Doctoral Dissertation, University of Pittsburgh.
The Turkish training system features confronted radical modifications over the past couple of years, also problems connected with it. In this context, the Turkish teacher training system lures most interest because of its part whilst the main instructor provider. Particularly, the standard of the instructors therefore the programs always teach all of them are increasingly being questioned. The biggest buffer to eliminate these questions is deficiencies in opinion from the concept of "quality, " and also the purpose of the typical study design is to gather various perspectives and study all of them individually with regards to the quality of Teacher Education products (TEPs). As a result of time restrictions, this dissertation examines just the embedded perceptions of key educational stakeholders regarding academic high quality.
A survey ended up being administered to 31 academic administrators, 80 faculty members and 569 students, and 14 follow-up interviews were conducted. The main study strategy is quantitative, and makes use of the Multinomial Probit and Ordered Probit models talked about by Long and Freese (2006) for evaluation. Qualitative information from interviews is then familiar with supply detail. Using Harvey and Green typology (1993), a stakeholder design was created, and views on quality were classified into three basic quality views of stakeholder teams: the Public see, the Management see and also the educational View.
In phase 1, findings unveiled that while key scholastic stakeholders usually decided on the importance of these three perspectives with high ratings, on the number 1 option 75% considered the educational View the most crucial. There was no factor between directors and pupils, or between faculty and pupils. Period 2 disclosed some statistically significant connections amongst the members' educational roles —academic administrator, faculty member or pupil — and their degree of arrangement with the three scholastic quality components: scholar high quality, Faculty high quality, and Curriculum high quality. Conclusions also revealed some significant relationships between participants’ academic positions and their first option among the three educational quality elements. Follow-up interviews disclosed that participants had varying explanations for first choices.
||University of Pittsburgh ETD
|ETD Committee Role
||Weidman, John C
||Jacob, W. James
||Shafiq, M. Najeeb
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