Browsing by Subject "International education"

Now showing 1 - 7 of 7

Open Access
Developing students for university through an international high school program in Turkey
(EDAM, 2016) Sagun, Sıla; Ateşkan, Armağan; Onur, J.
This article explores the readiness and development for universities of students who have been educated through an international program in Turkey. It compares the academic performance and skills of students who attended the Ministry of National Education High School Program (MONEP) to students who attended both MONEP and the International Baccalaureate Diploma Program (IBDP). In addition, university students’ perceptions of their overall performance through the programs were analyzed. The results indicated that the MONEP and IBDP students had higher cumulative grade point averages (CPGA), higher individual course grades in their university, and a considerably higher graduation rate; the MONEP+IBDP group was three times more likely to complete their undergraduate program in four years compared to the MONEP group. Focus-group discussions further clarified the differences between the groups’ academic performances and skills. Overall, the study found that the international high school education program seemed to develop a better student profile for university life.
Open Access
Expanding educational access in Eastern Turkey: a new initiative
(Pergamon Press, 2010) O'Dwyer, J.; Aksit, N.; Sands, M.
The Eastern Anatolian project extends opportunity and access to quality education. The study examines the selection and learning systems adopted within the framework of gender equity, family background and higher order skills. Performance data on a range of selection measures and the initial programme are analysed. Results show that selection was successful in choosing high achievers and establishing equitable occupational and gender access. Girls out-performed boys in skills-based selection measures, showed greater relative gains in language learning, and evinced better higher order skills, reversing the trend in state examinations.
Open Access
Forms of support and challenges to developing international-mindedness: a comparative case study within a national and an international school in Turkey
(Routledge, 2019) Metlia, Akın; Martin, Robin Ann; Lane, Jennie Farber
This paper uses mixed methods to explore perceptions of international-mindedness within two case study schools in Istanbul, Turkey: a national school with mostly Turkish students and an international school with students from many nationalities. Using a conceptual framework developed by an international education programme, the authors critically analyse pillars of international-mindedness: multilingualism, intercultural understanding, and global engagement. Findings reveal that the national school was striving to overcome limitations of homogeneity, while the international school struggled to address its assumptions that a heterogeneous population alone would be enough to encourage intercultural understanding. Neither school had developed clear conceptual links among multilingualism, intercultural understanding, and global engagement. Thus, deliberate efforts are needed to provide students with experiences that foster international-mindedness. Other researchers and educators can use this framework and associated methods to examine how international-mindedness is implemented in different schools in other regions of the world.
Open Access
Learner profile attributes in IB teaching: Insights from a continuum school in Turkey
(SAGE, 2022) Keser, Özlem; Altan, Servet; Lane, Jennie F.
This article presents findings from a case study of a K-12 school in Turkey where teachers shared perceptions of how the International Baccalaureate Learner Profile attributes related to their own practice. While discussing the interdependency of the attributes, teachers considered that being an inquirer is the most valuable attribute for effective International Baccalaureate teachers. Participants at all grade levels believed that being open-minded and reflective were important attributes. Despite the importance of inquiry, participants shared that they feel most capable of implementing the attribute of being knowledgeable. The conceptual framework developed for this study may be used by schools and teacher educators to develop attributes of teachers who can help students become global citizens with intercultural understandings.
Open Access
Student perceptions of successful learning support for an international high school programme: a comparative case study in Turkey
(Routledge, 2019) Dulun, Öykü; Lane, Jennie F.; Ateşkan, Armağan
This study used comparative case study methodology to investigate student perceptions of different programmes that prepare them for a challenging high school education programme: the International Baccalaureate Diploma Programme (IBDP). Given the benefits and challenges of the programme, educators and stakeholders want to ensure students feel ready to participate. In the literature, studies support that programmes such as the International General Certificate of Secondary Education and the International Baccalaureate Organisation’s Middle Years Programme prepare students for the IBDP; however, there is a need for students’ voices on how they perceive they are prepared through these programmes. This study investigated three different approaches to IBDP preparation by gaining student insights through a scaled-item questionnaire and interviews. Students identified experiences that gave them skills to monitor their learning and resources that motivated them to participate in an advanced upper-high school programme.
Open Access
Students' performance, skills and perspectives on the combination of national and international curricula for university education in Turkey
(2016-05) Sagun, Sıla
This study explores the university preparedness of students who were educated through an international high school education program in Turkey. Within a theoretical framework, which discusses the complexity of the combination of different curricula, the effect of the implementation of an international program in a national program on student outcomes is also investigated. The study compares the academic performance and skills of students who followed the national program (NP) with students who followed both the national program and the International Baccalaureate Diploma Programme (DP). A mixed method research with convergent parallel design was selected to examine the perceptions of students and faculty members, as well as the quantitative data on students‟ numerical scores. The quantitative data including university cGPAs, individual university course grades, university entrance exam scores, four-year graduation rates and international high school program diploma scores were analysed statistically to explore the difference between NP and DP students. The quantitative data on skills were collected by an online questionnaire and critical thinking skills tests. The qualitative data, collected through focus group discussions and individual interviews with students and faculty members, revealed the differences between the two groups of students. In total, the numerical scores of 761 students from four universities in Turkey were used. 72 students participated in the study for qualitative data collection. Five faculty members from various departments were interviewed individually. The results showed that the DP students had higher university cGPAs and higher individual course grades at university. They also had a higher graduation rate after four years at university, it was nearly three times that of the NP group. Focus group discussions and individual interviews further clarified the differences between the academic performance and skills of each group. Overall, the study found that the international high school education program seemed to develop a better student profile for university life.
Open Access
Unpacking the inequality among Turkish schools: findings from PISA 2006
(Elsevier, 2010-03) Alacacı, C.; Erbaş, A. K.
The 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.