KaydedilenlerDerginizi ekleyin

Dergiler / IOJET / 2021 / Cilt: 8 - Sayı: 1

THECHARACTERISTICSOFTEACHERSINEFFECTIVESCHOOLS:A SECONDARY ANALYSIS OF TALIS

Safiye Bilican-Demir
Dergi
IOJET
Sayfa
525–545
Yayın Tarihi
2022-10-18
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

The findingsof the studywere also discussed within the scope of the related literature

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:The purpose of the study wasto determine the characteristics of teachers whowereeffective in classifying low-and high-performing schools in PISA 2012for Singapore.
📊
Temel Bulgular & Veri:The TALIS 2013 teacher survey was used to identify the variables,and the data were obtained from the OECD official website.
💡
Sonuç & Katkı:The findingsof the studywere also discussed within the scope of the related literature
🔬Tür:Uygulamalı Anket & Alan Araştırması
📍Kapsam:2013 Verileri
⚙️Değişkenler:Alan Parametreleri

Abstract

The purpose of the study wasto determine the characteristics of teachers whowereeffective in classifying low-and high-performing schools in PISA 2012for Singapore. The TALIS 2013 teacher survey was used to identify the variables,and the data were obtained from the OECD official website. All schools participating in the PISA 2012 wereranked in terms of average achievement scores and the schools in the top,and the bottom 25% were selected for analysis. Given the structure of the research data, the IDB Analyzer program was used,and the data were resolved using binary logistic regression analysis. According to the results, teachers' scores on the Classroom Disciplinary Climate, Self-Efficacy, and Teacher-Student Relations scale significantly changed in terms of thepossibility of schools’success in PISA 2012. The findingsof the studywere also discussed within the scope of the related literature

🔖

Bu Makaleye Atıf Yap

Bilican-Demir, S. (2022). THECHARACTERISTICSOFTEACHERSINEFFECTIVESCHOOLS:A SECONDARY ANALYSIS OF TALIS. IOJET, Cilt: 8 - Sayı: 1, 525–545. https://ajindex.com/articles/542184

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (10)

  1. Adeyemi, O. (2011). Measures of association for research in educational planning and administration. Research Journal of Mathematics and Statistics,3(3), 82-90. Retrieved from: http://maxwellsci.com/print/rjms/v3-82-90.pdf
  2. Akiba, M., LeTendre, G. K., & Scribner, J. P. (2016). Teacher quality, opportunity gap, and national achievement in 46 countries. Educational Researcher, 36(7), 369-387. https://doi.org/10.3102/0013189x07308739
  3. Almog, O., & Shechtman, Z. (2007). Teachers' democratic and efficacy beliefs and styles of coping with behavioural problems of pupils with special needs. European Journal of Special Needs Education, 22, 115–29. https://doi.org/10.1080/08856250701267774
  4. Ashraf, G., & Abd Kadir, S. (2012). A review on the models of organizational effectiveness:A look at Cameron's model in higher education. International Education Studies, 5(2), 80-87. https://doi.org/10.5539/ies.v5n2p80
  5. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191–215. https://doi.org/10.1037/0033-295X.84.2.191
  6. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. In E. Cliffs (Eds.), Prentice Hall series in social learning theory(Vol. 1 p. 94-107). New Jersey: Prentice-Hall. Banerjee,N., Stearns, E., Moller, S., & Mickelson, R. A. (2017). Teacher job satisfaction and student achievement: The roles of teacher professional community and teacher collaboration in schools. American Journal of Education, 123(2), 1-39. https://doi.org/10.1086/689932
  7. Baumert, J., Kunter, M., Blum,W., Brunner, M., Voss, T., & Jordan, A. (2010). Teachers' mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47, 133-180. https://doi.org/10.3102/0002831209345157
  8. Bloom, B.S., Hastings, J.T., & Madaus, G.F. (1971). Handbook on formative and summative evaluation.New York: McGaw-Hill.Brandsma, H. P., & Knuver, J. W. (1989). Effects of school and classroom characteristics on pupil progress in language and arithmetic.International Journal of Educational Research, 13(7), 777–788. https://doi.org/10.1016/0883-0355(89)90028-1,
  9. Cambron-Mccabe, N. H. (2002). Educational accountability in the USA: Focus on state testing. Education and the Law, 14, 117–126. https://doi.org/10.1080/09539960220149227
  10. Cameron, K. (1978). Measuring organizational effectiveness in institutions of higher education. Administrative Science Quarterly,23, 604-629. https://doi.org