Eğitime Yapılan Yatırımlar ve PISA 2015 Sonuçları: Karşılaştırmalı Bir İnceleme

Yıl 2018, Cilt: 17 Sayı: 3, 0 - 0, 31.07.2019

Ayhan Aydın , Abdullah Selvitopu , Metin Kaya

https://doi.org/10.17051/ilkonline.2018.466346

Cited By: 6

Öz

Bu
çalışmanın amacı, Uluslararası Öğrenci Değerlendirme Programı (PISA) 2015 programında en
başarılı olan ülkeler ile Türkiye’nin sonuçlarını eğitim yatırımlarının
dağılımı bağlamında karşılaştırmalı olarak incelemektir. Bu amaç doğrultusunda
çeşitli karşılaştırmalar yapabilmek için en başarılı 10 ülke, Ekonomik
Kalkınma ve İşbirliği Örgütü (OECD) ortalaması ve Türkiye’nin sonuçları incelenmiştir. Çalışma,
literatür inceleme çalışmasıdır. Veri inceleme yöntemi olarak doküman analizi
tekniğinden yararlanılmıştır. Yapılan incelemeler sonucunda, PISA başarısında
gayri safi yurt içi hasıla ile 6-15 yaş grubu toplam eğitim harcamaları miktarı
oranlarının önemli göstergeler olduğu söylenebilir. Diğer yandan çoğu başarılı
ülkede öğretim materyali yeterli düzeyde iken, Türkiye’de özellikle Sosyo
Ekonomik Düzeyi(SED) düşük okullarda yetersizdir. Öğrenci ve öğretmen
oranlarına ilişkin genel, ülkeler arası ve OECD ortalaması, Türkiye ile
karşılaştırıldığında dikkat çekici düzeyde bir farklılaşma bulunmamaktadır.
Türkiye’de (SED)profili düşük okullarda çalışan öğretmenlerin mesleki gelişim
programlarına katılım oranları oldukça düşük düzeydedir. Ayrıca yıllık toplam
ve 6-15 yaş genel toplam ders saatlerinin en başarılı ülkelere göre oldukça
yüksek olmasına rağmen öğrenci performansının istenen düzeyde olmaması,
derslerdeki nitelik sorunlarını gündeme getirmektedir. Buna ek olarak,
Türkiye’nin okul öncesi eğitime katılım oranının diğer ülkelere göre oldukça
düşük düzeyde olduğu belirlenmiştir. Sonuç olarak, eğitimin en temel eğitsel
amaçlarından olan etkin düşünme, algılama, iletişim kurma ve problem çözme
yeteneği gelişmiş bireyler yetiştirmek için eğitim politikalarının sosyal
adalet kavramı çerçevesinde yeniden gözden geçirilmesi önerilebilir.

Anahtar Kelimeler

PISA 2015, Eğitim Yatırımları, Sosyo Ekonomik Düzey, Türkiye

Kaynakça

• Abalde, M. A. (2014). School size policies: A literature review. OECD Education Working Papers, (106), 0_1. Agasisti, T. (2014). The efficiency of public spending on education: An empirical comparison of EU countries. European Journal of Education, 49 (4), 543-557. Akiba, M., Chiu, Y-F., Shimizu, K., & Liang, G. (2012). Teacher salary and national achievement: A cross-national analysis of 30 countries. International Journal of Educational Research, 53, 171–181 Aronson, J., Zimmerman, J., & Carlos, L. (1999). Improving student achievement by extending school: Is it just a matter of time?.Retrieved from https://www.wested.org/online_pubs/po-98-02.pdf Asadullah, M. N. (2005). The effect of class size on student achievement: Evidence from Bangladesh. Applied Economics Letters, 12 (4), 217-221. Aydın, A., Sarıer, Y. ve Uysal, Ş. (2012). Sosyo-ekonomik ve sosyokültürel değişkenler açısından PISA matematik sonuçlarının karşılaştırılması. Eğitim ve Bilim, 164, 20-30. Berlinski, S., Galiani, S., & Manacorda, M. (2008). Giving children a better start: Preschool attendance and school-age profiles. Journal of Public Economics, 92 (5), 1416-1440. Białecki, I., Jakubowski, M., & Wiśniewski, J. (2017). Education policy in Poland: The impact of PISA (and other international studies). European Journal of Education, 52 (2), 167-174. Biagi, F.,& Loi, M. (2013). Measuring ICT use and learning outcomes: Evidence from recent econometric studies. European Journal of Education, 48 (1), 28-42. Borland, M. V., Howsen, R. M., & Trawick, M. W. (2005). An investigation of the effect of class size on student academic achievement. Education Economics, 13 (1), 73-83. Butler, J.,& Adams, R. J. (2007). The impact of differential investment of student effort on the outcomes of international studies. Journal of Applied Measurement, 8 (3), 279–304. Carnoy, M., Khavenson, T., & Ivanova, A. (2015). Using TIMSS and PISA results to inform educational policy: A study of Russia and its neighbours. Compare: A Journal of Comparative and International Education, 45 (2), 248-271. Corbin, J. & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Thousand Oaks, CA: Sage Cheung, H. Y.,& Chan, A. W. (2008). Understanding the relationships among PISA scores, economic growth and employment in different sectors: A cross-country study. Research in Education, 80 (1), 93-106. Chenoweth, K. (2007). "It's being done": Academic success in unexpected schools. Harvard Education Press. 8 Story Street First Floor, Cambridge, MA 02138. Dancis, J. (2014). What does the international PISA math test really tell Us? AASA Journal of Scholarship and Practice, 10 (4), 31–42. Demirtaşlı, N. Ç.,& Ulutaş, S. (2015). A study on detecting of differential ıtem functioning of PISA 2006 science literacy items in Turkish and American samples. Eurasian Journal of Educational Research, 58, 41-60. Developing Countries, (2018). Society for the study of reproduction. Retrieved from: www.ssr.org Dobbie, W.,& Fryer Jr, R. G. (2013). Getting beneath the veil of effective schools: Evidence from New York City. American Economic Journal: Applied Economics, 5 (4), 28-60. Dynarski, S., J. M. Hyman & D.W. Schanzenbach (2011), Experimental evidence on the effect of childhood investments on postsecondary attainment and degree completion, Working Paper No. 17533, National Bureau of Economic Research. Ehrlich, S. B., Gwynne, J. A., Pareja, A. S., & Allensworth, E. M. (2013). Preschool attendance in Chicago public schools. Research Summary. Ercikan, K., Roth, W. M., & Asil, M. (2015). Cautions about inferences from international assessments: The case of PISA 2009. Teachers College Record, 117, 1–28. Feniger, Y.,& Lefstein, A. (2014). How not to reason with PISA data: An ironic investigation. Journal of Education Policy, 29 (6), 845-855. Finn, J. D., Pannozzo, G. M., & Achilles, C. M. (2003). The “why’s” of class size: Student behavior in small classes. Review of Educational Research, 73 (3), 321-368. Gee, K. A.,& Wong, K. K. (2012). A cross national examination of inquiry and its relationship to student performance in science: Evidence from the Program for International Student Assessment (PISA) 2006. International Journal of Educational Research, 53, 303-318. Gemeda, F. T.,& Tynjälä, P. (2015). Exploring teachers' motivation for teaching and professional development in Ethiopia: Voices from the field. Journal of Studies of Education, 5 (2), 169-186. Gibbons, S., McNally, S., & Viarengo, M. (2012). Does additional spending help urban school? An evaluation using boundary discontinuities. PEPG, 12-02. Grek, S. (2009). Governing by the numbers: The PISA “effect” in Europe. Journal of Education Policy, 24 (1), 23–37. Hanushek, E. A. (1997). Assessing the effects of school resources on student performance: An update. Educational evaluation and policy analysis, 19 (2), 141-164. Hanushek, E. A., Rivkin, S. G., & Taylor, L. L. (1996). Aggregation and the estimated effects of school resources (No. w5548). National bureau of economic research. Ho, S. C. (2010) Assessing the quality and equality of Hong Kong basic education results from PISA 2000+ to PISA 2006. Frontier in Education, 5 (2), 238-257. Hofman, W. A., Hofman, R. H., & Gray, J. M. (2010). Institutional contexts and international performances in schooling: Comparing patterns and trends over time in international surveys. European Journal of Education, 45 (1), 153-173. Hopfenbeck, T. N., Lenkeit, J., El Masri, Y., Cantrell, K., Ryan, J., & Baird, J. A. (2017). Lessons learned from PISA: A systematic review of peer-reviewed articles on the programme for international student assessment. Scandinavian Journal of Educational Research, 1-21. Hoxby, C. M.,& Murarka, S. (2009). Charter schools in New York City: Who enrolls and how they affect their students' achievement (No. w14852). National Bureau of Economic Research. Jehangir, K., Glas, C. A., & van den Berg, S. (2015). Exploring the relation between socio-economic status and reading achievement in PISA 2009 through an intercepts-and-slopes-as-outcomes paradigm. International Journal of Educational Research, 71, 1-15. Jepsen, C.,& Rivkin, S. (2009). Class size reduction and student achievement the potential tradeoff between teacher quality and class size. Journal of Human Resources, 44 (1), 223-250. Jerrim, J. (2017). Why does Vietnam do so well in PISA?. Retrieved from: https://educationdatalab.org.uk/2017/07/why-does-vietnam-do-so-well-in-pisa-an-example-of-why-naive-interpretation-of-international-rankings-is-such-a-bad-idea/ Klieme, E. (2016). TIMSS 2015 and PISA 2015: How are they related on the country level?. DIPF Working Paper. Retrieved from https://www.dipf.de/de/forschung/publikationen/pdf-publikationen/Klieme_TIMSS2015andPISA2015.pdf Lee, V. E.,& Loeb, S. (2000). School size in Chicago elementary schools: Effects on teachers' attitudes and students' achievement. American Educational Research Journal, 37 (1), 3-31. Magnuson, K. A., Ruhm, C., & Waldfogel, J. (2007). Does prekindergarten improve school preparation and performance?.Economics of Education Review, 26 (1), 33-51. Michel, A. (2017). The contribution of PISA to the convergence of education policies in Europe. European Journal of Education, 52 (2), 206-216. Morrow, M. L. (2005). Literacy development in the early years. (5th ed). America: Pearson Education. McGaw, B. (2008). The role of the OECD in international comparative studies of achievement. Assessment in Education: Principles, Policy & Practice, 15 (3), 223–243. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/09695940802417384 Nicoletti, C. and B. Rabe (2012), The effect of school resources on test scores in England. Institute for Economic and Social Research, Retrieved from www.iser.essex.ac.uk/publications/working-papers/iser/2012-13.pdf Niemann, D., Martens, K., & Teltemann, J. (2017). PISA and its consequences: Shaping education policies through international comparisons. European Journal of Education, 52 (2), 175-183. Nye, B., Hedges, L. V., & Konstantopoulos, S. (2000). The effects of small classes on academic achievement: The results of the Tennessee class size experiment. American Educational Research Journal, 37 (1), 123-151. OECD. (2008). OECD Economic Surveys, Norway Volume 2008/13. Paris: OECD Publications. OECD. (2012a). Education at a glance 2012: OECD indicators, OECD Publishing. http://dx.doi.org/10.1787/eag2012-en OECD. (2017), "How can professional development enhance teachers’ classroom practices?", Teaching in Focus, No. 16, OECD Publishing, Paris. DOI: http://dx.doi.org/10.1787/2745d679-en OECD. (2012b). PISA in focus: Does money buy strong performance in PISA? OECD Publishing, Paris. http://www.oecd.org/pisa/pisaproducts/pisainfocus/49685503.pdf OECD. (2015), Education at a Glance 2015: OECD Indicators, OECD Publishing. http://dx.doi.org/10.1787/eag-2015-en OECD. (2016b), Education at a Glance 2016: OECD Indicators, OECD Publishing, Paris. http://dx.doi.org/10.187/eag-2016-en OECD. (2016a). PISA 2015 Results (Volume II): Policies and Practices for Successful Schools, PISA, OECD Publishing, Paris. http://dx.doi.org/10.1787/9789264267510-en Pons, X. (2017). Fifteen years of research on PISA effects on education governance: A critical review. European Journal of Education, 52 (2), 131-144. Riggen, V. (2013). School size and student achievement. Doctoral dissertation, Indiana State University. Sabadie, J. A.,& Johansen, J. (2010). How do national economic competitiveness indices view human capital?.European Journal of Education, 45 (2), 236-258. Schleicher, A. (2017). Seeing education through the prism of PISA. European Journal of Education, 52 (2), 124-130. Sjøberg, S. (2015). PISA and global educational governance–A critique of the project, its uses and implications. Eurasia Journal of Mathematics, Science & Technology Education, 11 (1), 111-127. Steele, F., Vignoles, A., & Jenkins, A. (2007). The effect of school resources on pupil attainment: a multilevel simultaneous equation modelling approach. Journal of the Royal Statistical Society: Series A (Statistics in Society), 170 (3), 801-824. Stewart, L. (2009). Achievement differences between large and small schools in Texas. Rural Educator, 30 (2), 20-28. Tasaki, N. (2017). The impact of OECD‐PISA results on Japanese educational policy. European Journal of Education, 52 (2), 145-153. Tucker-Drob, E. M. (2012). Preschools reduce early academic-achievement gaps a longitudinal twin approach. Psychological Science,0956797611426728. Wastiau, P., Blamire, R., Kearney, C., Quittre, V., Van de Gaer, E., & Monseur, C. (2013). The use of ICT in education: A survey of schools in Europe. European Journal of Education, 48 (1), 11-27. Wei, Y., R.A. Clifton and L.W. Roberts (2011). School resources and the academic achievement of Canadian students, Alberta Journal of Educational Research, 57 (4), 460-478, Retrieved from http://hdl.handle.net/10515/sy5nz8130 Wolff, E. N. (2015). Educational expenditures and student performance among OECD countries. Structural Change and Economic Dynamics, 33, 37-57. Woessmann, L. and M. West (2006). Class-size effects in school systems around the world: Evidence from between-grade variation in TIMSS, European Economic Review, 50 (3), 695-736, http://dx.doi.org/10.1016/j.euroecorev.2004.11.005 Yıldırım , A. ve Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayınları.