Equity in middle school students’ fractional knowledge: Does school type matter in Turkey?
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KünyeAydin, U., Tunc-Pekkan, Z., Taylan, R. D., Birgili, B., & Ozcan, M. (Marc 9, 2017). Equity in middle school students’ fractional knowledge: Does school type matter in Turkey?. European Journal of Education Studies, 3(9), 541-557.
This study examined school type differences in fifth-grade students’ fractional knowledge with data from a university-school partnership. Students (n = 203) from a public school and a private school willing to collaborate in University within School Project participated. Results revealed that there were significant school type differences in fractional knowledge favoring private school students. Since school type differences have important impacts on the quality and equity of mathematical outcomes, we need to strongly consider the implications of these school type-related differences and pay attention particularly to the structure of schooling in public schools and the student performance in private schools.
KaynakEuropean Journal of Education Studies
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Impacts of a university-school partnership on middle school students' fractional knowledge: A quasiexperimental study Utkun, Aydın; Tunç-Pekka, Zelha; Taylan, Rukiye Didem; Birgili, Bengi; Özcan, Mustafa (Taylor & Francis, 2016-09-28)In this quasiexperimental study, the authors investigated the effects of university within school partnership model, within which faculty members acted as teacher-researchers to improve fractional knowledge among middle ...
Aydın, Utkun; Birgili, Bengi; Taylan, Rukiye Didem; Özcan, Mustafa; Tunç-Pekkan, Zelha (ECER 2017, 2017-08-24)This study will examine school type differences in fifth-grade students’ fractional knowledge using data from a university-school partnership. The participants will be a total of 203 students from a public school and a ...