Research Article
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Year 2023, Volume: 10 Issue: 2, 174 - 194, 30.03.2023
https://doi.org/10.17275/per.23.35.10.2

Abstract

References

  • Akdoğan, A. (2014). Researching the effective school qualities and school culture of the schools that apply International Baccalaureate PYP in Turkey. (Unpublished doctoral dissertation). İstanbul University, Institute of Educational Sciences, İstanbul.
  • Akhan, A. (2009). Expectations of parents of private primary schools and levels of expectations. (Unpublished master’s thesis). Yeditepe University, İstanbul.
  • Arslan, B. (2008). Accreditation in teacher education and a model for accreditation of teacher education in Turkey. (Unpublished doctoral dissertation). Ankara University, Ankara.
  • Blouin, D., Tekian, A., Kamin, C. & Harris, I. (2018). The impact of accreditation on medical schools’ processes. Medical Education. 52, 182-191.
  • Boal A. & Nakamoto J. (2020). School change: How does IB Primary Years Programme implementation impact school climate? Research Summary. WestEd, California, USA.
  • Bursalıoğlu, Z. (1978). Theory and Practice in Educational Administration. Ankara University Faculty of Education Publishing.
  • Büyükgenç, F. (2014). Reflections on the International Baccalaureate Programme; Graduates’ perspectives. (Unpublished master thesis). Ankara University, Institute of Educational Sciences, Ankara.
  • Creswell, J.W. (2007). Qualitative Inquiry & Research Design: Choosing Among Five
  • Approaches. SAGE Publications.
  • Dattey, K., Westerheijden, D.F., & Hofman, W.H.A. (2017). Impact of accreditation on
  • The improvement of operational inputs after two cycles of assessments in some Ghanaian universities. Quality in Higher Education, 23(3), 213-229.
  • Day, C., Townsend, A., Knight, R. & Richardson, K. (2014). School leadership in the Primary Years Programme-An IB Funded Project 2014-15. The University of Nottingham.
  • Dikbaş, İ. (2008). Expectations and satisfaction of parents: Example of private foundation schools. (Unpublished master’s thesis). Yeditepe University, İstanbul.
  • Dix, K. & Gregory, S. (2020). The impact of the IB Primary Years Programme on student well-being and other related social-emotional learning outcomes. The Australian Council for Educational Research (ACER).
  • Elliot, C. (2013). The impact of AACSB accreditation: A multiple case study of Canadian university business schools. Canadian Journal of Administrative Sciences. 30(3), 203-218.
  • Frawley, R. (2014). Should accreditation be conducted by the federal government? E-journal of Education Policy, 1-7.
  • Getchell, L. A. (2010). Effects of International Baccalaureate Primary Years Programme on teacher philosophy, perceptions of efficacy, and outlook on education. Doctoral Thesis, University of Denver.
  • Gough, A., Sharpley, B., Pal, S. & Griffiths, M. (2014). The International Baccalaureate PYP in Victorian government primary schools, Australia Final Report. RMIT University, Melbourne.
  • Gürkan, B. (2020). The effects of designing a transdisciplinary inquiry-based curriculum on pre-service teachers: A case of International Baccalaureate. Journal of Education and Science, 6(206), 407-440. http://dx.doi.org/10.15390/EB.2020.9334
  • Halıcıoğlu, M. (2008). The IB Diploma Programme in national schools: the case of Turkey. Journal of Research in International Education. 7(2), 164-183.
  • Hesapçıoğlu, M. & Nohutçu, A. (1999). The factors that affect the private school preferences of the parents and the advertisement strategies of the private schools. Atatürk Faculty of Education Journal of Educational Sciences, 11(11), 183-202.
  • International Baccalaureate Organization (IBO). (2014). Primary Years Programme Learning and teaching. IBO Ltd.
  • Katz, D., and Kahn, R. (1966). The Social Psychology of Or¬ganization. Wiley.
  • Kısakürek, M.A. (2007). Faculty of Education and Accreditation Workshop on Science with Education Perspective. AU. Faculty of Educational Science Publications: Ankara. Publication no: 204.
  • Knappenberger, A. (2018). Third, Fourth and Fifth Grade Teachers’ Experience with Academic Parental Involvement at Denied-Accreditation Elementary Schools in Virginia: A Phenomenological Study. (Unpublished doctoral dissertation). Liberty University.
  • Koca, C., & Ünal, F. (2018). Investigation of the opinions of a Waldorf kindergarten on the different aspects of mission, vision, and differentiations in Turkey. Journal of Qualitative Research in Education, 6(3), 185-206.
  • Kocabaş, E., & Akkök, F. (2007). Comparing students in the IB and the regular lycee program on the family communication patterns and the social skills acquired. Turkish Psychological Counseling and Guidance Journal, 27(3), 157-164.
  • Lejeune, C. & Vas, A. (2009). Organizational culture and effectiveness in business schools: a test of the accreditation impact. Journal of Management Development, 28(8), 728- 74.
  • Lunenburg, F. & Ornstein, A. (2013). Educational Administration: Concepts and Practices (6th ed.). Wadsworth Cengage Learning.
  • Lunenburg, F. (2010). Schools as open systems. Schooling, 1(1), 1-5.
  • Mathews, J. G. & Johnson, G. P. (1995). Per pupil expenditures and school district accreditation: what does the total per pupil expenditure indicator in the 1993 Mississippi report card mean? Annual Meeting of the Mid-South Educational Research Association Speeches/Conference Papers Reports.
  • Merriam, S. B. (2009). Qualitative Research: A Guide to Design and Implementation. New Jersey: Jossey-Bass.
  • Nguyen, H.C., & Hien T.T. (2017). Exploring the impact of accreditation on higher education in developing countries: a Vietnamese view. Tertiary Education and Management, 24(2),154-167.
  • Oraz, B. (2019). Leadership challenges in the transition from national educational program (Non-Ib) to International Baccalaureate (IB) educational program (Unpublished master’s thesis). Maltepe University, Institute of Social Sciences, İstanbul.
  • Özkanoğlu, Ö. (2015). Early childhood teachers’ views about and practices with differentiated instruction in the Primary Years Programme. (Unpublished doctoral dissertation), Middle East Technical University, Institute of Social Sciences, Ankara.
  • Patel, D.D. (2012). Impact of Accreditation Actions: A Case Study of Two Colleges Within Western Association of Schools and Colleges Accrediting Commission for Community and Junior Colleges. (Unpublished doctoral dissertation) Southern California University.
  • Pham, T.H. (2018). Impacts of higher education quality accreditation: A case study in Vietnam. Quality in Higher Education, 24(2), 168-185.
  • Ramirez, B. (2014). International accreditation as global position taking: an empirical exploration of U.S. accreditation in Mexico. High Education. 69, 361–374.
  • Savage, M. & Drake, S. (2016). Living transdisciplinary curriculum: Teachers’ experiences with the International Baccalaureate’s Primary Years Programme. International Electronic Journal of Elementary Education, 9(1), 1-20.
  • Seheryeli, M. & Gelbal, S. (2020). Challenges of the International Baccalaureate Diploma Programme in schools in Turkey and solution proposals. International Journal of Curriculum and Instructional Studies, 10(1), 221-260.
  • Senge, P. (2006). The Fifth Discipline: The Art and Practise of The Learning Organisation. New York: Currency/Doubleday.
  • Twigg, V. (2010). Teachers’ practices, values, and beliefs for successful inquiry-based teaching in the international baccalaureate primary years program. Journal of Research in International Education, 9(1) 40–65.
  • Toe, D., Lang, J., Paatsch, L., Yim, B., Jobling, W., Doig, B. & Aranda, G. (2015). Assessment of Student Development and Learning in IB PYP Schools, Final Report. Deakin University, Geelong, Australia.
  • Uçman, O. (2019). A comparison of the school teachers’ vocational motivations and effective school features between the schools that practice MoNe’s curriculum and the schools that practice PYP (Unpublished master’s thesis). Ege University, Institute of Social Sciences, İzmir.
  • Ülker, N. (2015). International research on the influence of accreditation of foreign language preparatory programs on academic quality (Unpublished doctoral dissertation). Marmara University, Institute of Educational Sciences, İstanbul.
  • Wood, R.M. (1999). An analysis of administrators’ and teachers’ perceptions of the accreditation process and its impact on school improvement in a selected group of public schools in East Alabama (Doctoral dissertation). Auburn University, Alabama.
  • Wozniak, E. (2017). Independent school accreditation and the learning organization (Doctoral dissertation). Cardinal Stritch University, Wisconsin.
  • Yalçınkaya, M. (2002). The Open system theory and its applications to the school. Gazi Journal of Faculty of Education, 22 (2), 103-116.
  • Yin, R. K. (2003). Case Study Research: Design and Methods. Sage Publications.

Impact of Accreditation on Schools: An examination in Terms of Open System Elements

Year 2023, Volume: 10 Issue: 2, 174 - 194, 30.03.2023
https://doi.org/10.17275/per.23.35.10.2

Abstract

This study aims to examine the effect of accreditation on schools in terms of open system elements. For this purpose, the research was designed as a multiple-case study. Three private primary schools accredited by International Baccalaureate Organization's Primary Years Program (PYP) were chosen as cases. The data were collected through interviews, observations, and documents. The data were analyzed using Katz and Kahn's Open System Theory with a thematic analysis method. Although the three schools have different characteristics, it has been observed that the PYP has similar and positive effects on the system elements. The formation of these positive effects and the successful implementation of the program was observed to be dependent on the attitude of the school community towards the accreditation program. The findings also suggested that the professional competence of the staff as PYP practitioners, the adaptation of change, communication, and team skills played a decisive role. Teachers and administrators working in PYP schools reported that they experienced tension in aligning the national curriculum with the PYP and balancing academic success expectations with the program's achievements. To cope with such tensions, it is argued that schools that want to be accredited need to analyze their realities in terms of the school vision, economic conditions, and parent expectations. It is suggested that schools will benefit better and manage the accreditation process successfully when relevant evaluations, before the start of accreditation studies, are performed on sustainability, cost-benefit, and readiness of the school community.

References

  • Akdoğan, A. (2014). Researching the effective school qualities and school culture of the schools that apply International Baccalaureate PYP in Turkey. (Unpublished doctoral dissertation). İstanbul University, Institute of Educational Sciences, İstanbul.
  • Akhan, A. (2009). Expectations of parents of private primary schools and levels of expectations. (Unpublished master’s thesis). Yeditepe University, İstanbul.
  • Arslan, B. (2008). Accreditation in teacher education and a model for accreditation of teacher education in Turkey. (Unpublished doctoral dissertation). Ankara University, Ankara.
  • Blouin, D., Tekian, A., Kamin, C. & Harris, I. (2018). The impact of accreditation on medical schools’ processes. Medical Education. 52, 182-191.
  • Boal A. & Nakamoto J. (2020). School change: How does IB Primary Years Programme implementation impact school climate? Research Summary. WestEd, California, USA.
  • Bursalıoğlu, Z. (1978). Theory and Practice in Educational Administration. Ankara University Faculty of Education Publishing.
  • Büyükgenç, F. (2014). Reflections on the International Baccalaureate Programme; Graduates’ perspectives. (Unpublished master thesis). Ankara University, Institute of Educational Sciences, Ankara.
  • Creswell, J.W. (2007). Qualitative Inquiry & Research Design: Choosing Among Five
  • Approaches. SAGE Publications.
  • Dattey, K., Westerheijden, D.F., & Hofman, W.H.A. (2017). Impact of accreditation on
  • The improvement of operational inputs after two cycles of assessments in some Ghanaian universities. Quality in Higher Education, 23(3), 213-229.
  • Day, C., Townsend, A., Knight, R. & Richardson, K. (2014). School leadership in the Primary Years Programme-An IB Funded Project 2014-15. The University of Nottingham.
  • Dikbaş, İ. (2008). Expectations and satisfaction of parents: Example of private foundation schools. (Unpublished master’s thesis). Yeditepe University, İstanbul.
  • Dix, K. & Gregory, S. (2020). The impact of the IB Primary Years Programme on student well-being and other related social-emotional learning outcomes. The Australian Council for Educational Research (ACER).
  • Elliot, C. (2013). The impact of AACSB accreditation: A multiple case study of Canadian university business schools. Canadian Journal of Administrative Sciences. 30(3), 203-218.
  • Frawley, R. (2014). Should accreditation be conducted by the federal government? E-journal of Education Policy, 1-7.
  • Getchell, L. A. (2010). Effects of International Baccalaureate Primary Years Programme on teacher philosophy, perceptions of efficacy, and outlook on education. Doctoral Thesis, University of Denver.
  • Gough, A., Sharpley, B., Pal, S. & Griffiths, M. (2014). The International Baccalaureate PYP in Victorian government primary schools, Australia Final Report. RMIT University, Melbourne.
  • Gürkan, B. (2020). The effects of designing a transdisciplinary inquiry-based curriculum on pre-service teachers: A case of International Baccalaureate. Journal of Education and Science, 6(206), 407-440. http://dx.doi.org/10.15390/EB.2020.9334
  • Halıcıoğlu, M. (2008). The IB Diploma Programme in national schools: the case of Turkey. Journal of Research in International Education. 7(2), 164-183.
  • Hesapçıoğlu, M. & Nohutçu, A. (1999). The factors that affect the private school preferences of the parents and the advertisement strategies of the private schools. Atatürk Faculty of Education Journal of Educational Sciences, 11(11), 183-202.
  • International Baccalaureate Organization (IBO). (2014). Primary Years Programme Learning and teaching. IBO Ltd.
  • Katz, D., and Kahn, R. (1966). The Social Psychology of Or¬ganization. Wiley.
  • Kısakürek, M.A. (2007). Faculty of Education and Accreditation Workshop on Science with Education Perspective. AU. Faculty of Educational Science Publications: Ankara. Publication no: 204.
  • Knappenberger, A. (2018). Third, Fourth and Fifth Grade Teachers’ Experience with Academic Parental Involvement at Denied-Accreditation Elementary Schools in Virginia: A Phenomenological Study. (Unpublished doctoral dissertation). Liberty University.
  • Koca, C., & Ünal, F. (2018). Investigation of the opinions of a Waldorf kindergarten on the different aspects of mission, vision, and differentiations in Turkey. Journal of Qualitative Research in Education, 6(3), 185-206.
  • Kocabaş, E., & Akkök, F. (2007). Comparing students in the IB and the regular lycee program on the family communication patterns and the social skills acquired. Turkish Psychological Counseling and Guidance Journal, 27(3), 157-164.
  • Lejeune, C. & Vas, A. (2009). Organizational culture and effectiveness in business schools: a test of the accreditation impact. Journal of Management Development, 28(8), 728- 74.
  • Lunenburg, F. & Ornstein, A. (2013). Educational Administration: Concepts and Practices (6th ed.). Wadsworth Cengage Learning.
  • Lunenburg, F. (2010). Schools as open systems. Schooling, 1(1), 1-5.
  • Mathews, J. G. & Johnson, G. P. (1995). Per pupil expenditures and school district accreditation: what does the total per pupil expenditure indicator in the 1993 Mississippi report card mean? Annual Meeting of the Mid-South Educational Research Association Speeches/Conference Papers Reports.
  • Merriam, S. B. (2009). Qualitative Research: A Guide to Design and Implementation. New Jersey: Jossey-Bass.
  • Nguyen, H.C., & Hien T.T. (2017). Exploring the impact of accreditation on higher education in developing countries: a Vietnamese view. Tertiary Education and Management, 24(2),154-167.
  • Oraz, B. (2019). Leadership challenges in the transition from national educational program (Non-Ib) to International Baccalaureate (IB) educational program (Unpublished master’s thesis). Maltepe University, Institute of Social Sciences, İstanbul.
  • Özkanoğlu, Ö. (2015). Early childhood teachers’ views about and practices with differentiated instruction in the Primary Years Programme. (Unpublished doctoral dissertation), Middle East Technical University, Institute of Social Sciences, Ankara.
  • Patel, D.D. (2012). Impact of Accreditation Actions: A Case Study of Two Colleges Within Western Association of Schools and Colleges Accrediting Commission for Community and Junior Colleges. (Unpublished doctoral dissertation) Southern California University.
  • Pham, T.H. (2018). Impacts of higher education quality accreditation: A case study in Vietnam. Quality in Higher Education, 24(2), 168-185.
  • Ramirez, B. (2014). International accreditation as global position taking: an empirical exploration of U.S. accreditation in Mexico. High Education. 69, 361–374.
  • Savage, M. & Drake, S. (2016). Living transdisciplinary curriculum: Teachers’ experiences with the International Baccalaureate’s Primary Years Programme. International Electronic Journal of Elementary Education, 9(1), 1-20.
  • Seheryeli, M. & Gelbal, S. (2020). Challenges of the International Baccalaureate Diploma Programme in schools in Turkey and solution proposals. International Journal of Curriculum and Instructional Studies, 10(1), 221-260.
  • Senge, P. (2006). The Fifth Discipline: The Art and Practise of The Learning Organisation. New York: Currency/Doubleday.
  • Twigg, V. (2010). Teachers’ practices, values, and beliefs for successful inquiry-based teaching in the international baccalaureate primary years program. Journal of Research in International Education, 9(1) 40–65.
  • Toe, D., Lang, J., Paatsch, L., Yim, B., Jobling, W., Doig, B. & Aranda, G. (2015). Assessment of Student Development and Learning in IB PYP Schools, Final Report. Deakin University, Geelong, Australia.
  • Uçman, O. (2019). A comparison of the school teachers’ vocational motivations and effective school features between the schools that practice MoNe’s curriculum and the schools that practice PYP (Unpublished master’s thesis). Ege University, Institute of Social Sciences, İzmir.
  • Ülker, N. (2015). International research on the influence of accreditation of foreign language preparatory programs on academic quality (Unpublished doctoral dissertation). Marmara University, Institute of Educational Sciences, İstanbul.
  • Wood, R.M. (1999). An analysis of administrators’ and teachers’ perceptions of the accreditation process and its impact on school improvement in a selected group of public schools in East Alabama (Doctoral dissertation). Auburn University, Alabama.
  • Wozniak, E. (2017). Independent school accreditation and the learning organization (Doctoral dissertation). Cardinal Stritch University, Wisconsin.
  • Yalçınkaya, M. (2002). The Open system theory and its applications to the school. Gazi Journal of Faculty of Education, 22 (2), 103-116.
  • Yin, R. K. (2003). Case Study Research: Design and Methods. Sage Publications.
There are 49 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Hatice Adıyaman This is me 0000-0002-5458-8538

Zehra Keser Özmantar 0000-0002-6753-2621

Publication Date March 30, 2023
Acceptance Date March 10, 2023
Published in Issue Year 2023 Volume: 10 Issue: 2

Cite

APA Adıyaman, H., & Keser Özmantar, Z. (2023). Impact of Accreditation on Schools: An examination in Terms of Open System Elements. Participatory Educational Research, 10(2), 174-194. https://doi.org/10.17275/per.23.35.10.2