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dc.contributor.authorAydın, Utkun
dc.contributor.authorTunç-Pekkan, Zelha
dc.contributor.authorTaylan, Rukiye Didem
dc.contributor.authorBirgili, Bengi
dc.contributor.authorÖzcan, Mustafa
dc.date.accessioned2019-02-16T22:41:16Z
dc.date.available2019-02-16T22:41:16Z
dc.date.issued2017-03-09
dc.identifier.citationAydin, 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.en_US
dc.identifier.issn2501 - 1111
dc.identifier.urihttps://oapub.org/edu/index.php/ejes/article/view/1055
dc.identifier.urihttp://dx.doi.org/10.5281/zenodo.937254
dc.identifier.urihttp://hdl.handle.net/20.500.11779/321
dc.description.abstractThis 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.en_US
dc.language.isoengen_US
dc.publisherOAPUBen_US
dc.relation.isversionof10.5281/zenodo.937254en_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectPublic schoolsen_US
dc.subjectPrivate schoolsen_US
dc.subjectSchool type differencesen_US
dc.subjectMiddle school studentsen_US
dc.subjectUniversity-school partnershipen_US
dc.titleEquity in middle school students’ fractional knowledge: Does school type matter in Turkey?en_US
dc.typearticleen_US
dc.relation.journalEuropean Journal of Education Studiesen_US
dc.contributor.departmentMEF Üniversitesi, Eğitim Fakültesi, İlköğretim Matematik Öğretmenliği Bölümüen_US
dc.contributor.authorIDYÖK Araştırmacı ID : 146153en_US
dc.identifier.volume3en_US
dc.identifier.issue9en_US
dc.identifier.startpage541en_US
dc.identifier.endpage557en_US
dc.relation.publicationcategoryUluslararası Yayınen_US


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