Literaturnachweis - Detailanzeige
| Autor/inn/en | Aydin, Ayhan; Erdagf, Coskun; Tas, Nuray |
|---|---|
| Titel | A Comparative Evaluation of Pisa 2003-2006 Results in Reading Literacy Skills: An Example of Top-Five OECD Countries and Turkey |
| Quelle | In: Educational Sciences: Theory and Practice, 11 (2011) 2, S.665-673 (9 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1303-0485 |
| Schlagwörter | Foreign Countries; Comparative Analysis; Literacy; Reading Skills; Educational Policy; Outcomes of Education; Academic Achievement; Evaluation; Scores; Inferences; Problem Solving; Australia; Canada; Finland; New Zealand; South Korea; Turkey; International Adult Literacy Survey; Program for International Student Assessment |
| Abstract | In this study it is aimed to describe and evaluate comparatively the reading literacy exam results, the finance of education and schools, and socio-cultural status of parents in Turkey and the top-five OECD countries, Finland, Korea, Canada, Australia, New Zealand respectively, in the light reports and publications by OECD regarding PISA 2003 and 2006 evaluations. Pisa evaluation studies are helpful to understand the current outcomes of the educational systems and will definitely enhance the quality of future educational policies with the help of comparison between the accomplishments of the rival countries. In this descriptive study, the data regarding Pisa results and country statistics have been obtained from the online OECD publications. It is observed that higher rate of students in Turkey has lower level reading skills, and a small rate of its students can accomplish high level reading skills contrary to the situation in the top-five OECD countries. Great majority of Turkish students lacks of advance skills such as working with abstract ideas, critical thinking, making links with the inferred knowledge with daily experiences. On the other hand, Turkish educational system is below the standards of OE CD countries in terms of educational sources because of lower level finance in education and schools, higher number of students per class and teacher, less amount of teacher salaries, which all parallel to its low level economic wealth. Moreover, Turkish citizens have low level of socio-cultural status with respect to other OECD countries in that most of Turkish students do not attend high school level education, and a great majority of parents, both mothers and fathers, have lower level of education. (Contains 5 tables.) (As Provided). |
| Anmerkungen | Educational Consultancy, Ltd (EDAM). Kisikli Mh. Alemdag Cd. Yan Yol Sk., SBK Is Merkezi No:5 Kat:1, Uskudar-Istanbul, 34692 Turkey. Tel: +90-216-481-30-23; Fax: +90-216-481-31-36; e-mail: editor@edam.com.tr; Web site: http://www.edam.com.tr/estp.asp |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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