%0 Journal Article
%T Implications of between-school tracking for Turkish students
%A Bilge Sel£¿uk
%A Wenke Niehues
%A Yasemin Kisbu-Sakarya
%J -
%D 2019
%X Previous multilevel analyses for Turkey show that performance differences of students vary more between schools than within schools. These school-disparities might be associated with Turkey¡¯s tracking system and related differences in student body and learning environments of school tracks. Since it is not known how Turkey¡¯s low-performing vocational, low-performing academic, and high-performing academic school tracks differ regarding students¡¯ family background, motivational and behavioral engagement of students, and schools¡¯ learning environments, we analyzed the PISA 2012 data to examine these differences. Results indicate that Turkish students which attend high-performing academic schools are more likely to have higher socio-economic status, display higher confidence in their math ability, are less engaged during class and are exposed to a richer learning environment than students attending low-performing academic schools. Policy implications of each finding are discussed in detail
%K Okullar aras£¿ izleme
%K Sosyo-ekonomik durum (SED)
%K T¨¹rk £¿£¿renciler
%K Motivasyonel ve davran£¿£¿sal ili£¿ki
%K £¿£¿renme ortam£¿
%U http://dergipark.org.tr/turje/issue/46754/453383