Role of Teacher Quality and Working Conditions in TIMSS 2019 Mathematics Achievement
Yıl: 2022 Cilt: 61 Sayı: 4 Sayfa Aralığı: 395 - 419 Metin Dili: İngilizce DOI: 10.30831/akukeg.971286 İndeks Tarihi: 29-07-2022
Role of Teacher Quality and Working Conditions in TIMSS 2019 Mathematics Achievement
Öz: This correlative study examined the role of teacher qualities and working conditions in 4th and 8th-grade Turkish students’ mathematics achievement in TIMSS 2019. Teacher qualifications were defined based on the teacher questionnaire used in TIMSS 2019 and were discussed in three categories: personal characteristics, teacher qualifications, and teacher practices. Data were analyzed using multilevel regression analysis. According to the results, working conditions explained most of the variance in the achievement scores (49% in the 4th-grade and 40% in the 8th-grade), while teachers’ characteristics explained the least variance (19% in the 4th-grade and 11% in the 8th-grade). Teacher qualifications explained about one-third of the between-schools variance (35% in the 4th-grade and 26% in the 8th-grade). Teacher practices explained the one-fifth of the between-schools variance (23% in the 4th-grade and 27% in the 8th-grade). Some variables had a high correlation with TIMSS achievement in 4th and 8th-grade, such as teachers’ age, experience, teaching limited by students not ready for instruction, and parental pressure on teachers. Other significant predictors were having a major in education and mathematics, bringing interesting materials to class, using long-term assessment projects, having too many administrative tasks, and the number of students in the class.
Anahtar Kelime: Evaluation of Vitamin D Levels in Children by Seasons, Gender and Age
Öz: Introduction: Vitamin D is significantly effective in bone and mineral metabolism. Low levels of vitamin D has been associated
with rickets, susceptibility to infections, obesity, diabetes mellitus, muscle weakness, depression, and development
of autoimmune diseases in children. On the other hand, elevated levels may cause hypercalcemia, polyuria, hypertension,
nephrolithiasis, and renal failure. In this study, we aimed to examine serum 25-hydroxyvitamin D3 [25(OH)D] levels of children
in the risk group for low vitamin D levels.
Methods: A total of 1259 patients who applied to our pediatric outpatient clinic for routine examination between January
and December 2015 were evaluated retrospectively; age, gender, [25(OH)D] levels were grouped according to seasons.
Results: Our study included 711 (56.4%) girls and 548(43.6%) boys between the ages of 0 and 18. The mean vitamin D levels
of the patients were found as 21.69±11.23 ng/mL. The vitamin D level of 50% of the children was below 20 ng/ml and at
the level of deficiency and insufficiency. A statistically significant difference was found between age groups according to
vitamin D levels (p<0.05). While the number of children with vitamin D level above 20 ng/ml was significantly higher in the
0-2 age group, the number of children with vitamin D level below 20 ng/ml in the 12-18 age group was higher. In our study,
vitamin D levels of girls were significantly lower than boys (p<0.05). In addition, the rate of the season being spring was
28.2%, while the rate of being winter was 25.2% in children with a vitamin D level below 12 ng/ml.
Discussion and Conclusion: When vitamin D levels were evaluated according to age, gender and season, the levels were
found to be significantly lower in the 12-18 age range, in girls, and in the spring/winter seasons, compared to other groups.
Anahtar Kelime: Öğretmen Kalitesi ve Çalışma Koşullarının TIMSS 2019 Matematik Başarısındaki Rolü
Öz: İlişkisel desende tasarlanan bu araştırmada öğretmen kalitesinin ve çalışma koşullarının, 4. ve 8. sınıf Türk öğrencilerinin TIMSS 2019 matematik başarısındaki rolü incelenmiştir. Öğretmen kalitesi, TIMSS 2019'da kullanılan öğretmen anketine dayalı olarak tanımlanmıştır ve üç kategoride ele alınmıştır: kişisel özellikler, öğretmen nitelikleri ve öğretmen uygulamaları. Araştırma verisi çok düzeyli regresyon kullanılarak analiz edilmiştir. Araştırmanın sonuçlarına göre başarıdaki varyansı en fazla çalışma koşulları (4. sınıfta %49 ve 8. sınıfta %40) ve en az öğretmenlerin kişisel özellikleri açıklamaktadır (4. Sınıfta %19 ve 8. sınıfta %11). Okullar arası varyansın üçte birini öğretmen nitelikleri (4. sınıfta %35 ve 8. sınıfta %26) ve beşte birini öğretmen uygulamaları (4. sınıfta %23 ve 8. sınıfta %27) açıklamaktadır. Öğretmenlerin yaşı, deneyimi, öğretimi sınırlandıran öğrenciden kaynaklı sorunlar ve velilerden çok fazla baskı hissetme gibi bazı değişkenler 4. ve 8. sınıftaki TIMSS başarısı ile yüksek korelasyon göstermiştir. Başarıyı yordayan diğer bazı önemli değişkenler ise şunlardır: Eğitim ve matematik alanlarında uzmanlaşma, sınıfa ilginç materyaller getirme, değerlendirmede uzun süreli projeler kullanma, çok fazla idari göreve sahip olma ve sınıftaki öğrenci sayısı.
Anahtar Kelime: Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
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| APA | SEZER BAŞARAN E, BOĞA A, Çakan M, YÜCE N, SAF C, OKUMUŞ Ö, Cengiz M, SARI İ (2022). Role of Teacher Quality and Working Conditions in TIMSS 2019 Mathematics Achievement. , 395 - 419. 10.30831/akukeg.971286 |
| Chicago | SEZER BAŞARAN ELIF,BOĞA Aysun,Çakan Mehtap,YÜCE Necla,SAF Coşkun,OKUMUŞ Özgür,Cengiz Mehmet,SARI İlkay Özgen Role of Teacher Quality and Working Conditions in TIMSS 2019 Mathematics Achievement. (2022): 395 - 419. 10.30831/akukeg.971286 |
| MLA | SEZER BAŞARAN ELIF,BOĞA Aysun,Çakan Mehtap,YÜCE Necla,SAF Coşkun,OKUMUŞ Özgür,Cengiz Mehmet,SARI İlkay Özgen Role of Teacher Quality and Working Conditions in TIMSS 2019 Mathematics Achievement. , 2022, ss.395 - 419. 10.30831/akukeg.971286 |
| AMA | SEZER BAŞARAN E,BOĞA A,Çakan M,YÜCE N,SAF C,OKUMUŞ Ö,Cengiz M,SARI İ Role of Teacher Quality and Working Conditions in TIMSS 2019 Mathematics Achievement. . 2022; 395 - 419. 10.30831/akukeg.971286 |
| Vancouver | SEZER BAŞARAN E,BOĞA A,Çakan M,YÜCE N,SAF C,OKUMUŞ Ö,Cengiz M,SARI İ Role of Teacher Quality and Working Conditions in TIMSS 2019 Mathematics Achievement. . 2022; 395 - 419. 10.30831/akukeg.971286 |
| IEEE | SEZER BAŞARAN E,BOĞA A,Çakan M,YÜCE N,SAF C,OKUMUŞ Ö,Cengiz M,SARI İ "Role of Teacher Quality and Working Conditions in TIMSS 2019 Mathematics Achievement." , ss.395 - 419, 2022. 10.30831/akukeg.971286 |
| ISNAD | SEZER BAŞARAN, ELIF vd. "Role of Teacher Quality and Working Conditions in TIMSS 2019 Mathematics Achievement". (2022), 395-419. https://doi.org/10.30831/akukeg.971286 |
| APA | SEZER BAŞARAN E, BOĞA A, Çakan M, YÜCE N, SAF C, OKUMUŞ Ö, Cengiz M, SARI İ (2022). Role of Teacher Quality and Working Conditions in TIMSS 2019 Mathematics Achievement. Kuramsal Eğitimbilim Dergisi, 61(4), 395 - 419. 10.30831/akukeg.971286 |
| Chicago | SEZER BAŞARAN ELIF,BOĞA Aysun,Çakan Mehtap,YÜCE Necla,SAF Coşkun,OKUMUŞ Özgür,Cengiz Mehmet,SARI İlkay Özgen Role of Teacher Quality and Working Conditions in TIMSS 2019 Mathematics Achievement. Kuramsal Eğitimbilim Dergisi 61, no.4 (2022): 395 - 419. 10.30831/akukeg.971286 |
| MLA | SEZER BAŞARAN ELIF,BOĞA Aysun,Çakan Mehtap,YÜCE Necla,SAF Coşkun,OKUMUŞ Özgür,Cengiz Mehmet,SARI İlkay Özgen Role of Teacher Quality and Working Conditions in TIMSS 2019 Mathematics Achievement. Kuramsal Eğitimbilim Dergisi, vol.61, no.4, 2022, ss.395 - 419. 10.30831/akukeg.971286 |
| AMA | SEZER BAŞARAN E,BOĞA A,Çakan M,YÜCE N,SAF C,OKUMUŞ Ö,Cengiz M,SARI İ Role of Teacher Quality and Working Conditions in TIMSS 2019 Mathematics Achievement. Kuramsal Eğitimbilim Dergisi. 2022; 61(4): 395 - 419. 10.30831/akukeg.971286 |
| Vancouver | SEZER BAŞARAN E,BOĞA A,Çakan M,YÜCE N,SAF C,OKUMUŞ Ö,Cengiz M,SARI İ Role of Teacher Quality and Working Conditions in TIMSS 2019 Mathematics Achievement. Kuramsal Eğitimbilim Dergisi. 2022; 61(4): 395 - 419. 10.30831/akukeg.971286 |
| IEEE | SEZER BAŞARAN E,BOĞA A,Çakan M,YÜCE N,SAF C,OKUMUŞ Ö,Cengiz M,SARI İ "Role of Teacher Quality and Working Conditions in TIMSS 2019 Mathematics Achievement." Kuramsal Eğitimbilim Dergisi, 61, ss.395 - 419, 2022. 10.30831/akukeg.971286 |
| ISNAD | SEZER BAŞARAN, ELIF vd. "Role of Teacher Quality and Working Conditions in TIMSS 2019 Mathematics Achievement". Kuramsal Eğitimbilim Dergisi 61/4 (2022), 395-419. https://doi.org/10.30831/akukeg.971286 |
