Document analysis of school district policies on advanced programs, ınternational baccalaureate, and dual credit programs in the United States

Bu çalışmanın amacı, Amerika Birleşik Devletleri genelinde uygulanan, lisede okurken üniversitede saydırılabilecek dersleri alma (Advance Placement), Uluslararası Diploma (International Baccalaureate) ve alınan dersi hem lise hem de sonrasında üniversite transkriptinde göstererek Çift Kredilendirme (Dual Credit) programları ile ilgili belgeleri incelemektir. Bu sayede farklı uygulamalar arasındaki, benzerlikleri ve farklılıkları ilgili belgelerden tespit etmek, öğrenci ve aileler için bu belgelerin ne derece okunabilir ve anlaşılabilir olduklarını belirlemek hedeflenmiştir. Doküman analizi yöntemi kullanılan bu çalışmada, Amerika Birleşik Devletleri genelinden rastgele seçilen 42 okul bölgesinin sözü edilen programlarla ilgili kılavuzluk etme amacıyla hazırlanan başvuru, yerleştirme, bilgilendirme vb. amaçlı belgeleri araştırmanın verilerini oluşturmuştur. Her bir yönetmeliğin okunabilirlik puanı FleschKincaid okunabilirlik testi ile ölçülmüş, ve kolay okunabilirlik puan kılavuzuna göre değerlendirilmiştir. Çalışma elde edilen sonuçlara dayalı olarak uygulamaya yönelik önerilerde bulunulmuştur.

Amerika birleşik devletlerinde uygulanan; lisede ders alıp üniversitede saydırma, uluslararası diploma ve çift kredilendirme programları belgelerinin incelenmesi

The aim of the study was to investigate the similarities and differences among the school district policies on Advanced Placement, International Baccalaureate, and Dual Credit programs across the United States and how complicated the policies are for parents and students to read and comprehend. The study was designed as a document analysis in which a total of forty-two school districts were randomly selected across the nation, and their policies on these three advanced programs were used as the data source. Flesch-Kincaid readability test was employed to measure the readability of the each district policy based on the pattern of reading ease score guideline. In addition, implications for practice were given based on the findings of the study.

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