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dc.contributor.authorAlacacı, C.en_US
dc.contributor.authorErbaş, A. K.en_US
dc.date.accessioned2015-07-28T11:59:05Z
dc.date.available2015-07-28T11:59:05Z
dc.date.issued2010-03en_US
dc.identifier.issn0738-0593
dc.identifier.urihttp://hdl.handle.net/11693/11860
dc.description.abstractThe study investigates the effects of certain school characteristics on students’ mathematics performances in Turkey in the PISA 2006 while controlling for family background and demographic characteristics. Three models of Hierarchical Linear Modeling (HLM) are constructed. The results reveal that 55% of the variance is attributable to between-schools and the remaining 45% to individual student characteristics. About two-thirds of the 55% is explained by selectivity in admissions, time to study mathematics and students’ SES, gender and the geographical region. The findings are interpreted to explain why Turkish schools differed greatly in average student performance in PISA 2006 by using the conceptual efforts on school quality factors and family background characteristics.en_US
dc.language.isoEnglishen_US
dc.source.titleInternational Journal of Educational Developmenten_US
dc.relation.isversionofhttp://dx.doi.org/10.1016/j.ijedudev.2009.03.006en_US
dc.subjectInternational educationen_US
dc.subjectEducational policyen_US
dc.subjectSchool characteristicsen_US
dc.subjectEqualityen_US
dc.subjectPisaen_US
dc.titleUnpacking the inequality among Turkish schools: findings from PISA 2006en_US
dc.typeArticleen_US
dc.departmentGraduate School of Educationen_US
dc.citation.spage182en_US
dc.citation.epage192en_US
dc.citation.volumeNumber30en_US
dc.citation.issueNumber2en_US
dc.identifier.doi10.1016/j.ijedudev.2009.03.006en_US
dc.publisherElsevieren_US


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