Show simple item record Akerson, Valarie Ceylan, Eren 2018-06-19T17:16:57Z 2018-06-19T17:16:57Z 2014
dc.identifier.citation Ceylan, E., & Akerson, V. L., (2014). Comparing the Low- and High-Performing Schools Based on the TIMSS in the United States. Egitim vd Bilim. 39, (173), 299-309. en
dc.description Publisher's, offprint version en
dc.description.abstract Because school difference has been shown to be one of the determinants of students’ science performances, this study was carried out to investigate the differences between low- and high-performing schools in the United States based on TIMSS 2007. Discriminant analysis was conducted to explore the differences between low- and high-performing schools. The results revealed that the classified schools were significantly discriminated based on the six composite variables. Whereas using of inquiry-oriented activities were found to be encouraged in high-performing schools, teacher-centered activities were more often implemented in low-performing schools. As expected, socioeconomic status (SES) of the students was found to be one of the critical factors that explain the extent of variation of students’ science performances should be considered intensively by school administrations. en
dc.language.iso en en
dc.publisher Egitim vd Bilim (Education and Science) en
dc.relation.isversionof en
dc.rights This work is under a CC-BY license. You are free to copy and redistribute the material in any format, as well as remix, transform, and build upon the material as long as you give appropriate credit to the original creator, provide a link to the license, and indicate any changes made. en
dc.rights.uri en
dc.subject TIMSS en
dc.subject school effectiveness en
dc.subject science achievement en
dc.subject discriminant analysis en
dc.title Comparing the Low- and High-Performing Schools based on the TIMSS in the United States en
dc.type Article en

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