Accreditation Policies of Turkey in Primary and Secondary Education

Autor/in	Furuzan, Verda Gizem
Titel	Accreditation Policies of Turkey in Primary and Secondary Education
Quelle	(2012), S.647-656 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1548-6613
Schlagwörter	Accreditation (Institutions); Scientific Research; Foreign Countries; Compliance (Legal); Elementary Education; Educational Policy; Educational Quality; Private Schools; Teacher Attitudes; Interviews; Student Attitudes; Standards; Turkey + Suchen Sie Ihr Suchwort? Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Ausland; Elementarunterricht; Politics of education; Bildungspolitik; Quality of education; Bildungsqualität; Private school; Privatschule; Lehrerverhalten; Interviewing; Interviewtechnik; Schülerverhalten; Standard; Türkei
Abstract	Turkey's quality of education is being improved in order to become a member of EU (European Union), and Turkey is following the EU's system of educational policies. In the field of education, to encourage teaching and learning, accreditation process is used. It helps programs improve and be accountable for their quality. Accreditation provides students, organizations, governments, and professionals with the security of knowing that complaints about an institution, its curriculum, policies, and staff will be reviewed, monitored, and forwarded to the proper offices for their review and necessary corrective action. The main purpose of this study is to determine how effective the accreditation policies and applications in primary and secondary schools of Turkey. For this purpose, a private elementary school was selected according to its number of students and the year of accreditation. It is one of the oldest schools that were accredited by CIS (Council of International School). To find out the teachers' feeling about accreditation process and its development, the author interviewed 24 teachers (49.7% of total teacher). The interview format was the standardized open-ended interview (scheduled standardized interview), and the same questions are used for all respondents. (Contains 1 table.) [This paper is supported by Marmara University Scientific Research Commission Project (No. EGT-D-140312-0059).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10