemektedir. Hizmet öncesinde eğitim fakülteleri programlarını öğretmen yeterliklerine göre düzenlerken hizmet içi ya da mesleki gelişim programlarının da 21. Yüzyıl becerilerine göre düzenlenmesi, ihtiyaca dönük olması günümüz dünyasında ayrı bir önem taşımaktadır. Bu bölümde de 21. Yüzyıl becerilerine bağlı olarak öğretmenlerin mesleki gelişimleri üzerinde durulmuştur.

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Section: Results Discussion and Suggestionsmentioning

confidence: 99%

21. Yüzyılda Öğretmenler İçin Mesleki Gelişim

Şahin

2023

Eğitimde Güncel Araştırmalar - V

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“…When we reviewed the literature, we realized that the analyses were carried out in Microsoft Excel on the grounds the traditional method in studies in which the scaling with ranking judgments was utilized (e.g., Bal, 2011;Bozgeyikli and Kesici, 2016;Bozgeyikli and Toprak, 2013;Demirçelik et al, 2021;Gezer and İlhan, 2018;Örs Özdil and Kınay, 2015;Özdemir, 2021;Şahin et al, 2015;Şahin, Sarkın and Taşdemir, 2019;Toprak et al 2020;Yalçın and Şengül-Avşar, 2014;Yıldırım, Seheryeli and Anıl, 2020). A multi-step process is followed while the data collected by means of the ranking judgments are analyzed according to traditional method in Microsoft Excel.…”

Section: Analysis Of Data Collected By Ranking Judgmentsmentioning

confidence: 99%

A Study on the Use of the Rasch Model in the Analysis of Data Collected by Ranking Judgments

İlhan,

Şahin,

Güler

2024

kalem

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This research aimed to exemplify the use of the Rasch model in the analysis of data on ranking judgments. To this end, in the study, we delineated in detail all the processes related to the Rasch analysis, from the preparation of the data file to the interpretation of the analysis outputs. Besides, we compered the Rasch analysis results with the outputs obtained from traditional method. We conducted our study on 261 secondary school students. We collected the research data by employing an instrument containing five stimuli regarding the positive aspects and limitations of the mathematics homework. We asked students to rank the positive aspects of the homework by coding the most prominent advantage with 1 and the last advantage with 5. Similarly, we requested them to put in order the limitations of the homework by coding the foremost limitation with 1 and the last limitation with 5. We analyzed the research data according to both the Rasch model and traditional method. Research results revealed that the agreement between the stimuli’s scale values obtained from the Rasch analysis and from the traditional method was high. Considering this result and that the Rasch model is a more practical option in terms of the analysis process, we can suggested researchers to prefer Rasch model instead of the traditional method in the analysis of data based on ranking judgments.

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“…Research findings posited that socio-economic variables are key indicators for educational opportunities and inequality in Turkey (Gezer & İlhan, 2018). Besides the other variables determined in order of importance are residence: rural (i.e., villages, towns, and small settlements) or urban (i.e., metropolis), parental characteristics, disability, geographical region, mother tongue, gender, number of children in a household, technological facilities, religion and beliefs, and lastly ethnic origin.…”

Section: Introductionmentioning

confidence: 99%

The configurational effects of task-technology fit, technology-induced engagement and motivation on learning performance during Covid-19 pandemic: An fsQCA approach

Elçi

Abubakar

2021

Educ Inf Technol

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At the onset of 2020, Covid-19 pandemic began and disrupted teaching and learning activities with substantial implications for resources and operations. Against this backdrop, the configural causal effects of task-technology fit, technology-induced engagement and motivation, gender, and residential location on learning performance are examined. The proposed association was tested with a dyad sample of faculty members and students (n = 16) using fuzzy sets (fsQCA) analysis. Results show that (i) task-technology fit, and technology-induced motivation emerge as necessary conditions for high learning performance; (ii) task-technology fit, technology-induced engagement and motivation are sufficient conditions for high learning performance among female students, (iii) task-technology fit, technology-induced engagement and motivation are sufficient conditions for high learning performance among students living in urban areas and (iv) task-technology fit is a sufficient condition for high learning performance among female students living in rural areas irrespective of technology-induced engagement and motivation. Implications for theory and policy prescriptions are offered for practitioners.

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An investigation of the factors causing inequality of opportunity in education in Turkey through rank order judgement from the perspective of academicians

Cited by 4 publications

References 3 publications

21. Yüzyılda Öğretmenler İçin Mesleki Gelişim

21. Yüzyılda Öğretmenler İçin Mesleki Gelişim

A Study on the Use of the Rasch Model in the Analysis of Data Collected by Ranking Judgments

The configurational effects of task-technology fit, technology-induced engagement and motivation on learning performance during Covid-19 pandemic: An fsQCA approach

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