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Equity in middle school students’ fractional knowledge: does school type matter in Turkey?

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info:eu-repo/semantics/openAccess

Date

2017

Author

Aydın, Utkun
Tunç-Pekkan, Zelha
Taylan, Rukiye Didem
Birgili, Bengi
Özcan, Mustafa

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Citation

Aydin, 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.

Abstract

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.

Source

European Journal of Education Studies

Volume

3

Issue

9

URI

https://oapub.org/edu/index.php/ejes/article/view/1055
http://dx.doi.org/10.5281/zenodo.937254
https://hdl.handle.net/20.500.11779/321

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  • EF, İMÖ, Makale Koleksiyonu [35]

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