English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Zendy Pro

Presents the zaia usage as premium feature

ZAIA

Presents AI Discovery search usage as a premium feature

AI Discovery

Presents AI Discovery explain and summary usage as a premium feature

Content Analysis

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Presents the pdf analysis as premium feature

PDF Analysis

1500 Top-up

3000 Top-up

Zendy Basic

2500 Top-up

Zendy Unlimited

Presents the access of premium content as premium feature

Premium Content

In this study, countries with the highest levels of achievement according to math and science scores in the PISA exams and countries with the lowest levels of achievement were compared in terms of school-based management policy indicators in education. This research is a quantitative research method. The research is in statistical scanning model. Data are taken directly from EUROSTAT, OECD and PISA database. The educational systems of the countries with the highest scores in the PISA exams and the countries with the lowest scores were compared. It is seen that local governments have more funding for schools, schools have the authority to determine their own teachers, schools have the authority to determine the textbooks, students have the authority to evaluate student achievement and the school budget, and these rates are above the OECD average. In high score countries inter-school disadvantage was below the OECD average. In low score countries inter-school disadvantage was above the OECD average. Article visualizations:

EVALUATION OF IMPACT TO PISA SUCCESS OF SCHOOL-BASED MANAGEMENT POLICIES