Mathematics teacher quality: Its distribution and relationship with student achievement in Turkey
Asia Pacific Education Review, cilt.14, sa.2, ss.231-242, 2013 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 14 Sayı: 2
- Basım Tarihi: 2013
- Doi Numarası: 10.1007/s12564-013-9242-4
- Dergi Adı: Asia Pacific Education Review
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus
- Sayfa Sayıları: ss.231-242
- Anahtar Kelimeler: Equity, Mathematics achievement, Mathematics education, Middle school
- Boğaziçi Üniversitesi Adresli: Evet
Özet
A main purpose of the present study was to investigate the distribution of qualified mathematics teachers in relation to students' socioeconomic status (SES), as measured by parental education, among Turkish middle schools. Further, relationships between mathematics teacher quality indicators and students' mathematics achievement were explored. Data from the 2007 Trends in International Mathematics and Science Study were used. Relationships between mathematics teacher quality and students' mathematics achievement were investigated using hierarchical linear modeling. The current study identified SES-related inequities in access to qualified mathematics teachers in Turkey. Low-SES students were more likely to be taught by mathematics teachers who had less than 3 years of experience or who did not hold a degree in mathematics or mathematics education. On the other hand, years of experience and a degree in mathematics or mathematics education were found to be substantially related to Turkish eighth-grade students' mathematics achievement. Low-SES students' mathematics teachers were also more likely to report a lack of confidence in their preparation to teach various mathematics contents. © 2013 Education Research Institute, Seoul National University, Seoul, Korea.