Etkili Okulda Öğretim, Öğrenme ve Başarı

Akbaşlı, S. & Diş, O. (2019). Öğretmen görüşlerine göre okul-aile işbirliğinin okul ortamına yararları. Turkish Studies, 14(7), 3597-3613. http://dx.doi.org/10.29228/TurkishStudies.37834

Aksoğan, M. & Özdemir, O. (2022). Tutum ve motivasyonun akademik başarı üzerindeki etkilerinin yapısal eşitlik modellemesi ile incelenmesi. Birey ve Toplum Sosyal Bilimler Dergisi, 12(1), 207-222.

Altunay, E. (2017). Sınıf yönetiminde öğretmenlerin öğretimsel liderlik rolleri. Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 20(37), 19-44.

Arslan, M. Ş., Adgüzel, A., Çiçek, M., & Akcan, M. (2023). Etkili okul ve nitelikleri. Journal of Social, Humanities and Administrative Sciences, 9(71):4050-4054. http://dx.doi.org/10.29228/JOSH AS.73989

Aslan, M.E., Gündüz, M.F., Aslan, A., Ay, H., Saçınalp, Ö., & Pekdemir, A. (2022). Eğitim kurumlarında etkili okul ve okul iklimi konularının kuramsal bağlamda açıklanması. Socrates Journal of Interdisciplinary Social Studies, 8(24), 120-134.

Ayık, A., & Ada, Ş. (2009). İlköğretim okullarında oluşturulan okul kültürü ile okulların etkililiği arasındaki ilişki. Gaziantep Üniversitesi Sosyal Bilimler Dergisi, 8(2), 429-446.

Balcı, A. (2014). Etkili okul ve okul geliştirme-kuram, uygulama ve araştırma. (Geliştirilmiş yedinci baskı). PegemA Yayıncılık.

Beycioğlu, K. (2015). Öğretmen liderliği. N. Konan (Ed.), Eğitim yönetiminde yeni liderlik yaklaşımları içinde. (s. 157-180). PegemA Yayıncılık.

Bryan, J., & Henry, L. (2012). A model for building school-family-community partnerships: Principles and process. Journal of Counseling and Development (JCD), 90, 408-420.

Bulach, C. R. (2001). A 4-step process for identifying and reshaping school culture. Principal Leadership, 1(8), 48–51.

Can, N. (2010). Öğretmen liderliği. PegemA Yayıncılık.

Ceylan, E., Sağırekmekçi, H., Tatar, E., & Bilgin, İ. (2016). Investigation of middle school students’ science course achievement according to their curiosity, attitude, and motivation levels. Uşak University Journal of Social Sciences, 9(1), 39-52.

Cleary, T., & Chen, P.P. (2009). Self-regulation, motivation, and math achievement in middle school: Variations across grade level and math context. Journal of School Psychology, 47, 291-314. https://doi.org/10.1016/j.jsp.2009.04.002

Cothran, D.J., & Ennis, C. D. (2000). Building bridges to student engagement: Communicating respect and care for students in urban high schools. Journal of Research and Development in Education, 33(2), 106-117.

Daniel, J., Quartz, K. H., & Oakes, J. (2019). Teaching in community schools: Creating conditions for deeper learning. Review of Research in Education, 43(1), 453-480. https://doi.org/10.3102/0091732X18821126

Demir, M. K., & Budak, H. (2016). The relationship between self-regulating, motivation and metacognitive skills and mathematics success of 4th grade students. Buca Faculty of Education Journal, 41, 30-41.

Dodson, C. K. (2005). The relationship between school effectiveness and teachers' job satisfaction in north Mississippi schools [Unpublished doctoral dissertation]. Mississippi University.

Downer, J.T., & Myers, S.S. (2010). Application of a developmental/ecological model to family-school partnerships. S. L. Christenson & A. L. Reschly (Ed.), In

Handbook of school-family partnerships (pp. 3-29). Routledge.

Duta, N., Tomoaica, E., & Panisoara, G. (2015). Desirable characteristics defining to describe an effective teacher. Social and Behavioral Science, 197, 1223-1229. https://doi.org/10.1016/j.sbspro.2015.07.383

Emina, H., & Žunić-Pavlović, V. (2018). School climate and school culture: A framework for creating school as a safe and stimulating environment for learning and development. Zbornik Institutaza Pedagoska Istrazivanja, 50 (1), 113-134.

https://doi.org/10.2298/ZIPI1801113H

Epstein, J.L., Sanders, M.G., Simon, B.S., Salinas, K.C., Jansorn, N.R., & Van Voorhis, F. L. (2002). School, family, and community partnerships: Your handbook for action. (Second Edition). Corwin Press.

Fagnano, C.L., & Werber, B.Z. (2019). School, family and community interaction. A view from the firing lines. Routledge.

Frost, D., & Judy D. (2003). Teacher leadership: Rationale, strategy and impact. School Leadership ve Management, 23, 2; 173-186.

Global Teacher Prize Varkey Foundation. (2025, 14 January). 2025 Finalists Global Teacher Prize - Rumeysa Çevlik. https://globalteacherprize.org/news/global-teacher-prize-finalists/2025-finalists-global-teacher-prize/1759/1759-Rumeysa-Cevlik

Hallinger, P., & Murphy, J.F. (1986). The social context of effective schools. American Journal of Education, 94( 3), 328-355.

Helvacı, M.A., & Aydoğan, İ. (2011). Etkili okul ve etkili okul müdürüne ilişkin öğretmen görüşleri. Uşak Üniversitesi Sosyal Bilimler Dergisi, 4(2), 41-60.

Himmetoğlu, B., Ayduğ, D., & Bayrak, C. (2017). Eğitim örgütlerinde hesap verebilirliğe ilişkin okul yöneticilerinin görüşleri. Turkish Online Journal of Qualitative Inquiry (TOJQI), 8(1), 39-68. https://doi.org/10.17569/tojqi.288852

Hutton, D.M. (2017). Leadership performance model for the effective school principal. Journal of School Leadership, 27(4), 553-580.

Javornik, Š., & Klemenčič Mirazchiyski, E. (2023). Factors contributing to school effectiveness: A systematic literature review. Eur. J. Investig. Health Psychol. Educ., 13(10), 2095–2111. https://doi.org/10.3390/ejihpe13100148

Kazemi, S., Divband, A., Keshavarz, F., Gebleverdi, H., & Agelzadeh, D. (2024). Identifying the characteristics of effective schools using the synthesis research approach. Applied Educational Leadership, 5(3), 99-114. https://doi.org/10.22098/ael.2023.12107.1213

Kesici, A. (2018). Lise öğrencilerinin matematik motivasyonunun matematik başarısına etkisinin incelenmesi. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 37(2), 177-194. https://doi.org/10.7822/omuefd.438550

Lakomski, G. (2001). Organizational change, leadership and learning: Culture as cognitive process. International Journal of Educational Management, 15(2), 68-77.

Leithwood, K., Louis, K., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning. The Wallace Foundation.

Lezotte, L.W. (2001). Revolutionary and evolutionary: The effective school’s movement. http://www.brjonesphd.com/uploads/1/6/9/4/16946150/revolutionary_and_evolutionary-_the_effective_schools_movement_-_dr._lawrence_w._lezotte.pdf

MacNeil, A.J., Prater, D.L., & Busch, S. (2009). The effects of school culture and climate on student achievement. International Journal of Leadership in Education, 12(1), 73-84.

Maier, A., Daniel, J., Oakes, J., & Lam, L. (2017). Community schools as an effective school improvement strategy: A review of the evidence. Learning Policy Institute. https://eric.ed.gov/?id=ED606765

Minke, K. (2010). Helping teachers develop productive working relationships with families: The CORE model of family-school collaboration. International Journal for School-Based Family Counseling, 2(1), 1-13.

Ngang, T.K., Abdulla, Z., & Mey, S.C. (2010). Teacher leadership and school effectiveness in the primary schools of Maldives. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education), 39, 255-270.

Niemi, H. (2016). The societal factors contributing to education and schooling in Finland: In H. Niemi, A. Toom & A. Kallioniemi (Eds.), Miracle of education: The principles and practices of teaching and learning in Finnish schools (Revised 2nd ed.) (pp.23-40). Sense Publishers.

Nithyanandam, G.K. (2020). A framework to improve the quality of teaching-learning process -A case study. Procedia Computer Science, 172, 92-97.

Novakowski, J.T. (2024). Analyzing teacher-student relationships in the works of John Dewey. Education and Culture, 39(2), 47-75.

Polatcan, M., & Cansoy, R. (2018). Türkiye’de etkili okul araştırmaları: Ampirik araştırmaların analizi. Sakarya University Journal of Education, 8(3), 8-24.

Poon, Y. X. (2020, 29 Jan). How Finland designed its schools around well-being. https://govinsider.asia/intl-en/article/anna-korpi-how-finland-designed-its-schools-around-childrens-mental-health

Resmi Gazete (2021, 5 Şubat). Millî Eğitim Bakanlığına bağlı eğitim kurumlarına yönetici seçme ve görevlendirme yönetmeliği. https://www.resmigazete.gov.tr/eskiler/2021/02/20210205-1.htm

Sammons, P., Hillman, J., & Mortimore, P. (1995). Key characteristics of effective schools: a review of school effectiveness research. (Report No. ISBN-0-85473-447-3). London Univ. (England). Inst. of Education. https://files.eric.ed.gov/fulltext/ED389826.pdf

Sanders, M.G. (2001). Schools, families, and communities partnering for middle level students’ success. National Association of Secondary School Principals (NASSP Bulletin), 85(627). https://doi.org/10.1177/019263650108562

Sanders, M.G. (2013). Building school-community partnerships: Collaboration for student success. Corwin Press.

Schulte, D. P., Slate, J. R., & Onwuegbuzie, A. J. (2010). Characteristics of effective school principals: A mixed-research study. The Alberta Journal of Educational Research, 56(2), 172-195.

Sınav Eğitim Kurumları. (2024, 22 Temmuz). LGS 2024 Türkiye genelinde en yüksek puanlı ilk 100 Anadolu ve Fen lisesi. https://sinav.com.tr/HaberDetay/genel/lgs-2024-turkiye-genelinde-en-yuksek-puanli-ilk-100-anadolu-ve-fen-lisesi/26815

Stronge, J. (2007). Qualities of effective teachers. (2nd Edition). Association for Supervision and Curriculum Development.

Susiani, K., Suastra, I.W., & Arnyana, I.B.P. (2022). Study of improving the quality of learning in an effort to improve the quality of elementary school education. Jurnal EDUCATIO (Jurnal Pendidikan Indonesia), 8(1), 37-44. https://doi.org/10.29210/1202221786

Şişman, M. (2020). Eğitimde mükemmellik arayışı etkili okullar. (6. Baskı). PegemA.

Tasgin, A., & Tunc, Y. (2018). Effective participation and motivation: An investigation on secondary school students. World Journal of Education, 8(1), 58-74.

Taylor, R. T., & Williams, R. D. (2001). Accountability: Threat or target? School Administrator, 58(6), 30-33.

Titrek, O., Delioğlan, M., & İpekli, N. (2021). Effective school research in Turkey: content analysis of articles (2000-2020). Bartın University Journal of Faculty of Education, 10(3), 586-597. https://doi.org/10.1016/buefad.959543

Turhan, M., Şener, G., & Gündüzalp, S. (2017). Türkiye’de okul etkililiği araştırmalarına genel bir bakış. Turkish Journal of Educational Studies, 4(2), 103-151.

Wolfendale, S. (2025). Effective schools for the future: Incorporating the parental and family dimension. S. Wolfendale & J. Bastiani (Eds.), In The contribution of parents to school effectiveness. Routledge. https://doi.org/10.4324/9781003636427-2

Van Breda-Verduijn, H., & Heijboer, M. (2016). Learning culture, continuous learning, organizational learning anthropologist. Industrial and Commercial Training, 48(3), 123-128. https://doi.org/10.1108/ICT-11-2015-0074

Van der Kooij, K., Veld, L., & Hennink, T. (2021). Motivation as a function of success frequency. Motivation and Emotion, 45, 759-768. https://doi.org/10.1007/s11031-021-09904-3

Verlie, B. (2019). Bearing worlds: Learning to live-with climate change. Environmental Education Research, 25(5), 751-766. https://www.tandfonline.com/doi/abs/10.1080/13504622.2019.1637823

Yumuşak, H., & Korkmaz, M. (2021). Okul etkililiği konulu tez ve makalelerin incelenmesi: Bir içerik analizi çalışması. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 41(3), 1771-1800.