Policy options for Turkey: a critique of the interpretation and utilization of PISA results in Turkey

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dc.authoridCELIK, ZAFER/0000-0003-0080-1142
dc.authoridGur, Bekir S./0000-0001-8397-5652
dc.contributor.authorGur, Bekir S.
dc.contributor.authorCelik, Zafer
dc.contributor.authorOzoglu, Murat
dc.date.accessioned2024-09-29T16:02:41Z
dc.date.available2024-09-29T16:02:41Z
dc.date.issued2012
dc.departmentKarabük Üniversitesien_US
dc.description.abstractIn this article we provide a critique of the interpretation and utilization of Programme for International Student Assessment (PISA) results by the National Education Authorities in Turkey. First, we define and explain what OECD's PISA is. Second, we make an overview of the media coverage in Turkey of the PISA 2003 and 2006 results. Third, we present the way in which Turkish officials have interpreted and used PISA 2003 and 2006 results. By examining the public documents, such as official reports or news bulletins published by the Ministry, we conclude that the educational authorities had already decided to proceed with reform of the old curriculum much before the PISA 2003 results were out, and they made use of the PISA 2003 results to justify the curriculum reform. Finally, by presenting the policy recommendations of Turkey's national reports and articles as well as the international organizations, such as the World Bank and OECD for the Turkey's educational system, we question the suitability of various policy recommendations developed for Turkey based on PISA results. Based on a comparative analysis of PISA, Third International Study on Mathematics and Science (TIMSS) and national exam results, the authors conclude that the issue of providing quality education should not be reduced only to the form and quality of the curriculum.en_US
dc.identifier.doi10.1080/02680939.2011.595509
dc.identifier.endpage21en_US
dc.identifier.issn0268-0939
dc.identifier.issue1en_US
dc.identifier.scopus2-s2.0-84855507954en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage1en_US
dc.identifier.urihttps://doi.org/10.1080/02680939.2011.595509
dc.identifier.urihttps://hdl.handle.net/20.500.14619/5643
dc.identifier.volume27en_US
dc.identifier.wosWOS:000302149000001en_US
dc.identifier.wosqualityQ1en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherRoutledge Journals, Taylor & Francis Ltden_US
dc.relation.ispartofJournal of Education Policyen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectOECDen_US
dc.subjectPISAen_US
dc.subjectTurkish education policyen_US
dc.subjectcritical analysisen_US
dc.titlePolicy options for Turkey: a critique of the interpretation and utilization of PISA results in Turkeyen_US
dc.typeArticleen_US

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