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In the study, the data for the field of visual arts in BILSEM have been revealed by studying postgraduate theses and articles related to the field of Visual Arts given in Science and Art Centers in between 2007-2017. In the research, the document was examined with the scanning model. In the scope of the research, it has been scanned from Google Scholar with keywords such as "BILSEM", "Art Education", "Visual Arts Education" and "Linear Development" in the YÖK database thesis and related theses and articles between the years 2007-2017 examined in terms of type, subject, sample, university and institute, national/ international, thesis method, data collection tools. In laser scanning, Visual Arts given in BILSEM in 2007-2017 years in Turkey related to Education "Science and Art Centers", "BILSEM", "Arts Education", "Visual Arts Education" and "Linear Development" screening using keywords according to the results of 6 theses (4 Master, 2 PhD) and 8 articles have been found. According to the results of the study, it is seen that there are no postgraduate thesis and articles about Visual Arts Education given in BILSEMs in 2009, 2010 and 2011, and studies have been intensified in between 2012-2017.

This study aimed to explore the timing and strategies of teacher participation in children's play and the factors which have a bearing on teacher participation. This study used qualitative research and conducted observation of natural situations. The samples were preschool teachers in an elementary school's affiliated kindergarten in Hualien. The children were observed while playing at learning areas during free play time. In order to enhance the depth of the research, data were collected from observations of play, interviews with the teacher, and examination of on-site documents. The results of qualitative analysis revealed that preschool teachers usually intervene in children's play actively. Preschool teachers used different strategies depending on the different behavior of children play. As for whether or not to participate; these depend on the teacher's educational philosophy, degree of familiarity with the children, and the overall situation in which the play is occurring. Moreover, each of these factors influences one another, and thus need to be considered together.

The first Turkish musicians who chose composing as a profession were called "The Turkish Five". These composers, listed by their date of birth, were: Cemal Resit Rey, Hasan Ferit Alnar, Ulvi Cemal Erkin, Ahmet Adnan Saygun and Necil Kazim Akses. These composers squeezed the 500 year music culture of Western music into 30-40 years and made important contributions to Turkish contemporary music. The Turkish five went abroad for education and brought their educational and musical culture heritage back to Turkey. Of Turkish Five, Cemal Resit Rey, Ulvi Cemal Erkin and Ahmet Adnan Saygun studied in France. In this paper, the years that Ahmed Adnan Saygun, Cemal Resit Rey and Ulvi Cemal Erkin spent in France were examined with a historical description, and an effort was made to reflect this period. The education they received with intercultural interaction and the contributions of this education to the Turkish Music culture were described. [Paper presented at the 1st Annual International Conference on Fine and Performing Arts, held on 7-8 June 2010 in Athens, Greece.]

The aim of this research is to reveal the accumulation of musical culture of preschool teachers and to get their viewpoints about music culture. The sub-objectives of the research are consisted of finding answers to "To what extent pre-school teachers support the music activities in the city where they work", "how often they participate in these music activities", "what it means to have music culture accumulation in their individual life and educational life". This research was conducted with a survey model and the sample of the research constitutes 221 pre-school teachers studying in Afyonkarahisar city center while its sample is consisted of 55 preschool teachers. The questionnaire was applied to the pre-school teachers who were selected as the sampling in terms of determining their views about music culture and accumulation of their music culture. The data gained from this study was analyzed by a package program named as IBM SPSS statistics version 20. While investigating the relationships among the nominal variable groups, chi-square analysis was performed. On the condition that the expected values in the entries of the 2*2 tables did not have the sufficient volume, Fisher's exact test was used, while in the RxC tables Pearson chi-square analysis was performed with the help of Monte Carlo Simulation. Thus, the existing situation has been determined and what it should be has been found out. This music culture survey involves questions such as "How the pre-school teachers' musical education in the undergraduate study period affects their musical cultures", "What kind of music they listen", "At what level they follow the music activities" and "How musical cultures influence their professional areas and their general life". This study sheds light on the fact that it is necessary to propose and improve the preschool education program in pre-school teacher education period in terms of music culture and music education, and has fundamental aspects in relation to being a source for the future studies on music culture. [This study has been presented as an oral representation paper at the 3rd International Conference on Lifelong Education and Leadership in Polytechnic University of Porto, Portugal, 12-14 September, 2017.]

This research intended to determine the alternative assessment methods used by the preschool teachers and their opinions, knowledge and competencies related to these methods. The research group of the study comprised of 10 kindergarten teachers working in Konya province during the 2017-2018 academic year in Turkey. The data obtained through the semi-structured interview form were evaluated by descriptive analysis. As a result of the research, it has been understood that preschool teachers have benefited from play-based assessment in order to gain concrete information in recognizing and evaluating the children through play. In the portfolio assessments, they have different opinions and applications in using the information and activities in the portfolio. In the program-based assessment, teachers assess children within the framework of training plans through a variety of forms, but teachers claimed that it is not effective to use the program-based approach to assess the aims and achievements of the program and the development of students. Moreover, it has been stated that the dynamic assessment approach is a new and unknown approach to the teachers, and the applications on this approach are limited. Teachers have found themselves unsatisfied in implementing alternative assessment approaches, but it has been understood that teachers are willing to develop themselves. [This study has been presented as an oral representation paper Globets 2018 (An International Conference Education, Technology and Science) in Serbia, 6-9 May, 2018.]

This study, Creative Behavior Observation Form was developed to assess creativity of the children. While the study group on the reliability and validity of Creative Behavior Observation Form was being developed, 257 children in total who were at the ages of 5-6 were used as samples with stratified sampling method. Content Validity Index (CVI) and Confirmatory Factor Analysis (CFA) were applied in order to measure validity of Creative Behavior Observation Form. Test-retest method was used in order to determine if Creative Behavior Observation Form has reliable measurements in time. This study concludes with recommendations for the applicators, researchers and teachers who will use Creative Behavior Observation Form as an instrument to develop creativity of preschool children. [This study has been presented as an oral representation paper at the 2nd International Conference on Lifelong Education and Leadership in Latvia, 21-23 July, 2016.]

The purpose of this study is to determine the attitudes of students from the Hasan Dogan School of Physical Education and Sports towards cheating in exams and to investigate changes in these attitudes in terms of several variables. The survey method was used in the study. The study was conducted during the 2014-2015 Academic year at the Karabük University Hasan Dogan High School of Physical Education and Sports. The Study Group consisted of 178 student teachers from the Physical Education and Sports Department and 159 students from the Sports Management Department. In total, 337 students were selected, using the random sampling method. The Attitude Scale on Cheating in Exams (ASCE), developed by Semerci (2003), was used to collect the data. The scale consisted of one dimension and 67 items, 37 of which were positive and 30 of which were negative statements. The study data were analyzed using the SPSS Package Program. The t-test and One-Way Variance Analysis (ANOVA) were used to analysis the data. The Cronbach's Alpha reliability level of the scale used in the study was calculated to be 0.89. By the end of the study, it was established that the students from the Physical Education and Sports High School had above average attitudes and that attitudes on cheating in exams did not differ according to gender, department, type of high school attended, and YGS points; however, it was also determined that the students' attitudes towards cheating in exams differed according to year level. [This paper was presented at the 4th International Symposium on New Issues in Teacher Education (ISNITE) at Savolinna University, Finland.]

Aim: The purpose of this research is to investigate the effect of recreational activities on the self-esteem and loneliness level of prisoners as an alternative education. Method: The sample of this research consisted of 23 female prisoners who were randomly selected in Kandira prison and detention house. As preliminary and final tests, these prisoners were given a personal information form, self-esteem and UCLA Loneliness Scale. The program lasted one and a half hours a day, two days a week and twelve weeks. The activities were composed of music, dancing, meditation, sports activities, videos and entertaining competitions. The data were analyzed with Wilcoxon and correlation tests in SPSS 18 package program (p<0.05). The findings: The prisoners were aged between 20 and 59 and they were in prison for less than one year and for 10 years. A statistically positive and significant connection was determined between loneliness preliminary test and final test scores (p = 0.001) in the group. A statistically negative connection was calculated in the correlation analysis that was performed between self-esteem level in preliminary and final tests (0.002) and loneliness level in preliminary and final tests (0.012). Conclusion: Recreational activities were specified to have positive effect on increasing the self-esteem level and decreasing loneliness level of the prisoners. [Paper presented at the International Conference on Lifelong Learning and Leadership for All (Olomouc, Moravia, Czech Republic, October 29-31, 2015).]

This paper is based on an empirical study examining Turkish and Kurdish teachers' perception of the national ideology of Kemalism and its effects on Kurdish pupils. A semi-structured interview was conducted with 30 teachers working in the east/southeast provinces of Turkey, which are predominantly inhabited by Kurds. The findings revealed that the Kemalist ideology has serious negative effects on Kurdish pupils, as it directly excludes and alienates the Kurdish identity. This paper also showed that the dominance of Kemalism in education seems to trigger a lot of other issues existing in society such as the exclusion of non-Turks and polarisation.

The historical artifacts that reveal the social, political, aesthetic, moral, architectural, etc. stages, through which the human beings have been; which transfer and reveal information from past to present and future; which have an artistic, historical or archaeological importance are very important physical elements that the present-day civilized societies protect or must protect as cultural values. Such works both strengthen the ties to the past due to the transfer of cultural heritage to existing and future generations and plays a very important role in the writing of the past through the data provided to the researchers. The protection of the historical artifacts was under sharia laws until 1858 in Ottoman Empire, since then, some regulations were done about this issue, in the end, The Permanent Council for the Protection of Ancient Artifacts was established on 21 May 1917 and they reported their one-year activities. In the report prepared by the Council, the first point that draws attention is the fact that they divide Istanbul into two parts as old and new. While the old Istanbul draws attention with the artifacts of Rome and Byzantium and is the region to which the archaeologists give great importance; the new Istanbul is the "eximious" Istanbul that started after the conquest, formed with the examples of beautiful lore artifacts and examples of the civilization. Another important detail of the report is the emphasis on the fact that the Ottoman Turks left the artifacts which demonstrate that "the lore of the Ottoman Turks and their ability in civilization cannot be rejected and denied". When both the Turkish presence in Istanbul and the similar proclamations of the right to life of the Turks here are brought together, the same emphasis is seen that as well as the protection of historical artifacts, the Permanent Council for the Protection of Ancient Artifacts tried to prove its reasonable and legal grounds of its presence in the Ottoman territories, particularly in Istanbul. Within the scope of this study, the point of view of the Ottoman State towards the historical artifacts before the establishment of the Permanent Council for the Protection of Ancient and the establishment, functioning, duties and activities of the before-said council are tried to be explained. [This study was presented at the International Congress of Culture and Science held on 3-5 May 2018 in Ankara.]

By the start of 2015 all University courses in Australia were required to be compliant with the new the Australian Qualifications Framework (AQF). Quality in higher education seeks to achieve three goals - quality of design, quality of conformance and quality of performance. This paper brings together a number of higher education principles such as double loop learning, team teaching and heutagogy in order to satisfy these quality requirements. A pilot program was established to satisfy the changes to the Australian regulatory framework for tertiary education. The paper streamlines integrated ways to bring these aspects together that have not previously been identified in higher education publications. The specific focus is for an MBA course delivered in an Australian regional university. The result is a reflection of the application of the newly devised quality principled based heutagogical double loop learning cycle. The model can assist educational administrators and course developers to facilitate students in becoming independent lifelong self-motivated capable learners while at the same time ensuring the quality assurance principles are met.

This paper presents specific reference tools to provide institutional language integrated support with a specific language plan for a bilingual programme at the University of Malaga. This follows experts' opinions that claim the need of such a plan. While studies show the importance of language support in bilingual instruction, they rarely address specific content professors' needs tending to remain distant from real teaching contexts. The title "The language of learning" highlights the reality of bilingual classrooms to address specific needs of this unique academic scenario. The article examines how language support has a dual focus that includes both students and instructors. The paper concludes with a reflection on interdisciplinary innovation projects that provide professors with the tools to ensure the quality of bilingual programmes.

Students learn best when they are active and engaged. Even when we combine asynchronous and synchronous communication, it is challenging to get the optimal levels of engagement and communication. A number of different ways of creating communication and interactivity have been tested out including mandatory on-campus seminars, small size groups of students, video conferencing with chat and teaching in real time. This paper presents a holistic approach to increase communication and engagement in online teaching by using the blended learning concept. The paper presents three different types of network models that combine synchronous and asynchronous communication. The methodological approach is mainly qualitative. The empirical data is mainly interviews and observations. The respondents are lectures who are teaching online. The theory this research rests on is theory on communication and relevant theory about online teaching. Findings and results are from Lervik's PhD work. The results show that the following conditions promote communication, dialogue and engagement in online teaching: compulsory campus meetings before starting online teaching, having small groups of students online, communicating through video conferencing with chat and teaching in true time. Blended learning will in this case be a combination of synchronous and asynchronous communication. The main findings of this research are that these lecturers conduct online education through three different network models. These three web network models vary with the aim of facilitating the flexibility of online students that combine work and study. A critical factor is to conduct on-campus seminars at the start of the education as this enables the teacher and students to get to know each other and develop the trust required to have the required involvement, engagement and communication. A high level of involvement and engagement will increase the learning outcome from the subsequent online teaching. The blend of learning opportunities provides the students with different approaches that can support different learning styles.

The present paper aims to analyze the trajectory of the Walt Whitman Rostow's modernization theory (1960), the theoretical foundation of the Alliance for Progress, as well as the unfolding of this theory in what Afonso [1] names as the Evaluative State in education. This paper draws upon the works of Afonso [1]; Dale [12]; Gaio [9]; Latham [4]; Loureiro [6]; Neto [11]; Rabe [13]; Ribeiro [7]; Romanelli [8]; Saviani [10] and the official documents of the American government [2]. The literature review and the documental research demonstrate that there is a close tie between the modernization theory's core values and the current international standardized tests, such as the PISA (OECD Program for International Student Assessment), which aim to rank and classify the countries' educational systems according to universal values.

As Building Information Modeling (BIM) became the gold standard of the architecture, construction, and engineering industry, lack of skilled BIM professionals is considered one of the major challenges. While numerous studies have identified different approaches to introduce BIM in construction management (CM) programs, comprehensive frameworks have not been found. To bridge the gap, this paper proposes a three-level framework that provides a systematic coverage of BIM through the entire CM curriculum. The framework consists of a fundamentals level covering BIM contents in most CM subjects, an application level where BIM is applied to solve real-world problems, and an advanced level that focuses on the latest and advanced topics of BIM. The framework aligns most CM subjects to their respective BIM components and exposes CM students to BIM from entry to exit. This paper serves as a case study of how BIM education has been implemented in an undergraduate CM program.

The aim of the study was to assess the effect of stress-response psycho-training on the stress levels of mothers with autistic children. The research was experimental in design encompassing a pretest-posttest model with control and placebo groups. Participation in the study was voluntary with a total of 28 mothers of autistic children included with 10 in the experimental group, 11 in the control group and 7 in the placebo group. The Perceived Stress Scale was used as the data collection tool in the research. Stress-response psycho-training based on the cognitive-behavioral approach developed by the researcher was applied with the aim of lowering stress levels of participants in the experimental group over 9 weekly sessions. The placebo group participated in 3 sessions of group guidance activities about the causes of stress and place in life. The control group did not have any procedures applied. For statistical analysis the repeated measurements variance analysis technique was used. The stress-response psycho-training applied in the research was identified to have a significant effect in reducing the stress levels of mothers with autistic children. The obtained results are discussed within the framework of other research in the relevant literature and recommendations are made. [This research was submitted as an oral presentation to Antalya/Turkey 2017 26th International Conference on Educational Sciences.]

The purpose of this research was to examine the extent to which sport moral decision-making attitudes were applied by the athletes, and the factors that caused it. The research was based on the causal comparative research model. The research group consisted of a total of 475 athletes, of which 195 were basketball athletes randomly selected from seven geographical regions and 280 were wrestling athletes. Lee, Whitehead, and Ntoumanis used data collection tools to measure the moral decision-making attitudes of athletes (Attitude Moral Decision Making in Youth Sport Questionnaire--AMDYSQ). Gürpinar has adapted the "Moral Decision Making Attitudes Scale in Infrastructure Sports" to Turkish culture. Mann Whitney-U test was used in binary comparisons because data were not normally distributed. As a result of the research, significant differences were found according to subscales of moral decision-making attitudes in infrastructure sports, such as wrestling and basketball, according to the subscale of adopting competition affinity, cheating, and winning fairness. In individual and team sports, it can be said that the athletic experiences are firstly influenced by the educational level of the parents after the athletes gain moral behaviors. The results of the research were supported by the literature. [This study was presented in the ERPA International Congress on Education, p.87, held in June, 02-04, 2016, Sarajevo in Bosnia and Herzegovina.]

The paper deals with the analysis of the works of selected pedagogical thinkers in relation to the humanistic pedagogy of C.R. Rogers. The aim of the paper is to identify the components of humanistic pedagogy--Person Centred Education (PCE) in pedagogical theories that were created prior to the PCE. Based on the content analysis, we tried to identify the central components of PCE--empathy, authenticity and acceptance in pedagogical concepts of significant pedagogical thinkers. We focused on selected pedagogical thinkers who lived in Central European space from the first half of the 17th century until the first half of the 20th century. In particular, such thinkers were selected who were ideally close to the PCE bases influenced by European humanism--J. A. Comenius (Komenský) and his lesser known successor J. I. Felbiger, German thinker J. F. Herbart and later O. Chlup influenced by pedocentrism. The above-mentioned authors dealt with the subject of teacher empathy, at Comenius we even have the technique of active listening, and we also find authenticity and acceptance. We can say that these central components of PCE had been used in pedagogical theories to varying degrees before the PCE was established. In addition to enriching and modifying contemporary pedagogical theory, the article also aims inspire interest in pedagogical thinkers of past centuries who have dealt with similar problems in our theories that we are dealing with today. Thanks to this thematically defined reflection of the mentioned pedagogical theories, we can get inspirational insights into some of the problems of contemporary pedagogical theory and practice.

Beliefs and practices are usually guided by philosophies or thought patterns is the case with the Yoruba who believe and regard formal education in high esteem. This high regard and the level of commitment shown to formal education is founded on "Kí òla mi báa lè dára" (that my future may be bright), a philosophy of educational engagement. This philosophy, over time, has gone through three different phases: the popular phase, the unpopular phase and current phase of review. During the popular phase, the attitude of the Yoruba was mostly towards formal educational engagement. They believed without doubt that formal education was the most effective means to a guaranteed bright future. During the second phase, which is the unpopular phase, the philosophy had lost its appeal because it failed to blend theory with practice. Experience showed that formal education is not the most assured means to a guaranteed future. The current phase, which is the third phase, is a stage of re-examining the philosophy thereby making formal education more appealing to youths. This paper examines "Kí òla mi báa lè dára" as a basis for explaining the early focus on formal education among the Yoruba, and how this philosophy has determined the attitude of the Yoruba towards formal education. To buttress existing literature, a questionnaire was administered and data collected from 300 randomly selected youths between the age of 12 and 18. The questionnaires sought to know the role that formal education had played in ensuring a bright future. The paper concluded that formal education is currently no longer perceived as the key factor to achieving a bright future among youths. It also identified ways of improving on "Kí òla mi báa lè dára" as a philosophy of engagement in formal education.

The traditional laboratory investigation uses a procedure written on paper; students then record their responses on a supplied data page or laboratory notebook. In an attempt to make this process more efficient, the use of a Learning Management System (in this case D2L) was used to present the material and collect student feedback. Each student had a University supplied laptop, read the procedure from the screen and submitted answers through D2L. As anticipated there was no change in content knowledge. However surprisingly, subjects felt the paper and pencil approach was easier to use than computer entry. In a subsequent study, the same population in the same course completed an on-line only lecture and lab course. We will discuss the student's reaction to this on-line class.

Improvisatory processes are considered synonymous with play, offering only second-best solutions to art and design problems. The role of improvisation in visual art processes is not widely discussed academically. This paper draws on a case study situated in Namibian art worlds to reflect on the role of improvisation in fluid and complex design and art processes. In Namibian contexts, improvisation is closely related to how artists and designers work instead of only being 'play', as improvisatory processes often respond to pressing demands and notions of having to do what needs to be done to sustain livelihoods. This paper documents and learns from the experiences and stories of Namibian art and design practitioners. The connective role of improvisation in design moments, allowing practitioners to negotiate multidirectional processes, often result in becoming unstuck in art and design processes. A holistic approach to improvisation, based on the understanding of lived experiences and actions within environments in which resources are utilised to solve design problems and build new experiences, is explored. Additionally, through improvisatory processes, learning is stimulated through new experiences that come about by utilizing the available resources within a given environment.

With the changes done in the teacher training process in Turkey, the teachers who are going to begin active duty are asked to take a candidate teacher training under the supervision of an advisor teacher before they start their duty in the city they have been appointed, and these changes have been introduced in 2015-2016 academic years. In this study, it was aimed to evaluate Candidate Teacher Training being applied since 2015-2016 in our country. The study was conducted with 20 classroom teachers who were appointed as teachers in February in 2015-2016 academic years and took their candidate teacher training in Agri. Case study which is one of the qualitative research models was used in the study. Descriptive survey model was used in the study. The data of the study was collected with interviews, 6 open-ended questions prepared by the researchers were asked to the candidate teachers and the obtained answers were analyzed through content analysis. At the end of the study, the candidate teachers expressed their positive opinions on related to their experiences, their knowledge about the school work and operations in the Candidate Teacher Training Process by using the experience of the supervisor and the seminar teachers. However, it was determined that the candidate teachers confront many problems particularly in implementation. The candidate teachers expressed that a much more effective training can be applied by removing the existing problems with the recommendations they made about the process. [This study was presented in II International Social Sciences Conference (12th-14th October 2016--Agri.]

South Sudan achieved political independence in 2011, before plunging into a series of civil wars that have culminated with the signing of the Inter-Governmental Authority for Development, IGAD, driven peace agreement. The Sudan People's Liberation Movement, SPLM, Government has not created conducive environment for political stability in South Sudan. Thus, the political and economic crisis has seen the intervention of neighboring countries in internal affairs of South Sudan to pursue their national interests or within the context of regional bodies such as IGAD to achieve the same. From the outset, the independence of South Sudan was necessitated by the USA led war against global terrorism that is more pronounced at the Horn of Africa and in the context of Sudan's civil war. The natural resources in South Sudan has attracted state and non-state actors with global and regional actors directly or indirectly getting involved in reconfiguring the security matrix with diverse outcomes, some of them with unintended outcome. Wildlife trafficking, gold mining, logging, ivory poaching and illegal charcoal production and commercial bush meat poaching, has created war economics and resource conflicts within the region and beyond. Political crisis in South Sudan, especially the most recent one that triggered civil war in 2013, and persisted to date, has received very little scholarly attention especially its regional security implications. This paper seeks to analyse the security ramifications of the ongoing war for East Africa. The paper will examine the emerging security threats and their regional ramifications. In particular, multiple security ramifications such as armed groups, humanitarian crisis, natural resources and refugees' crisis will be examined in detail to draw conclusions on the scope and depth of the emerging security threats in East Africa.

The primary school Turkish program was basically built on three learning domains. These are the learning domains of verbal communication, reading and writing. The purpose of the present study is to determine primary school teachers' practices and difficulties related to students considered to have undiognosed verbal communication, reading and writing difficulties. The study used the phenomenological research design, one of the qualitative research designs. The sample of the study was composed of a total of 21 primary school teachers servicing in the province of Bayburt during the 2016-2017 educational year. The sample of the study was determined by using the maximum variation sampling method, one of the purposeful sampling methods. The study data was collected through using the semi-structured interview form. In the analysis of the data, the content analysis method was used. Based on the study results, it was concluded that the primary school teachers more frequently carried out the practices of "speaking in front the class about daily events" for the students having speaking difficulties, "using the smart board" for the students with listening difficulties, "one-to-one reading with the teacher" for the students with reading difficulties and "one-to-one dictation work" for the students with writing difficulties; they more frequently had problems related to the "timid behaviors" of the students with speaking difficulties, "losing attention" of the students with listening difficulties and the "poor time management skills" of the students with reading and writing difficulties; they also expected help from families in all the learning domains. [This study was presented as oral presentation in IX. International Education Research Congress.]

Learners' participation in mathematics decreases during their transition from primary to high school. This is despite adolescents' cognitive growth equipping them with enhanced cognitive ability; to learn mathematics. Hence low participation in mathematics does not result from cognitive deficiency. Rather, lack of motivation to learn mathematics may be the factor. According to self-determination theory, motivation results from nurturing three human basic needs: autonomy, connectedness and competence. Since identity is linked to autonomy, identities in mathematics learning impacts motivation to learn the subject. Hence, this paper reports on the action research intervention which took advantage of adolescents' preoccupation with identity formation. In line with continuous cycles of action research, the intervention is the pilot of the ongoing study that seeks to enhance mathematics learning by utilizing non-cognitive factors that resonate with the characteristics of adolescents. The paper reports on how the autonomy to form their identities in mathematics learning, impacted the adolescents' learning and attitude towards mathematics. Qualitative results show that learners lived up to their self-formed identities and this enhanced their motivation to learn mathematics. Further studies that forge positive identities in mathematics classrooms to enhance motivation to learn mathematics are recommended.

Gucciardi et al. (2009) suggest that mental toughness is more a function of environment than domains, and as such, mental toughness is potentially important in any environment that requires performance setting, challenges, and adversities. Due to vital importance of mental toughness in sports and particularly in soccer, this paper focused on the comparison of sport mental toughness levels of soccer officials with their age group, education level, refereeing category and sports experience years. Mental toughness was checked by Sports Mental Toughness Questionnaire (SMTQ). The SMTQ was applied to soccer officials (159 licensed referees) who all were registered to the Turkish Football Federation (TFF). The sample consisted of 146 male subjects, mean age was 29.10 years (SD = 7.54, range = 19-54) and 13 female subjects mean age was 22.82 years (SD = 4.71, range = 19-27). To determine the difference of Sport Mental Toughness level among soccer referees One-Way ANOVA was used for normal distribution and Scheffé Test was used for determining the differences across groups with through SPSS Package 21.0 and the significant level was set at 0.05. The findings of this research paper showed that there were significant differences between soccer officials' three sub-factors (confidence--constancy--control) of mental toughness and their officiating experience years. This could be attributed to the fact that 15 and above years experienced officials were mentally tougher than those with 0-5 years' experience and those with 6-10 years' experience. There were not any significant differences between other variables (refereeing categories, education levels and age groups) of soccer officials and their mental toughness levels.

The paper explores a shift in education from educational systems requiring student adaptation to educational recommendation systems adapting to students' individual needs. The paper discusses the concept of adaptation as addressed in educational research and draws on the system theory of Heinz von Foerster to shed light on how the educational system has used and understood adaptation. In this context, we point out two different approaches to educational adaptation: 1) students adapting to the educational system and 2) the attempt of the educational system to adapt to students through automatized system adaptation and recommendation systems. These different understandings constitute a design framework that is used to analyze two current trends: Adaptive learning systems and learning analytics. Finally, the paper discusses the potential of looking at adaptation as recommendation systems by presenting a case, which is methodologically inspired by Design-Based Research, in the form of a special type of adaptive MOOC, the so-called adaptive SPOC (Small Private Online Course).

The paper discusses some interesting, mainly philosophical paradigms of the modeling and control areas, which are still partly unsolved and/or only partially studied. First the possible introduction of a prejudice free control--similar to the term for the modeling introduced by Rudi Kalman--is investigated. Next the real constraints in real control systems are discussed. It seems that these are the amplitude limit for the actuators in practical systems. Then the application of the HEISENBERG-type uncertainty relationship in control is discussed, combining the robustness of control and quality of modeling. Finally a special irregularity in the classical "LQR" control methodology is treated investing some unreachable poles in the anomaly. The paper constitutes a review of a few specific problems in the control theory. They are enumerated in keywords and discussed on the basis of the references. The authors aim at least to invite further authors to continue such a discussion.

Blended learning is an innovative concept that embraces the advantages of both traditional teaching in the classroom and ICT supported learning including both offline learning and online learning. It has scope for collaborative learning; constructive learning and computer assisted learning (CAI). Blended learning needs rigorous efforts, right attitude, handsome budget and highly motivated teachers and students for its successful implementation. As it incorporates diverse modes so it is complex and organizing it is a difficult task. The present paper discusses the concept of blended learning, its main features and prerequisite of its implementation. Scope of blended learning in Indian educational system is also discussed .The present paper also tries to explain that how blended learning is an approach that needs to be adopted.

Foreign language teachers and learners use digital repositories frequently to find appropriate activities for their teaching and learning activities. The question is: How can content providers support them in finding exactly what they need and in retrieving high quality resources? This question has been discussed in the literature and in the context of research projects. The answers are a taxonomy of searching mechanism and quality criteria of online resources from the methodologic point of view. Correspondingly, this paper introduces a classification of online resources according to the four skills (speaking, writing, reading, listening/watching) and two language use types (grammar, vocabulary), representing the changing paradigm of foreign language teaching and learning. Further the paper identifies quality criteria for designing online learning materials with regard to content, methodology, technic and design. Finally, the findings are illustrated by an example of a learning scenario.

Entrepreneurship has revealed a new way of considering learning in educational institutions; but it presents a challenge to most schools. Entrepreneurial learning is asking the teachers to allow pupils to see new possibilities, take initiatives and be self-directed. However, this is difficult for teachers, since they are used to being in control of the teaching and are fixated on conventional curricula, teaching methods, use of knowledge, teaching styles, teacher-student relations, culture, habitat and assessments [1]. In entrepreneurship education, we tend to have a single focus, e.g. "motivation", "self-directed learning", "learning goals" etc., but maybe we need to broaden our focus and look at the bigger picture. The main question in this paper is: how can we understand the challenge that entrepreneurial learning poses to the teacher's role and the learning culture in schools and additionally, how can we develop entrepreneurial education that meets these challenges? The paper refers to our research in a public school. Based on this research and additional literature review [1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11] we suggest adding a design approach to entrepreneurship education. Additionally, we present a design approach that also takes the student's personal and inner focus into account.

Plagiarism is an academic misconduct commonly found in the educational institutions nowadays. This paper first defines the types of plagiarism and explains the typical reasons for university students to engage in plagiarism. Then, the factors influencing plagiarism are discussed, including the access of materials on the Internet, the social norm of students and the academic policies in universities. This paper suggests an educational approach with the emphasis on the formative assessment to alleviate the problem of plagiarism. Formative assessments are more helpful when students do not need to hide their mistakes and are open about their limitations. This can provide more support for students developing their learning skills, compared with summative assessments in which students do all to suggest competence and conceal ignorance. A survey was performed to collect data about university students' attitudes to the final year project that is a kind of formative assessments. According to the result, the formative assessment is practical for students to understand plagiarism and avoid it. In addition, the learning experience from formative assessments is perceived to be beneficial in completing summative assessments.

This paper investigates the feedback and assessment routines that are being established in the subject of pedagogy in the new model of Kindergarten Teacher Education (Barnehagelaererutdanning--BLU) in Norway. This scope is chosen due to the particular role of the subject of pedagogy in strengthening the understanding of the practice field, and in ensuring a coherent, professionally oriented perspective. The data comprise group interviews with three pedagogy teachers, two pedagogues from in-service kindergartens and one interview with one student. The gathered data were analysed according to guidelines for qualitative content analysis, and interpreted in the light of Cultural-Historical Activity Theory (CHAT). Results show that pedagogues both at BLU and in-service kindergartens experience many challenges connected to formative assessment and feedback practice: (a) a tacit, private and low-priority assessment culture; (b) current practice characterized by summative assessment methods; and (c) minimal collaboration between involved participants. In conclusion, the paper suggests the following improvements in the area of feedback and assessment in the new BLU: (a) establishing a closer and more reciprocal collaboration between all participants; (b) encouraging a shared understanding of central goals and methods in formative assessment; and (c) increasing the status of assessment work and ensuring time resources to involved teachers.

The purpose of this study is to observe prospective teachers' cognitive structures related to Turkish World. In this scanning model study, WAT (Word Association Test) had been applied to 332 prospective teachers in Nigde Ömer Halisdemir University. And they were asked to write what comes into their heads when it is said Turkish Republics and Turkish World. Words were given to the prospective teachers. According to the research, "Turk" is the only common Word which is related to the concept of six independent Turkish Republics and Turkish World. There is no any other common word except this, perceived by prospective teachers. Students generally independent Turkish Republic and Turkey they do not have a lot of information and perceptions about the world; they know the general concept of popular culture, it said they did not know specific concepts or people belonging to the country. Independent of the Turkish states K.K.T.C. It has become the most irrelevant and disconnected with other countries. K.K.T.C. with the only common link between other countries "Turkey" was the word. Students are most perceptive grasp of Azerbaijan, while country-owned; they have been gripping the country at least perceptually Uzbekistan. [This article was presented at the 3rd International Dynamic, Exploratory and Active Learning Conference (IDEAL 2016).]

Learners in higher education are self -driven to attain goals and objectives of what is required by the Universities for career prospects in the fields of Sciences and Technology. This paper analyses theories of experiential learning which will contribute to implementation of Ethical behaviors in science and technology towards citizenship learning. This paper will focus on the theoretical aspects of the conceptions of learning, cultural implications of learning, how different types of knowledge contributes to learning and analyses why such knowledge and learning is insufficient to meet long term sustenance in life. Educational aims for sustenance of life through theories and practice have been discussed in ancient texts and education requires the re-integration of Ethics in all disciplines, particularly in Science and Technology. Education for higher order thinking emphasizes on creating discriminative skills, critical thinking, implementing knowledge as reflective practitioners and for the progress of society. The review and analysis of Experiential Learning theories and its contribution to practical ethics is discussed in this paper. The emphasis on knowledge and skills are explained by theorists and this paper discusses how the theories can be implemented in critical pedagogy for practical ethics related to the fields of Science and Technology at the tertiary level.

Human being since its evolution is continuously struggling to combat inherent prowess of violence and conflict as a part of biological species which is falling in an ambivalent position in the ecosystem. It was realized long years back that only peaceful coexistence can ensure the prolonged journey of humanity without any turmoil. But this realization and its implementation have always been a herculean task for those who tried to do it through different forms. In fact, they have to sacrifice their lives also for doing the same. The prevailing long history of wars, revolts, conflicts all across the world are the glaring examples in this regard which have tried to subvert the desire for peace among the peace loving people in a very indifferent manner. In due course of human evolution, various modes were taken to instill the significance of peace in the humanity. Religion, music, painting, folktales, architecture, etc. are used prominently to spread the message of peace by highlighting the repercussion of violence in different forms. But it has been seen that the impact of all these modes were not as pervasive as desired. Despite of their intensive usages in different cultural settings in its own specific ways, the intensity of violence and conflicts could not be minimized and the climax can be seen in the form of two world wars which have been fought within such a short span of time. Immediately after the wars, the search for another mode was started and it was found that education can be that mode through which the goal of peace can be achieved and sustained for a long period of time through adoption of correct strategies and techniques. In the course of due deliberations, proper frameworks have been created in the education systems of different countries of the world to minimize the occurrence of violence along with promoting peace. This paper is attempting to highlight those efforts and to critically present the case for the effectiveness of education as a catalyst for peace building through the model. The paper got concluded by emphasizing on the changing aims of education revolving around to gain true peace through different channels.

This study aims to investigate students' perceptions about democratic school climate and sense of community in school. In line with this purpose, it aims to find answers to the following questions: How democratic do students find the school climate? What is students' sense of belonging level at school? What is the academic success level of students? Is there a significant relationship between students' democratic school climate scores and sense of community in school scores? The study, which was designed as a descriptive one to identify the present situation, made use of democratic school climate scale as data collection tool. Students' academic success was evaluated based on their grade point averages. The participants were students in a School of Foreign Languages department in a university in southern Turkey. The study utilized descriptive statistics and Pearson product-moment correlation coefficient analysis techniques. It was found that students' sense of community in school perceptions were higher than their perceptions about democratic school climate. Although there was not a high relationship between academic success and perceptions about sense of community in school and democratic school climate, students with very low academic success had low perceptions about democratic school climate and sense of community in school. As for those with very high academic success, they were found to have high perceptions in relation to these variables. In line with the findings obtained from the study, some recommendations were made for democratic school climate. [This study was presented at VI. International Conference on Critical Education (August 10-13, 2016, London, England).]

Purpose: this paper investigates the effectiveness of teaching methods used in graphic design pedagogy in both analogue and digital education systems. Methodology and approach: the paper is based on theoretical study using a qualitative, case study approach. Comparison between the digital teaching methods and traditional teaching methods was described. Results: the paper illustrated the promises of developing creativity and innovation potentials within graphic design students, highlighted the responsibility of design educators and graphic design students in this improvement. It evaluates the importance of principles found in traditional teaching methods. This paper suggests a set of recommendations and strategies that can enhance various intellectual and physical skills. Conclusions: the study suggests a set of recommendations to develop a framework that would be ideal in developing a new curriculum of graphic design teach for undergraduate students.

This paper considers Wikipedia and collaborative editing in general: what is Wikipedia, how does it work as a collaborative editing project? Who publishes there, how do these people collaborate, is there a hierarchy among them? And what about Wikipedia quality control: is it efficient, how good is the factual quality of the content? Can Wikipedia be re-used for academic work--and if so, where and how? How does Wikipedia cope with research findings; can they be found on the platform? What influence does Wikipedia have on research and education; how should universities cope with the fact that open knowledge can be found there within a matter of seconds? This paper addresses the issue in a rather hands-on and down-to-earth approach that will allow us to draw some interesting conclusions about the role of open Internet knowledge (such as that which can be found on Wikipedia) for learning and knowledge creation. We will be placing a special focus on academia: for instance, how should universities of applied sciences define "competency based learning" at a time when so many answers can be readily found on Wikipedia? Here the paper does not strive to come to generalized conclusions, but it does strive to find some modest, surprising and--last but not least--also practical answers. The current paper is based on library research, an online analysis of the current Wikipedia website, and interviews with Swiss Wikipedia activists.

This research was aimed at the investigation of mobile device and computer use at a higher learning institution. The goal was to determine the current use of computers and mobile devices for learning and the students' reading speed on different platforms. The research was contextualised in a sample of students at the University of South Africa. Students indicated their use of computers and mobile devices for educational purposes in closed questions. The results of this case study showed that most students preferred reading from university supplied printed materials than from notes downloaded on computers or mobile devices. The percentages of students who use computers and mobile devices were calculated. Students currently use computers more than mobile devices for reading downloaded notes. A mobile eye tracker was used to analyse the students' reading speed on paper, and on a mobile device. Screen based eye tracking was also used to analyse the participants' reading speed when reading on a desktop screen. Participants who read on paper had the fastest reading speed than those who read on mobile device or computer screen.

The paper presents the results of the pre-research conducted under the project entitled "Seniors in the Eyes of Children". The main objective of the project was to create and test a research tool in order to establish what the attitudes of pupils to old age and seniors were. Semantic differential was chosen for these purposes. Semantic differential serves to map attitudes, penetrates the deeper layers of thinking, and tries to understand the individual meanings of words and the feelings of respondents. The paper primarily deals with the semantic differential method, the preparation and implementation of the pre-research, the process of creation of the research tool, and the individual steps in the collection and evaluation of data.

The aim of this paper is to determine prospective teachers' personal characteristics to multicultural education. It is also aimed to reveal whether there are meaningful differences in prospective teachers' personal characteristics to multicultural education according to their genders, age and number of siblings. The descriptive model was chosen to analyze in this paper. Likewise quantitative data was collected. The participants of the paper are 308 (220 female and 88 male) prospective teachers studying at Kirklareli University pedagogical formation certificate training program in the 2015-2016 academic year. The data collected by using the Turkish version of "Multicultural Personality Questionnaire". The data of this research were analyzed by SPSS 17. During the analysis of data arithmetic mean, standard deviation, t-test, the analysis of one way variance (ANOVA) and LSD test were used. According to these results prospective teachers' scores of "Multicultural Personality Questionnaire" has been found to be high. "Multicultural Personality Questionnaire" sub-dimensions were examined. Prospective teachers' multicultural personality has been highest in "cultural empathy" sub-dimensions and prospective teachers' multicultural personality has been lowest in "flexibility" sub-dimensions. Meaningful differences were found in favor of female prospective teachers toward "cultural empathy" and "emotional balance" sub-dimensions of the questionnaire. Meaningful differences was found in "Multicultural Personality Questionnaire" according to prospective teachers' ages but no meaningful differences was found in "Multicultural Personality Questionnaire" according to prospective teachers' number of siblings.

The teacher of English Language is often hard pressed to find interesting and authentic ways to present language to target second language speakers. While language can be taught and learned, part of it must be acquired and short texts provide powerful tools for doing so and reinforcing what has been taught/learned. This paper starts from research, but utilizes the studies and experience to present a way of integrating language skills through the use of short texts. Short texts provide opportunity to focus on detail on aspects of reading (nominal and pronominals, direct references, allusion, imagery, inference making, use of schemata), listening and speaking, vocabulary, grammar and even writing skills in ways that a full length text may not. In addition, short texts give weak language learners a sense of fulfillment as readers, instead of the frustration of reading long texts without comprehension. The paper will utilize four short texts to demonstrate to teachers how they can enable their learners to develop different skills of/in English as the target language. The texts and approaches are versatile, and depending on tasks could be used with any students SL learners of high school, or even university, as long as tasks are set at the right cognitive and literary levels. The methods discussed here could also be used with other languages.

This paper points out educational study is not only a pure macro-oriented focus such as analysis for policy and ideological formation; rather, it also must be in synchronicity with the actual socio-historical process and the baseline of everyday life in the micro level. Thus, this paper considers that emotional issues may be the good windows to inquire schoolteachers' everyday lives. First, this paper reviews relevant theories in multiple disciplines to systematically politicize emotions as an important site of educational research. Second, this paper emphasizes that to understand emotions are inscribed in culture and ideology, as "embodied and situated." Finally, this paper's focus is not only on how social factors affect what schoolteacher feel, but also on how schoolteachers mobilize their feeling to creation a condition for social transformation. That is, the ultimate purpose is to answer "can one explain the possibility of resistance from an oppressed position through emotion mobilization?" and to build up this model--the emotional requirement for subversive action: "structure of feeling" is an important social condition for intervention from anger to joyful/hopeful commitment to social transformation.

This article deals with problematic fields which influence the level of reading strategies of fifteen to nineteen years old pupils (e.g. selected productive learning activities, work with diverse types of texts and information sources etc.). Moreover, the paper provides information about efficiency testing of pupils in selected reading strategies during entrance examination to high school and high school graduation exams. What is the connection between the trends in the Czech and foreign curriculum based upon the PISA and PIAAC outcome application? The aim of this paper is the reflection and analysis of key issues of the functional reading literacy, the methods employed were: content analysis of a selected part of the Czech curriculum, outcome comparison of international reading literacy researches PISA and PIAAC, reflection and analysis of approaches to test tasks for entrance examination to high school. This paper points out the complexity of curricular system, i.e. interdependence of primary, secondary and lifelong reading education.

Nations are tasked with expanding education, increasing its accessibility and quality to develop skilled labour forces needed to compete in the global world. Every nation is under pressure to strive to give their learners an opportunity to explore their potential to achieve the national and global educational goals. In learning, language and culture play a vital role in achieving educational goals at individual, national and international levels. This paper is part of the main study that used the qualitative approach to investigate how the language-in-education policy is implemented in ethnically and linguistically complex classrooms. The policy recognises only two languages of instruction: the national and a foreign language. Therefore, the idea is to see how such a policy is implemented in situations where learners do not speak the two languages. The findings indicate that there are challenges that could impede on achieving both the national and global educational goals especially Education for All goals as regards ethnic minority groups. The study observed that some of the marginalized groups such as BaZezuru and San lag behind due to language barrier and different lifestyle which are not considered in the implementation process. The paper recommends a reconsideration of the language-in-education policy that is inclusive in order to achieve the Education for All goals.

Mathematics classrooms instruction in Nigeria secondary schools has been termed a major problem to both teachers and their students. Most classroom activities are teacher-centred with students as mere listeners and recipients of knowledge rather than being active initiators of their knowledge. This paper seeks to investigate the effects of introducing inclusion to Nigerian mathematics classroom in combating these problems. Four mathematics teachers taught senior secondary mathematics in three secondary schools in Northern Nigeria for fifteen weeks, adopting the concept of inclusion in their classroom teaching. Using the qualitative case study approach, the researcher used students' interviews and focus group discussions to determine the perceptions, strategies and benefits of using inclusive strategy to mathematics classroom instruction to collect data for this paper. Data collected from focus group interviews were analyzed using grounded theory approach. The results of the study revealed positive changes in students' attitude towards mathematics classroom instructions. This also helped to facilitate students' engagement, collaboration and interest in mathematics during the research as the students felt included in the mathematics classroom instruction. The researchers therefore suggested that adoption of an inclusive mathematics classroom in Nigeria will enable student learning and reduced the teachers domineering attitude during mathematics classroom instruction.

The paper concerns the opportunities of use information and communication technologies for the education purposes. It presents key assumptions of the European Union policy concerning innovative methods of training and the prospects for their further development. As nowadays one can observe increasing activity of the children and young people in the Internet space out of school as well, making them aware of the dangers on the network and ways to protect them becomes crucial. These issues are the focus of attention of the European Commission, as an executive body of the European Union, responsible for proposing legislation and implementing decisions. The paper presents Member State initiatives and key assumptions of the European Union policy aimed at protecting the youth against the consequences of irresponsible use of information and communication technology. Showing the growth of risks associated with the use of the Internet by minors should be recognized as the one of the main objectives of the article. The paper provides an answer to the question whether described initiatives are effective and adequate to rapidly changing reality.

This paper presents a description of the metadata harvester software development. This system provides access to reliable and quality educational resources, shared by Mexican Universities through their repositories, to anyone with Internet Access. We present the conceptual and contextual framework, followed by the technical basis, the results and future work. This paper is based on the experience gained from working with the technical committee of the project sponsored by CUDI-CONACYT titled: Metasearch of Educational repositories to Promote the Use of Learning Objects and Open Educational Resources: Best Practices.

Although sociology education is celebrating its 100th year anniversary in Turkish higher education, the field itself is not known quite well by the society. Familial worries in the context of emotional sociology are very important because families may have when they think of their child's future especially after graduation from university. Primary aim of this paper is to find out the essence and main sources of parental worries. In this paper it is assumed that status of sociology in society and its education are inseparable parts and there are mutual relationships among them. Using phenomenological approach data gathered from 25 parents are analysed. Findings revealed that insufficient employment opportunities as well as little information about sociology are the essence or main reasons of parental concerns.