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This dissertation used nationally representative data from the Early Childhood Longitudinal Study to explore relationships among school organizational culture, instruction, and reading and mathematics learning in kindergarten. Specifically, the study explored the importance of a collaborative school culture, which is characterized by professional c...
Context in source publication
Context 1
... these reasons, this study is thus based on a conceptual model of the school as an organizational system with multiple interacting components, represented in Figure 1 below. As depicted in the model, whereas the human resources of a school (i.e., its teachers) are plainly key to effective instruction, their effectiveness is determined by the collaborative orientation of the school organizational culture. ...
Citations
... When the students of the schools interrupt the course of the ongoing throughout the school year they lead to failing to fulfill functions of schools (Altınkurt, 2008;Sulu Cavumirza, 2012). Also the student/math teacher ratio (Demir, 2009;Kim, 2006;Teodorovic, 2011), the quality of educational resources (Hanushek & Luque, 2003;Savascı, 2010) and types of schools (Cunnington, 2012;D'agostıno, 1997;Kim, 2006;Yang, 2000) affect in fulfilling the functions of the schools. ...
Problem-solving skills are very important in ensuring effective participation in public life regard and schools play an important role in helping students develop problem-solving skills. The purpose of this study is to determine the student and school level variables that effect students' problem solving skills using a two-level Hierarchical Linear Modeling (HLM). The data in this study is belongs to 4848 students in 170 schools who participated PISA 2012. Gender, school attendance, openness to problem-solving and perseverance to reach solution variables constituted the student level variables whereas school type, educational resources, dropout rates and student/math teacher ratio variables constituted the school level variables. The findings indicated that all the variables but openness and perseverance have statistically significant effect on students' PISA 2012 problem-solving achievement scores. The results of the analysis indicate that 54 percent of the variability in the problem-solving achievement scores is attributed to the differences between the mean achievement of the schools.
