Evaluation of Quality Policies on Education in Turkish Education System

Atasoy, Ramazan; Cemaloğlu, Necati

doi:10.13189/ujer.2018.060711

Cited by 11 publications

(9 citation statements)

References 20 publications

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“…At current levels of unsustainable performance according to PISA and PIAAC numeracy results, it could be concluded that education is part of the problem. Regarding the quality in education, Atasoy and Cemaloğlu (2018) emphasized that there are positive progressions for determining the conceptual framework of the quality of education if it is evaluated the quality policies of TNES with systemically approach and holistic view. Nevertheless, the policy-setting and implementation process, which is disconnected from the field, seems difficult to maintain.…”

Section: Discussionmentioning

confidence: 99%

Evaluation of Numeracy Skills of Adults According to the Results of PIAAC 2015 in Turkey

Atasoy¹,

Güçlü²

2020

WJE

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In this research, it is aimed to put forward the variables that predict the numeracy skills in PIAAC of Turkey, to reveal the relationship between the numeracy skills with educational level, education level of parents, number of books in the household, and annual income. It is also aimed to evaluate the quality of educational outcomes of the Turkish National Education System (TNES). The research is designed in a descriptive-analytical method. The sampling of the study is 5199 households. Mean, t-test, correlation, and CHAID analysis were used in the analysis. In the study, the performance of the numeracy skills of adults in Turkey was found to be very low and, it was emphasized the quality problems of TNES have remained. Moreover, the most powerful predictor of numeracy skills is educational level. There is also a significant relationship between numeracy scores with education level, education level of parents, income, number of books, and computer use. It is expected to provide a new perspective to the policymakers and researchers in education about the appearance of the TNES.

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Section: Discussionmentioning

confidence: 99%

Evaluation of Numeracy Skills of Adults According to the Results of PIAAC 2015 in Turkey

Atasoy¹,

Güçlü²

2020

WJE

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“…In today's educational environment, parents, educators, business people, and politicians have begun to direct more attention to the culture and climate of schools (Atasoy & Cemaloğlu, 2018;Smith & Shouppe, 2018). Therefore, school leaders must begin to focus more closely on their climates which augment the school's mission, vision, purpose, and student achievement.…”

Section: School Culturementioning

confidence: 99%

Effect Size of Spiritual Leadership: In the Process of School Culture and Academic Success

et al. 2020

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The basic objective of this study is to examine whether there is a relationship between spiritual leadership, school culture, and academic success. The data were collected by mixed method from teachers working in seven high schools and five achievement low level high schools in Şanlıurfa in 2018. The data obtained from the teachers were analyzed using quantitative and qualitative methods. The conducted analyses revealed two important results. First, it can be claimed that as spiritual leadership perception of teachers increase, so does their school culture perception. The second result is the impact of both spiritual leadership and school culture on academic success. Therefore, the impact of spiritual leadership and school culture on two variables (high success, low success) has been examined separately. As the spiritual leadership and school culture perception of teachers increase, so does academic success.

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“…Öğrenci öğretmen etkileşimi öğrenmeöğretme sürecinin en önemli bileşenlerinden birisidir. Eğitim kalitesinin de temel belirleyicilerindendir (Atasoy & Cemaloğlu, 2018;Celen ve diğerleri, 2018). Eğitim-öğretim Turkish Studies, 15 (6) süreçlerinde öğrenci öğretmen etkileşimi çevirim-içi öğrenmenin kalıcılığı ve sürdürülebilirliği (Atıcı, 2004) açısından da anahtar bir kavramdır.…”

Section: Tartışma Ve Sonuçunclassified

Evaluation of the Effectiveness of E-Course Practices during the Covid-19 Pandemic from the Students’ Perspective

Kara¹

2020

TurkishStudies

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Covid-19 pandemic has deeply affected ongoing individual, social, public, and institutional actions and habits regarding communal life in many countries. One of the most affected public institutions has been educational institutions that have to change and transform the natural educational environment and methods rapidly. This study aims to reveal the perception of university students' satisfaction for the e-courses they received during the Covid-19 pandemic and the level of teacher innovativeness that predicts student satisfaction for e-learning. The study sample consists of 263 university students studying through e-courses in science and education faculties of a private university in the Turkish Republic of Northern Cyprus (TRNC) and selected by a simple random sampling method from different grade levels. The 'satisfaction scale for ecourse' and the teacher innovativeness dimension used in TALIS 2018 were used as data collection tools. The data were analyzed with SPSS 23 software program. Frequency, percentage, arithmetic mean, and standard deviation for descriptive statistics, t-test and one-way analysis of variance (One Way ANOVA) were used to test the differences between groups, and Pearson Correlation analysis and regression analysis were used to determine the relationships between variables in the research. Student satisfaction for e-courses is at a medium level, the lowest satisfaction is in the material dimension, and the highest is the studentteacher interaction and teacher innovativeness dimensions. It has been found that the interest, satisfaction, and motivation levels of male participants whose mothers received high school education or higher education are high for e-lesson activities for male participants according to gender. Female participants and Turkish group teaching department participants have been found to prefer face-to-face learning activities. Also, there are significant differences for computer department students according to the department they study, and on behalf of those who use the internet more for lecture purposes. Finally, a strong correlation has been found

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Evaluation of Quality Policies on Education in Turkish Education System

Cited by 11 publications

References 20 publications

Evaluation of Numeracy Skills of Adults According to the Results of PIAAC 2015 in Turkey

Evaluation of Numeracy Skills of Adults According to the Results of PIAAC 2015 in Turkey

Effect Size of Spiritual Leadership: In the Process of School Culture and Academic Success

Evaluation of the Effectiveness of E-Course Practices during the Covid-19 Pandemic from the Students’ Perspective

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