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Analyzing Turkey's Data from Timss 2007 to Investigate Regional Disparities in Eighth Grade Science Achievement.

Analyzing Turkey's Data from Timss 2007 to Investigate Regional Disparities in Eighth Grade Science Achievement.

Paperback

By (author) Ebru Erberber

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  • Publisher: Proquest, Umi Dissertation Publishing
  • Format: Paperback | 200 pages
  • Dimensions: 203mm x 254mm x 13mm | 408g
  • Publication date: 11 September 2011
  • Publication City/Country: Charleston SC
  • ISBN 10: 1244029041
  • ISBN 13: 9781244029040
  • Illustrations note: colour illustrations

Product description

Turkey is expected to be a full member of the European Union (EU) by 2013. In the course of its integration into the EU, Turkey has been simultaneously facing access, quality, and equity issues in education. Over the past decade, substantial progress has been made on increasing the access. However, improving the country's low level of education quality and achieving equity in quality education across the regions continue to be a monumental challenge in Turkey. Most recently, results from the Trends in International Mathematics and Science Study (TIMSS) 2007 indicated that Turkey's educational achievement at the eighth grade, the end of compulsory primary education in Turkey, was far below that of other countries in the EU. Considering Turkey's long standing socioeconomic disparities between the western and eastern parts of the country, the challenges of improving overall education quality are coupled with the challenges of achieving equity in learning outcomes for students across the regions. This dissertation used data from TIMSS 2007 to document the extent of Turkey's regional differences in science achievement at the eighth grade and to investigate factors associated with these differences. Findings from a series of analyses using hierarchical linear models suggested that attempts to increase Turkish students' achievement and close the achievement gaps between regions should target the students in the undeveloped regions, particularly in Southeastern Anatolia and Eastern Anatolia. Designing interventions to improve competency in Turkish and to compensate for the shortcomings of insufficient parental education, limited home educational resources, poor school climate for academic achievement, and inadequate instructional equipment and facilities might be expected to close the regional achievement gaps as well as raise the overall achievement level in Turkey.

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