Does a school make a difference? perceptions of an ‘effective school’

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dc.citation.epage444en_US
dc.citation.issueNumber3en_US
dc.citation.spage429en_US
dc.citation.volumeNumber1en_US
dc.contributor.authorCollins, A. B.en_US
dc.date.accessioned2019-02-07T17:22:30Z
dc.date.available2019-02-07T17:22:30Z
dc.date.issued2002en_US
dc.departmentTourism and Hotel Managementen_US
dc.description.abstractThis article examines perceptions of an effective school considering relevant literature, teachers’, administrators’ and students’ judgments. It discusses effectiveness as it applies to private school systems operating in Turkey. It gives abridged aspects of the current Turkish Education System: state; and private. This perception, Eastern European, Quasi-Mediterranean, draws commonalities with Western systems lying groundwork for comparisons of universal problems faced by educators. The study employed qualitative case study methods and procedures. Data were collected through interview schedules, document analysis and observation notes. Results show that the subjects perceive ‘effective school’ qualities as being school leadership, school culture/climate and quality human resources. Commonality can be found between the situation presented here and other developing school systems.en_US
dc.identifier.doi10.2304/eerj.2002.1.3.3en_US
dc.identifier.eissn1474-9041
dc.identifier.urihttp://hdl.handle.net/11693/49067
dc.language.isoEnglishen_US
dc.publisherSage Publications Ltd.en_US
dc.relation.isversionofhttps://doi.org/10.2304/eerj.2002.1.3.3en_US
dc.source.titleEuropean Educational Research Journalen_US
dc.titleDoes a school make a difference? perceptions of an ‘effective school’en_US
dc.typeArticleen_US
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