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This study aimed to determine the effects of environmental factors of the classrooms, where students spend a significant part of their educational life, on the functional and perceptual evaluations of the participants. In the study, it is thought that the environmental factors of classrooms using quad fixed table and seating type desks may affect students' seating preferences and functional and perceptual evaluations. The research hypotheses focused on seating preference and gender independent variables and their correlations. To test these research hypotheses, the classrooms in Gazi University Faculty of Technology A-Block building were selected as the research environment, and an evaluation survey regarding the environmental factors of the classrooms was administered to 201 students using these classrooms. According to the results of the questionnaire, 68% of the female students and 49.2% of the male students preferred to sit near the window, and 61.3% of the female students and 67.5% of the male students preferred to sit on the sides of the quad fixed table and seating type desks. On the other hand, it was determined that male and female students did not find the transition and circulation areas of the classrooms, the distance of the blackboard, the size of the working surface of the desk, the height of the working surface of the desk from the ground, the size of the seating surface of the desk, the height of the seating surface of the desk from the ground, the ease of transition from the desk to the seat, and the comfort of the desk. In addition, it was determined that students had a partially negative approach for the adjective pairs of beautiful/ugly, free/restricted/limited, well-planned/poorly planned, spacious/dreary, peaceful/disturbing, sparse/congested and hot/cold in their perceptual evaluations. [ABSTRACT FROM AUTHOR]

Copyright of Education & Science / Egitim ve Bilim is the property of Turkish Education Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Turkish Educational Sciences is the property of Journal of Turkish Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

It has been discussed throughout history how to teach a language other than the mother tongue. Method is defined as a comprehensive plan that the teacher follows according to his/her objectives and controls the teaching activity. Technique, on the other hand, falls within the scope of method as it is the partial steps followed in classroom lessons. The method in language teaching is one of the important factors affecting the learning process. Although these methods have often emerged as a result of opposing approaches, they have been developed from the past to the present. We can say that this development process was formed on the basis of historical necessity. Each method is seen as an alternative to the previous method. The diversity in language teaching has revealed the problem of which method is more effective. In this article, the most common language teaching methods are discussed and examined. These methods are; grammar-translation method, straight-arrival method (direct method), reading method, audio-linguistic method. Teaching methodsand their positive and negative features are mentioned. [ABSTRACT FROM AUTHOR]

In this study, the effect of ventilation rates determined based on acceptable infection risk on the number of COVID-19 cases, probability of infection and heating energy load in various climatic regions in naturally ventilated higher education classrooms during the SARS-CoV-2 pandemic were investigated. Ventilation rates, number of new cases and probability of infection were determined by the Wells-Riley model adapted to SARS-CoV-2, which was used to model the probability of airborne infection. The annual heating energy load was calculated with the EnergyPlus based building energy simulation according to the heat balance method. The proposed method was applied to university classrooms in different climatic regions as a case study. The findings showed that ventilation rates increased by 51,41% on average compared to pre-COVID-19, and the number of daily COVID-19 cases decreased by an average of 63.19% compared to the conditions of the pre-COVID-19 period to ensure an acceptable infection risk in classrooms. The increase in ventilation rates increased the annual heating energy loads of classrooms to 192.37% with 29322 kWh in a temperate climate compared to pre-COVID-19; by 98.80% with 57083 kWh in cold climate; and by 79.21% with 82467 kWh in very cold climates. In universities with naturally ventilated classrooms during the COVID-19 process, the academic year should be determined according to the periods when ventilation is suitable for indoor thermal comfort control. In this case, the energy consumption due to heating is 86.52% in a temperate climate; 69.60% in a cold climate; in very cold climates, it decreases by 61.40%. These results show that we can better prepare for airborne diseases and other possible epidemics in the future, according to climatic differences. [ABSTRACT FROM AUTHOR]

It is aimed in this study to specify the relationships between high school students' perceptions of literature teachers' humor behaviors and perceptions of empathetic classroom atmosphere. The population of the research comprises of pupils studying at Anatolian and Science high schools in Bursa/Osmangazi in 2021-2022 school year. 943 students studying in graded of 9, 10 and 11 have been selected by random sampling method. The data collection tools are personal information form, human behaviors scale and Empathetic Classroom Atmosphere Attitude Scale. According to the results students tend to perceive the humor behaviors of literature teachers more approvingly. The students in grade 9 perceive human behaviors of teachers less approving and more rejecting and non-humorous humor behaviors than that of in grades of 10 and 11. It has been concluded that although the perceptions of empathetic classroom atmosphere were not very high, they perceived empathetic and positive. When the relationships between high school students' literature teachers' perceptions of humor behaviors and the empathic classroom atmosphere in literature class were examined, positive significant relationships were found between affirmative and productive-social humor behaviors, which are positive humor behaviors and empathetic classroom atmosphere subscales. Negatively significant relationships were determined between sarcastic, rejecting and non-humorous humor behaviors and empathetic classroom atmosphere subscales. [ABSTRACT FROM AUTHOR]

Humans need to live in society, which has led to the establishment of institutions with different structures and mechanisms. Education, which is at the forefront of these institutions, is an institution that performs the direct and indirect socialization processes. The group that experiences these processes most intensely is the classrooms. Classrooms as social groups in unity, displaying characteristics of society. Each classroom has its own characteristics and structure. This study tries to understand how the social dimension of the classrooms is formed from a Symbolic Interactionist perspective. The study was carried out in the first grade at an elementary school in Zeytinburnu with the ethnographic method. Participants consist of 9 female and 7 male students, a male teacher and 16 parents. The data of the study were obtained through teacher, student, parent interviews and observation methods. All data were analyzed with content analysis method and the results are explained. The study, which deals with classroom formation, explains how classroom sociology is formed in interaction with teacher, student, educational practices and physical environment. [ABSTRACT FROM AUTHOR]

Copyright of INES Journal: The Journal of International Education Science / Uluslararası Eğitim Bilimleri Dergisi is the property of INES Journal: The Journal of International Education Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Social Research & Behavioral Sciences / Sosyal Araştırmalar ve Davranış Bilimleri Dergisi is the property of Journal of Social Research & Behavioral Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this study is to investigate the perception levels of classroom management skills of Religious Culture and Moral Knowledge teacher candidates in terms of various variables. The sample of the study consists of 270 pre-service teachers studying at OMU Faculty of Theology in the 2021-2022 academic year and the students participating in the study were selected randomly. In this study, survey model, which is the one of the quantitative research types, was used. The data of the research were collected with the "Classroom Management Skills Scale" developed by İlgar(2007). The data of the research were analyzed with IBM SPSS 22 statistical software program. In the analysis of the data, Mann Withney U test and Kruskal Wallis H-test were used. As a result of the research; teacher candidates' perception levels of classroom management skills were found to be "good/high" (level. It has been determined that the perception levels of teacher candidates regarding classroom management skills do not differ according to the gender and whether they take the special teaching methods course or not but differ according to class, type of teaching and the perception about academic success. [ABSTRACT FROM AUTHOR]

Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Theory & Practice in Education (JTPE) / Eğitimde Kuram ve Uygulama is the property of Journal of Theory & Practice in Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Mersin University Journal of the Faculty of Education / Mersin Üniversitesi Eğitim Fakültesi Dergisi is the property of Mersin University Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Mersin University Journal of the Faculty of Education / Mersin Üniversitesi Eğitim Fakültesi Dergisi is the property of Mersin University Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Higher Education & Science / Yüksekögretim ve Bilim Dergisi is the property of Zonguldak Bulent Ecevit Universitesi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of SPORMETRE: The Journal of Physical Education & Sport Sciences / Beden Eğitimi ve Spor Bilimleri Dergisi is the property of SPORMETRE: The Journal of Physical Education & Sport Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

It is a known fact that the arrangements of the comfort conditions for physical environment elements light, sound, heat, etc. in the context of the function of the spaces and occupants characteristics contributes positively to the issues such as occupant's performance, health, and reduction of energy consumption. These arrangements should be realized both during the design of new buildings and renovation existing structures. One of the renovation procedures in an existing building is to restore the building back into service by strengthening the structural system damaged in the earthquake. The aim of the study can be summarized as proposing a method for determining and improving the visual comfort in buildings damaged by earthquake and renewed by strengthened the structural system, and in this context, determining the changes in the visual comfort conditions building whose structural system has been strengthened, and making some improvement suggestions. In line with this aim, in accordance with the proposed method, the lighting conditions of the building before and after the reinforcement in the classrooms, which are assumed to be typical of an existing education building, were examined and evaluated in the context of relevant standards, and then some improvement designs were made. The findings revealed that although the natural lighting conditions were more favorable before reinforcement in the examined building, it was generally not sufficient in terms of the standards in both cases, and new designs were made to meet the necessary conditions. Thus, the methods proposed in the study and the examination methods and suggestions used specifically for the classrooms will contribute to the creation of suitable conditions for visual comfort and energy efficiency in the spaces in the strengthened buildings. [ABSTRACT FROM AUTHOR]

The aim of this study is to determine the educational philosophies adopted by classroom teachers and to examine them in terms of various variables. For this purpose, the study was carried out on a total of 175 classroom teachers (108 female and 67 male), working in schools affiliated to the Republic of Turkey Ministry of National Education in the Kdz Eregli district of Zonguldak province. "Personal Information Form" and "Education Beliefs Scale" were used as measurement tools in the research. In the survey, which was designed with the relational survey model, the analysis of the data was carried out with t-test and ANOVA. According to the findings obtained from the research, it was concluded that the education philosophy most adopted by primary school teachers is existentialism, and the least adopted educational philosophy is essentialism. While it was determined that the educational philosophies adopted by the classroom teachers did not differ according to gender, age, location of the school where they worked, it was determined that there was a significant difference according to the seniority year and the department graduated. [ABSTRACT FROM AUTHOR]

The ultimate goal of education is to develop people mentally and moral and to gain the ability to be a good person. Ethical and moral values are taught by parents, teachers and educational programs. Proverbs and idioms are effective in making them permanent in a short time. Visually written proverbs on the classroom and the surrounding boards can be unconsciously placed in the memory. The purpose of this article is to discuss how can be used proverbs and idioms to teach values. Participants of this research are students of Faculty of Education of a public university who attended "Ethics and Moral in Education" course at 2020-21 academic year. Interview technique, one of the qualitative research methods, was used in the research. Students shared examples of proverbs based on real life situations of people. It was found that the proverbs related values such as "honesty, cooperation and diligence were mostly repeated. Some of these proverbs are: "The liar's house burned down, no one believed" and "one ne hand washes the other and together they wash the face". [ABSTRACT FROM AUTHOR]

In this study, it is aimed to determine the opinions of the first-grade teachers related to primary literacy teaching by distance education in the light of experiences achieved in the educational activities carried out with distance education due to the Covid-19 epidemic. This study was carried out with the phenomenology design, which is one of the qualitative research patterns. The study group of research consist of 17 classroom teachers working in the city center of Amasya, who were contacted through the easily accessible sampling method. The data were collected from the teachers in the study group using semi-structured interview forms developed by the researcher. The content analysis method was preferred when analyzing the data obtained within the scope of the study. While analyzing the data, the MAXQDA 2020 qualitative analysis program was preferred. As a result of findings achieved, it is found out related that teachers do not have necessary knowledge and experience about distance education, distance education system is fairly new, students age group is young and they are just involved to education system, each student does not have access to electoronic devices or internet, which distance educational activities conducted out with. It is thought that this study will contribute to the identification of problems in distance education, improving future distance education processes, organizing the distance education process in such a way that will facilitate the learning of students in younger age groups. It will also contribute to the literature in distance education process. [ABSTRACT FROM AUTHOR]

Copyright of Inonu University Journal of the Faculty of Education (INUJFE) is the property of Inonu University Journal of the Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Inonu University Journal of the Faculty of Education (INUJFE) is the property of Inonu University Journal of the Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Inonu University Journal of the Faculty of Education (INUJFE) is the property of Inonu University Journal of the Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Mersin University Journal of the Faculty of Education / Mersin Üniversitesi Eğitim Fakültesi Dergisi is the property of Mersin University Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Higher Education & Science / Yüksekögretim ve Bilim Dergisi is the property of Zonguldak Bulent Ecevit Universitesi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Higher Education & Science / Yüksekögretim ve Bilim Dergisi is the property of Zonguldak Bulent Ecevit Universitesi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turkish Journal of Social Research / Turkiye Sosyal Arastirmalar Dergisi is the property of Turkish Journal of Social Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The description of the current place of traditional games and traditional children's games in the educational system is considered important for the assessments of researchers and educational administrators. This study was prepared to examine the place of traditional games / traditional children's games in the preschool education program and elementary, middle school, High school physical education and sports education Curriculum. The research aimed to evaluate the results obtained by examining the education and training programs with the field article. The literature was reviewed in the research, and the document analysis method was used. National and international databases were used to collect data. The data on traditional games/traditional children's games were obtained within the classrooms 2013 Preschool Education Program, the 2018 Physical Education and Game Lesson Curriculum (1-4. Classes), the 2018 Physical Education and Sports Course Curriculum (5-8. Classes), and the 2018 High School Physical Education and Sports Course Curriculum (9-12). The keywords: "Traditional", "Game", "Child and game", "Traditional game", and "Traditional children's games" were scanned and the relevant results were evaluated. As a result of the study, it was concluded that out of the total 435 achievements included in these programs, only 8 achievements include traditional games/traditional children's games. It is recommended that traditional games and traditional children's games that offer mental, physical, social and emotional gains be given more space in educational programs for educational planners and educational administrators. [ABSTRACT FROM AUTHOR]

This research aims to examine the relationship between emotion regulation skills and undesirable behaviors of preschool children, and emotion regulation skills of teachers and parents and teachers' classroom management skills. The research was a relational survey model, one of the quantitative research methods. The sample of the research were 142 pre-school teachers who worked in public or private pre-school education institutions in the center of Siirt province affiliated to Ministry on National Education, and 687 children and 618 parents selected through simple random sampling method from each teacher's class. A personal information form prepared separately for teachers and children, Child Emotion Regulation Scale, Cognitive Emotion Regulation Questionnaire, Problem Behaviour Scale and Classroom Management Skill Level Scale wereused as quantitative data collection tools in the research. Based on the findings obtained from the research, it was established that the emotion regulation skills and classroom regulation skills of teachers had a positive relationship, and cognitive emotion regulation skills predicted classroom management skills. Additionally, it was detected that there was a relationship between the cognitive emotion regulation skills of parents and the problem behaviors of the children. A relationship between children's emotion regulation skills and their problem behavior was unearthed and their emotion regulation skills were found to predict problem behaviors. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Social Sciences Research / Sosyal Bilimler Arastirmalari Dergisi is the property of ODU Journal of Social Sciences Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this study is to determine the relationship between the level of 21st century skills of primary school teachers and their STEM awareness. Correlation study, which is one of the quantitative research methods, was used. The "Multidimensional 21st Century Skills Scale" developed by Şentürk and Çevik (2019) was used to measure 21st century skills of the primary school teachers, and the "STEM Awareness Scale" developed by Çevik (2017) was used to determine their STEM awareness. The research was carried out with 242 primary school teachers working in Gaziantep in the 2019-2020 academic year. The data was analyzed by using Pearson Correlation Coefficient, t-test and ANOVA. The result shows that a positive meaningful relationship was found between 21st century skills of teachers and their STEM awareness. This finding can be interpreted as the fact that classroom teachers have 21st century skills increase the awareness of STEM education and their success in gaining this education to students. [ABSTRACT FROM AUTHOR]

The aim of this study is to investigate the opinions of the prospective classroom teachers who learned to read and write with different types of writing methods, and the legibility levels of their writing. One of the qualitative research methods, phenomenology method was used in the study. The study group of the research consists of the teacher candidates studying in the 3rd and 4th grade in the Classroom Education Department of the Faculty of Education at Çanakkale Onsekiz Mart University in the academic year of 2018-2019. In order to evaluate the legibility of the writings of the prospective teachers participating in the study, the data were collected with the "Multi-Dimensional Legibility Scale" developed by Yıldız and Ateş (2007), and to evaluate their views about manuscript and cursive handwriting styles, the "Teacher Candidate Interview Form" was used. The data were collected with a semi-structured interview form, and NVIVO 12 Plus program was used in the modeling of the data. According to the analysis of the data obtained from the "Multidimensional Legibility Scale" using the "Dictation Studies Form", it was observed that the writings of the most of the participants were not legible, and they wrote more understandable and legible with manuscript writing style than cursive handwriting style. When the type of writing they learned to read and write for the first time was examined, it was concluded that the writings of those who first learned to read and write with manuscript writing style were more legible in texts written both in manuscript writing and in cursive handwriting compared to those who learned with cursive handwriting style. In the analysis of the findings obtained from the interview questions, when the opinions of the classroom teacher candidates participating in the study on the both writing types were compared, the students who learned the manuscript writing type with both writing types expressed more positive opinions. [ABSTRACT FROM AUTHOR]

Teaching efficacy beliefs influence how teachers think about teaching, how they motivate themselves, and how they behave in their classrooms. Science teaching efficacy belief has two dimensions: personal science teaching efficacy and science teaching outcome expectancy beliefs. In this context, it is aimed to examine preservice science teachers' personal science teaching efficacy beliefs and outcome expectancy beliefs. The cross-sectional survey model, one of the descriptive research designs, was used in the present study. The participants were randomly selected from preservice teachers studying at education faculties in the central Anatolian region and who had taken at least one science course during their undergraduate education. Personal information form and science teaching efficacy belief scale were used to obtain the data. The effects of independent variables (department, gender, and grade level) on preservice teachers' personal science teaching efficacy and science teaching outcome expectancy beliefs were examined individually and together, employing a two-way MANOVA test. The teachers' personal science teaching efficacy and science teaching outcome expectancy beliefs differed based on their department. Regarding the grade levels, preservice teachers' outcome expectancy beliefs differed in favor of the senior preservice teachers. However, there were no significant differences in personal science teaching efficacy beliefs. The number of courses related to natural sciences and science teaching should be increased to support preservice teachers' science teaching efficacy beliefs. A greater emphasis on the amount of content knowledge and professional experience in teacher education programs might improve the quality of science education. [ABSTRACT FROM AUTHOR]

In the study, it was aimed to determine the academic procrastination behaviors and time management skill levels of classroom education teacher candidates and to determine the relationship between academic procrastination behavior and time management skills. To this aim, relational survey model is used as research model of the study. Stratified sampling is used as sampling model. Seven universities representing each of the seven geographical regions in Turkey were randomly selected. Sample group of the study consists of 665 teacher candidates studying at classroom teaching departments of seven state universities. "Time Management Scale" and Academic Procrastination Scale" were used as data collection tools in the study. Time Management Scale" was developed by Britton and Tesser (1991) and adapted to Turkish by Alay and Koçak (2002). Academic Procrastination Scale" was developed by Çakıcı (2003). In the study, it was determined that the classroom education teacher candidates have a medium level of academic procrastination behavior. Teacher candidates at first grade showed highest level of academic procrastination whereas teacher candidates at second grade showed lowest level of academic procrastination. Analysis of academic achievement levels indicated that the group with the lowest level of academic procrastination had the highest academic achievement level. The study also revealed that teacher candidates studying at classroom teaching departments had medium level of time management skills and there isn't a significant difference between different grade levels. The groups with high level of time management skill had high level of time management skills. Additionally, it was found that increase in academic procrastination caused a decrease in time management skills. [ABSTRACT FROM AUTHOR]

The purpose of this research is; to design contemporary Turkish courses that lead to the upbringing of highly thought and sensitive individuals with advanced comprehensive and telling skills with educational environments where linguistic, visual and audio stimual stimaics are used to the level, to set out what sample training situations should be like, preparing a sample educational status for higher education in accordance with the data obtained and to give different perspectives to the turkish teaching process. This research is a decimal study in the scanning model. A framework for how multistimed training environments should be configured as a result of examining data sources, the case of exemplary education has been tried to be embodied with an understanding in accordance with this framework. As a result, Turkish language courses in the classroom environment, guided by the tutorial, in a one-to-one relationship, made in practice and carried out by moving multiple steadily into the classroom environment, will fulfill their responsibility and the individual will achieve competence in their native language. [ABSTRACT FROM AUTHOR]

The educational systems have undergone major changes during the COVID-19 pandemic process. In this period, as the educational world is experiencing a rapid transition to distance education, e-learning environments, student-teacher communication and electronic environments are going through changes and developments due to the fact that formal education processes are carried out on the Internet. In this context, revealing students' readiness for new educational strategies and online learning is an issue that calls for an emphasis. The purpose of the present study is to evaluate the readiness levels of pre-service teachers for innovative teaching approaches and e-learning processes. The study is also important as a resource for increasing the efficiency of e-learning processes, increasing the learning outcomes of these processes and increasing the readiness for online learning. The sample of this study, which employs scanning model, consists of 150 pre-service teachers studying at a private university in the TRNC. The 'Readiness Scale for Online Learning' was utilized to evaluate pre-service teachers' readiness for online learning. In the study, the variation in pre-service teachers' readiness levels for online learning by demographic characteristics such as gender, age, department, class, family economic status was analyzed using t-test and ANOVA. The data were collected from pre-service teachers studying at the faculty of education at such departments as Computer and Instructional Technologies, English Language Teaching, Psychological Counseling and Guidance, Classroom Teaching, Pre-school Teaching, Special Education. [ABSTRACT FROM AUTHOR]

The main purpose of this research is to examine the organizational belonging levels of teachers working in different levels and branches and to examine whether the subject creates a significant difference in terms of various variables. The research was carried out with a descriptive survey model. The population of this study; Classroom teachers, primary school branch teachers, who work in any of the public primary school, official secondary school, official vocational and technical Anatolian high school, official multi-program Anatolian, official Anatolian high school, official science high school in the European side of Istanbul in the 2021-2022 academic year, consists of secondary school branch teachers, high school culture teachers and high school vocational teachers; The sample consists of 312 teachers who work in different levels and branches listed above in Bakırköy, Küçükçekmece, Esenler and Bağcılar districts on the European side of Istanbul, determined by the simple sampling method. The data within the scope of the research were obtained by using the demographic information form and the Occupational Belonging Scale. The data obtained through the forms were analyzed with the SPSS 21 program and the arithmetic mean and standard deviation values were calculated. The frequency and percentage values of demographic data of the participants forming the sample were calculated. While analyzing the data, parametric tests were used by making transformations of non-normally distributed scores, independent two-sample t-test, ANOVA test, LSD post hoc test and Pearson correlation test were used. As a result of the analysis of the data, it was seen that the professional belonging levels of the teachers were at a high level. Significant differences were obtained according to age, working time in the same institution, educational status, marital status, and branch variable scores. It has been seen that the professional management belonging of the groups over 40 years old, the professional organization belonging of the undergraduate graduates, the professional management belonging scores of the married teachers compared to single teachers, the professional organization belonging scores of the teachers from different branches participating in the study are significantly higher than the high school vocational teachers. It has been determined that the perceptions of the participants about the organizational belonging levels do not change according to gender, faculty graduated, school level, and the total service period in the profession. [ABSTRACT FROM AUTHOR]

Teaching health information to students can be made possible by the fact that teachers are health literate and reflect health literacy in their classroom behaviours. Based on this idea, this study was aimed to determine the health literacy levels of social studies teachers and to obtain their opinions on the reflection of health literacy on classroom behaviours. In the research, a sequential explanatory pattern from the mixed research method was used. A total of 206 social studies teachers from different regions of Turkey and with different qualifications were included in the participant group of the study. The participant group of the study consists of two parts. The maximum diversity method was used while forming the participant group that statistical data were collected from and while forming the participant group that qualitative data were collected, volunteerism was used. The statistical data of the study were collected by using the Turkish Health Literacy Scale-32 and the qualitative data were collected by using semi-structured interview form. In the analysis of statistical data, Mann Whitney U test and Kruskal Wallis test were used and content analysis was used to analyze qualitative data. At the end of the research, it was concluded that the health literacy levels of social studies teachers are high. On the other hand, it was determined that the health literacy levels of social studies teachers did not differ within the scope of age, gender, education level, and region variables in which they worked. In addition, it was determined that social studies teachers have opinions that they make suggestions about health to their students, use health content in the course, check the health status of their students, and try to be a role model to their students. Recommendations were made depending on the results obtained in the study. [ABSTRACT FROM AUTHOR]

Copyright of Cumhuriyet International Journal of Education is the property of Cumhuriyet University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of E-International Journal of Educational Research is the property of E-International Journal of Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Anadolu University Journal of Art & Design / Sanat & Tasarım is the property of Anadolu University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this study, it was aimed to reveal parents' perceptions related to classroom teachers with the method of metaphor analysis. 107 parents who live in Pazarcık District of Kahramanmaraş province and have students in primary schools participated in the study in 2018-2019 academic year. Parents were asked to complete the openended questionnaire with the question “Classroom teacher is like . . . . . . . . . Because;. . . . . . . . ." To reveal their perceptions of the classroom teacher. As a result of the analysis, 72 different metaphors created by the parents were repeated 220 times . The 220 metaphors obtained are similar and collected under 9 themes according to their common features. The themes created as a result of the analysis are listed according to their frequency values as follows; "luminous", "informing", "giving life", "giving and producing", "guiding", "Shaping", "brave", "role model" and "flower". When the themes in terms of gender are analyzed, female participants are in majority in the themes of “luminous”, “Life-giving”, “Laboring and producing”, “Guiding” and “Shaping". While it is seen that in the categories of “role model” the number of male and female participants was equal. In the “informing” and “Brave” category, male parents are more dominant than female parents. [ABSTRACT FROM AUTHOR]

The aim of this study is to determine the three values that elementary school teachers prioritize and to examine them in terms of their demographic characteristics. The research was carried out with elementary school teachers actively working in the city center of Isparta, Turkey. The participants were made up of 165 volunteer classroom teachers selected through convenience sampling method. Data were collected through the “Prioritized Values Questionnaire” created by the researchers. All the data collected were analyzed with the SPSS program. The first three values that elementary school teachers prioritize were determined as justice, honesty and respect. The first three values were examined in terms of gender, age, seniority, education level and the type of school graduated. No significant difference was found in the first three values in terms of gender. Significant differences were found in the value of respect in terms of age and seniority, in the value of justice in terms of education level and in the value of honesty in terms of the type of school graduated. [ABSTRACT FROM AUTHOR]

Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Hacettepe University Journal of Education is the property of Hacettepe University Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Hacettepe University Journal of Education is the property of Hacettepe University Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)