Search for a Suitable School Improvement Model: An analysis of Memphis Restructuring Initiative as a School Improvement Reform
Journal Name:
- Eğitim Bilimleri Araştırmaları Dergisi (EBAD)
Keywords (Original Language):
Abstract (2. Language):
At schools where most students cannot learn much and where most students learn
less than they can (Schlecty, 2005), starting reforms with the active participation of all
stakeholders is of unique importance in terms of finding solutions to problems Turkey has
suffered. Various reform efforts have been exerted since republic was extablished in Turkey
such as Tevhid-Tedrisat (Unification of education), public education reforms, different
primary school reforms (initiation of 8-year compulsory education, more recently 4+4+4
reforms) and also higher education reforms (Malche report and afterwards). One of those
reforms is the curriculum-based one initiated in 2003 that aims to prepare youth for a more
realistic life.
This reform taking structural approach as its basis (Gültekin, 2010) was revised in
2005 and started to be implemented in all schools nation-wide. “The other reform initiative
is structural reform with the aim of creating a school-based system in Turkey which has not
still been implemented fully. Changes projected within that framework have resulted in a
great deal of discussion leading to no results” (Akşit, 2007). There are some other school
change efforts and projects, which show that policy makers have some awareness towards
problems deeply rooted in Turkish education system. However, it could be noted that these
reform efforts have not been successful in bringing about changes in teaching behaviors and
have not contributed to students’ success as described by (Desimone, 2000; Elmore, 2002).
This failure has come to fore in Turkey’s rank in PISA test scores. It can, thus, be observed
that there were problems with planning, piloting and implementing change at schools.
Memphis Restructuring Initiative started in 1995 in 161 schools is worth exploring in terms
of specifying the direction of reform efforts, steps to be taken and situations to be avoided
during the process. This study aims to analyze this MRI(Memphis Restructuring Initiative)
in full details, provide lessons to be taken from this initiative and also to provide tips and
pitfalls of educational restructuring process.
Change in education is vital for survival of schools and for the effective adaptation to
changing inside and outside conditions. However, starting a change process can be
daunting and bring in results not intended in the actual implementation plan. Change in
educational context cannot be an overnight success and there are certain steps and variables
to consider during the change process. However, these variables are generally ignored in
educational reform process in Turkey. Searching for models that are implemented in
practice and making use of these experiences is of unique importance in terms of providing
a compass as to what to do and what to avoid during this important process. Thus, this
study aims to review an educational restructuring process started in 1995 in Memphis, the
US, called Memphis Restructuring Initiative which was successful in the first years but then
proved to be ineffective in the latter years. It also aims to provide suggestions for any
educational restructuring process to be launched in Turkish educational context with a focus
on pros and cons of this specific initiative.
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Abstract (Original Language):
Değişim tüm canlılar için, hayatı devam ettirmek için vazgeçilmez bir unsurdur. Canlılar
gibi, bireylerin tek başlarına çözemeyecekleri problemleri çözmek amacıyla kurulan örgütler
de, değişen şartlara göre bir değişim ve dönüşüm döngüsü içinde olmak zorundadırlar. Bu
örgütler içinde, okul örgütleri de dış çevredeki değişimler ile denge kurmak zorundadır.
Okulların yeniden yapılanması (Restructuring), okul örgütlerindeki kritik sistemlerde,
görüntüsel değişimlerin ötesinde radikal değişimleri gerektirmektedir. Türkiye’deki kamu
okullarının toplumun ihtiyaçlarını karşılamakta zorlandığı gerçeğinden hareketle, daha
olumlu öğrenci çıktıları elde etmek ve okulların kendilerine atfedilen rolleri daha etkin
yerine getirebilmeleri için, bu okulların işleyişlerinde sistematik değişimler olması
gerekmektedir. Bu çalışma, bu yeniden yapılanma sürecinde, dünyadaki örnek bir
uygulamayı (Memphis Yeniden Yapılandırma Girişimi) irdelemeyi ve atılacak adımlarda bu
uygulamalardan alınabilecek dersleri ortaya koymayı amaçlamaktadır. Bu amaçla ilk önce
Türkiye’deki Eğitim Reformlarına değinilmiş, daha sonra da Memphis Yeniden
Yapılandırma Girişimi hakkında bilgi verilmiştir.
FULL TEXT (PDF):
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