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This study aims to examine the effectiveness of collaborative learning, augmented reality, and learning cycle models on students' language success. This study employed meta-analysis methodologies to examine data derived from 54 studies with a sample size of 2,837 participants in Turkey. The data sources were obtained from online database searches on national and international databases from 2008 to 2022, published in Turkey. Through the random effects model, data analysis was done by Stata software to determine the overall effect size and the heterogeneity of the studies. The findings showed that all instructional methods were positively effective, including collaborative learning (g = 0.895) and augmented reality (g = 0.856), which had a high effect, while the overall effect of learning cycle models (1.485) had an excellent effect on the language success of students. Additionally, in the moderator analysis, there were no significant differences according to the type of publication, target class, sample sizes, or practice time. The investigators found that the significant positive effects were present for all three contemporary instructional methods. Therefore, these findings highlight that the use of the three examined instructional methods has the potential to improve student language achievement, and suggest that teachers should strongly consider implementing collaborative, augmented reality, and learning cycle activities within their language classrooms.

The purpose of this research is to evaluate the effectiveness of Duolingo's game-based methodology in improving speaking proficiency within mobile language learning, while also examining the specific attributes and strategies contributing to its success and exploring implications for language education and learner optimization. Given the growing prevalence of mobile language learning platforms, the research meticulously scrutinizes the specific attributes and strategies employed by Duolingo that contribute to the refinement of oral fluency. This study employs a mixed methods design, integrating phenomenological and experimental approaches through a pre, post and attainment speaking tests with a control group design supported with metaphorical perceptions. The findings underscore the pivotal role of assimilating technological advancements and gamified pedagogical approaches within language education to expedite effective intercultural communication across multifarious linguistic landscapes. Furthermore, the results emphasize the importance of continuously adapting language learning methodologies to leverage emerging technologies and gamification strategies in order to foster effective communication skills in diverse linguistic contexts. The implications for prospective inquiries advocate for longitudinal investigations delving into the enduring implications of mobile game-based language learning on comprehensive linguistic acquisition, necessitating comparative inquiries to ascertain the comparative efficacy of diverse mobile applications in fostering distinct language proficiencies. Additionally, probing the influence of individual learner attributes and predilections in optimizing the utilization of mobile language learning applications could yield valuable insights for tailoring language acquisition paradigms.

The aim of this research is to determine the opinions of Social Studies teachers about teaching students the skills in the curriculum. Obtaining the opinions of Social Studies teachers regarding the acquisition of the skills in the program will contribute to the improvement of the infrastructure and practices of the skills that are difficult to acquire. A qualitative research method was adopted to collect data in the study. Consistent with the research method, a phenomenological approach was followed. The study group of the research consists of a total of 16 Social Studies teachers who are work in middle schools, 11 of whom are female and 5 of whom are male. A form containing both closed and open-ended questions prepared by the researchers was used as a data collection tool in the study. These data were analyzed using the descriptive analysis method. According to the findings of the research, among these skills, the ability to recognize stereotypes and prejudice (N = 12) and empathy (N = 8) are among the most difficult skills to acquire; cooperation (N = 11) and social participation (N = 9) skills were found to be in the category of skills that are most easily acquired. As a result of the research, it was seen that the skills that the participants had the most difficulty in acquiring were the ability to recognize stereotypes and prejudices and the skill of empathy, whereas they did not have difficulty in gaining cooperation and social participation skills. At the end of the research, the factors affecting the acquisition of skills were interpreted in line with the findings and contexts were established.

The present study aimed to examine the mediator role of academic self-efficacy and the moderator role of gender in the relation between attitude towards distance education and academic life satisfaction. The Study Group consisted of 452 participants who were studying at 3 different state universities in Turkey. The Attitude Scale towards Distance Education Applied in the Period of the Outbreak, Academic Self-efficacy Scale, and Academic Life Satisfaction Scale were used as the data collection tools. The data were analyzed by using the SPSS package program. As a result of the analyses, it was found that academic self-efficacy plays a partial mediating role in the relation between the attitude towards distance education and academic life satisfaction. Another important finding of the study was that the mediating effect of academic self-efficacy was moderated by gender in the relation between attitude towards distance education and academic satisfaction. Although the attitude towards distance education in women had a significant impact on self-efficacy belief, it was not the same in men. The findings of the study were discussed in the light of similar studies in the literature.

The aim of this study is to determine the effect of shared instructional leadership and social capital on school effectiveness according to teacher perceptions. The study was designed in a descriptive relational survey model. The sample of the study consists of 403 teachers working in schools in the Odunpazari and Tepebasi districts located in the city center of Eskisehir, Turkey in the 2021-2022 academic year. In the study, "Shared instructional leadership scale," "Social capital scale" and "School effectiveness scale" were used. In the study, it was found that teachers' perceptions of shared instructional leadership, social capital, and school effectiveness levels were high. It was determined that shared instructional leadership and social capital variables together had a high and significant relationship with school effectiveness. The relative importance of the predictor variables on school effectiveness are shared instructional leadership and social capital variables, and these variables were found to be significant predictors of school effectiveness. School principals can contribute to the strengthening of social capital and school effectiveness by exhibiting shared instructional leadership behaviors such as focusing on student learning, sharing authority and responsibilities, strong dialogue and cooperation.

Classical test theory (CTT) and item response theory (IRT) are two fundamental approaches used in scale development research. Although CTT is the preferred methodology in scale development research in the Republic of Turkey, the IRT methodology has started to gain traction in recent years. In this study, we used the systematic review methodology to review scale development research in Turkey that used the IRT procedures. Results revealed that most of the studies were conducted in 2017. Most of the studies have a sufficient sample size. Exploratory factor analysis was used more than confirmatory factor analysis. Some studies failed to choose the proper IRT model, report and interpret item parameters, check IRT assumptions, and report and interpret information functions. We recommend some practical considerations to researchers in terms of IRT assumptions.

Correct pronunciation significantly increases the intelligibility of communication. However, it is uncertain whether acquiring the pronunciation of the words enhances word retention capability. Therefore, the major purpose of this research is to evaluate whether vocabulary acquisition with the aid of pronouncing with artificial intelligence leads to a longer memory. In this research, a full experimental pattern, and a pre-test and post-test control group design were applied. Furthermore, a total of 56 high school students aged between 14-15 were asked to memorize unknown vocabulary with two pronunciation teaching methods. Prior to the experimental process, the pre-test was applied to both groups, and then, the artificial intelligence-based speech recognition pronunciation teaching process was to the experimental group while the phonetic alphabet pronunciation process was to the control group on the 4th, 8th, and 12th weeks. According to the findings, it was obtained that pronunciation practice via artificial intelligence-enabled the words to remain in memory longer. Additionally, the participants' views were gathered at the end of the research. For further research, this study will benefit other research with a variety of accessible tools to meet objectives by utilizing a new artificial intelligence-supported pronunciation model, through recording and reacting to learners' pronouncing practices in different languages.

Teachers and administrators feeling good about themselves will allow them to work more effectively. On the other hand, good informal relations within the school will both help teachers and school administrators feel better and will contribute significantly to the effectiveness of the school. In this study, the relationship between informal relationships of teachers and school administrators and subjective well-being levels was examined. The research was carried out with the relational screening model. The research group consists of 230 teachers and school administrators working in the provinces of Samsun, Antalya, and Kars under the Ministry of National Education. Teachers' Subjective Well-Being Level and Informal Relationships in Schools Scale were used as data collection tools in the research. Parametric tests were used as the data obtained in the study showed normal distribution. In the analysis of the research data, arithmetic mean, standard deviation, ANOVA, independent groups t-test, and Pearson Product-Moment Correlation techniques were used. According to the research findings, school administrators' views on informal relations and subjective well-being levels are very good; It is understood that teachers' views on informal relationships are moderate, and their subjective well-being levels are good. While the opinions of teachers and school administrators differ significantly according to gender and task variables, they do not differ according to the school's settlement, branch, and seniority variables. A high level of positive correlation was found between the subjective well-being levels of teachers and school administrators and their informal relationships. It has been suggested that school administrators establish more sincere relations with teachers and give more space to activities that increase informal relations. [The publication year (2022) shown on the PDF is incorrect. The correct publication year is 2023.]

As a requirement of our era, digital competence and e-learning have become basic competencies. The importance of these concepts has become clearer in medical education, especially with the COVID-19 pandemic. This period also triggered the transformation in education with technology. This study aimed to examine the relationship between medical students' digital competence levels and their attitudes toward elearning. Data were collected from 922 medical students who voluntarily participated in the study, using the Students' Basic Digital Competences Scale and the E-Learning Attitude Scale. It was determined that medical students had high levels of digital competence, and their e-learning levels were moderate. The digital content development, information and data literacy, communication, the university's virtual tools and social communication, and the problem-solving sub-dimensions of digital competence are significantly, positively, and moderately related to e-learning. Students' digital competency levels did not differ significantly according to sex and studied term. Men's e-learning attitudes are significantly higher than that of women. The e-learning attitudes of term 1 students are higher than term 4 and 5 students. Medical education is a process open to continuous improvement. This research will contribute to the explanations regarding the transformation after the pandemic concerning the aims of medical education. [The publication year (2022) shown on the PDF is incorrect. The correct publication year is 2023.]

The study investigated the levels of school happiness and school effectiveness, and also examined for the relationship between school happiness and school effectiveness variables as well as the predictive relationships between school happiness and school effectiveness. Data was collected from 432 teachers with a simple random sampling at different schools in 2021 in a provincial city through School Happiness and School Effectiveness scales. Confirmatory Factor Analysis was used to establish validity and Cronbach Alpha was used to check the reliability of the instruments. In addition to means and standard deviations, correlations and regressions used to analyze the data. All significant medium and high positive relationships were found among the study variables. School administration had significant positive effects on all school effectiveness variables. Learning environments, cooperation and activities follow school administration.

In this study, it was aimed to perform an in-depth examination of the opinions of social studies teachers on how citizenship education should be given. Phenomenology design, one of the qualitative research methods, was used in the research. The study group of the research was formed with 17 social studies teachers working in different regions of Turkey, having different professional seniority and also different genders, by using maximum diversity sampling. The data of the study were collected through a semi-structured interview form developed by the researchers. Descriptive analysis was used to analyze the data. As a result of the research, it was concluded that the perception of social studies teachers regarding the phenomenon of citizenship varied. It was determined that social studies teachers considered the main purpose of social studies as citizenship education and also as a course aimed at raising individuals that the society needs. In the study, it was also concluded that the teachers were of the opinion that appropriate content should be used, different teaching methods-techniques should be employed, and value education should be emphasized while giving citizenship education in the social studies course. Various suggestions were made based on the results of the research.

This research aims to examine the fair play behaviors of secondary school students who participate in school sports. The sample of the research consists of 495 secondary school students who continue their education in Nigde in the 2022-2023 academic year and are selected by criterion sampling from purposive sampling methods. "Frequency of Exhibiting Fair Play Behaviors Scale" was used as a data collection tool in the research. Descriptive statistics, t-tests, and ANOVA tests were performed in the analysis of the data, and a significance level of 0.05 was taken into account in the interpretation of the data. According to the research findings, the students who participated in school sports exhibited fair play behavior at a frequent level in the spectator dimension; at a very frequent level in team, negative behavior, opponent dimension, throughout the scale. Fair play behaviors of female students were higher than male students (p<0.03). According to the grade level, the scores of the 5th-grade students were found to be significantly higher than the 7th-grade students (p<0.01). While the fair play behaviors of the students playing football in the spectator dimension of the scale were higher than the athletes interested in individual branches (p<0.00), no significant difference was found in other dimensions (p>0.05). In the variable of sports age, the fair play behaviors of the students who do sports for 1-3 years were found to be higher than the students who did sports for less than 1 year (p<0.00). As a result of the research, it has been determined that secondary school students participating in school sports exhibit fair play behaviors very often and develop more positive attitudes towards their team. It is recommended that secondary school students participate in events such as games, competitions, and tournaments within the scope of school sports.

The current study investigates the association between teacher demoralization and perceived school effectiveness. The sample consists of 267 teachers working in the province of Batman during the 2021-2022 academic year. They were reached through convenient sampling. Two data collection tools were used in the study. To measure teachers' demoralization level, the "Teacher Demoralization in Educational Policy Context Scale" and the school effectiveness level "Perceived School Effectiveness Scale" were adopted. The demoralization scale was a self-reported one, and school effectiveness was measured based on teacher perceptions. Since the data were normally distributed, parametric tests were employed. Within the descriptive statistics, means and standard deviations were calculated, and Pearson correlation coefficients, simple and multiple regression analysis were conducted to reveal the associations between variables. The findings revealed that teachers were moderately demoralized, and they perceived their schools as moderately effective. There was a significant moderate level of negative association between teacher demoralization and perceived school effectiveness. Teacher demoralization was a significant predictor of school effectiveness. We discussed the findings based on the previous literature. The researchers made some suggestions based on the findings and for further research.

In the study, the Principal-Teacher Relationship Scale, created originally by Zee, Roorda, and Hanna (2023), was subjected to an adaptation study for Turkish culture. In line with this aim, data for the study were gathered from 389 teachers working in primary and secondary schools located in the districts of Konya, Turkey. The Principal-Teacher Relationship Scale (PTRS) was used as the data collection tool in the study. The PTRS is a two-dimensional scale consisting of a total of 10 items. As part of the adaptation of the PTRS into Turkish, permission for scale usage was obtained initially. Subsequently, the process of establishing the Turkish language equivalence of the PTRS was initiated. After completing this process, data for the study were collected and analyses were conducted. Within the framework of data analysis, the validity and reliability of the PTRS were tested. Confirmatory factor analysis was used to evaluate the validity of the PTRS's two-dimensional structure. The reliability of the PTRS was evaluated using Cronbach's alpha coefficient. Based on the validity and reliability analyses, it was concluded that PTRS is suitable for use in Turkish culture and is a valid and reliable data collection tool.

University students are susceptible to psychological issues due to various academic and social stressors in their lives. Decreased life satisfaction among these students can result in a wide variety of adverse outcomes, which can negatively impact their overall well-being and academic performance. The current study aims at examining the mediating role of psychological distress in the association between social support and life satisfaction. This cross-sectional study included 368 university students (F= 243, 66%; M= 125, 34%) from two public universities in Turkey. The research data were obtained utilizing the Brief Symptom Inventory, the Satisfaction with Life Scale, and the Multidimensional Scale of Perceived Social Support. The findings demonstrated that social support had a positive predictive effect on life satisfaction and a negative predictive effect on psychological distress. In addition, psychological distress negatively predicted life satisfaction. Moreover, the SEM analysis indicated that psychological distress played a partial mediating role in the association between social support and life satisfaction. These results highlight the importance of addressing social support and psychological distress in interventions aimed at increasing life satisfaction among university students.

School happiness is a state of emotional well-being that occurs through the alignment between the goals of the school and the goals of teachers, students, and other school stakeholders. Students who experience school happiness can improve their talents and skills. Student leadership is a concept that describes the behavior of students who are effective with an outstanding speech and behaviors compared to their peers and stand out with their unique approaches. The aim of this study is to examine the relationship between school happiness and student leadership and to determine the effect of school happiness on student leadership. The sample of this study, which is designed in the descriptive relational screening model, consists of a total of 470 students from either public or private elementary schools in Ankara in the 2022-2023 academic year. The school happiness scale was used to determine the level of school happiness and the student leadership scale was used to determine the level of student leadership. According to the findings, the perceived level of school happiness of the students in the sample is "always" and the level of leadership is "mostly". A positive and moderately significant relationship was found between school happiness and student leadership. As the level of school happiness increases, so does the level of student leadership. The impact of school happiness on student leadership is moderate and positive. Additionally, school happiness significantly predicts student leadership.

This study investigates the mediating role of teachers' subjective well-being in the relationship between empowering leadership and the organizational resilience of schools. The sample consists of 410 teachers working in Kocaeli province. Participants were reached by a convenient sampling method. Data were collected with the "Empowering Leadership Scale", "Teacher Subjective Well-being Scale" and "Organizational Resilience Scale". The validity and reliability of the scales were tested within the scope of the current study, which yielded satisfactory results. Before the data analysis, the distribution of the data and whether there was a multicollinearity problem among the predictor variables were tested. Path analysis was used to test the research hypotheses. The findings suggested that the participants' perceptions of the variables were relatively positive. There were statistically significant, positive associations between the variables. On the other hand, empowering leadership significantly predicted teacher subjective well-being and organizational resilience, and teacher subjective well-being significantly predicted organizational resilience. Lastly, teachers' subjective well-being had a mediating role in the relationship between empowering leadership and organizational resilience. Drawing on these findings, it can be concluded that empowering teachers positively contribute to their subjective well-being (engagement in school and teaching efficacy) which in turn increases schools' organizational resilience.

Problem behaviors negatively affect the lives of special education students in different ways. Individuals with special needs may exhibit problem behaviors such as aggression, harming themselves or others, and excessive hyperactivity in general. It can be said that intervening, taking precautions, and changing these behaviors in a positive way before the emergence of problem behaviors are of critical importance in facilitating these children's lives. In this sense, the examination of postgraduate theses in the field of behavior management in special education is important in terms of describing the innovations, developments, current trends, and, if any, incomplete situations in the field of behavior management. Within the scope of the research, it is aimed to examine the studies on behavior management in the field of special education in Turkey between the years 2016-2022 in terms of various variables (type of publication, publication year, publishing university, research method, subject, study group). Document analysis, one of the qualitative research methods, was preferred in this study. According to the research findings, it was concluded that most master studies were done as postgraduate publications, the most publications were made in 2019, the university that made the most publications was Eskisehir Anadolu University and the most used research method in the studies carried out was the quantitative research method. It has been revealed that it is important for other universities to design behavior management studies in special education.

This study aims to determine the learning outcomes of children in educational settings by using an AR (Augmented Reality) app for animals in classroom activities. To achieve this, the study used sequential exploratory research design, applied in both quantitative and qualitative research. The participants in the study are 2 teachers and 37 children working in the kindergarten affiliated to the Ministry of National Education in the central district of Kilis Province in the 2019-2020 academic year. The augmented reality app was used in one group (n = 18) of children, and not in the other group (n = 19). The children were given an animal recognition test prepared by the researchers before the app was used and again afterward in an attempt to discover how the AR app affected learning. The study determined that while animal recognition increased in both the AR and non-AR groups, the children in the group where the AR app was used recognized more animals than the other group. As a result of the analyses made of the animal pictures drawn by the children who used the AR app, it was understood that the children had the opportunity to discover details about the animals. Additionally, the study conducted analyses of animal pictures drawn by the children who used the AR app, revealing that the app provided children with opportunities to discover and explore intricate details about the animals.

In this study, it is aimed to determine the commitment level of commitment to the teaching profession of teacher candidates enrolled in the 2021-2022 academic year pedagogical formation education certificate program. Moreover, it is also aimed to examine the situations of difference in the levels of commitment to the teaching profession of teacher candidates according to variables such as gender, field (social sciences, natural sciences, health sciences), university, high school, income level, family residence, mother's/father's profession, and mother's/father's education status. The study was designed according to the survey model. For this reason, data were obtained from a large population. While the population consists of 267 teacher candidates enrolled in the pedagogical formation program in 2022 at a university in the east of Turkey, the sample consists of 216 teacher candidates determined by the simple random sampling method. The data collection tool used in the study is the "Teaching Profession Engagement Scale-TPES." The study concludes that the professional commitment levels of pre-service teachers registered in the pedagogical formation program were high. Additionally, it is also revealed that the professional commitment of teacher candidates differs according to the variables (field, high school, mother's education level and mother's profession).

The present study aims to inspect the interplay between language (Turkish) comprehension/learning (LCL) and mathematics comprehension/learning (MCL). We utilized a mixed-methods exploratory research design to understand the mechanism between LCL and MCL. First, we used an analytic rubric to score a researcher-developed achievement battery consisting of seven open-ended language (Turkish) and seven open-ended mathematics new generation questions. Although these were multiple-choice questions, participants were solicited to write a detailed response on why they endorsed a particular choice. In the quantitative section, open-ended responses for each question were rated by two independent subject experts. The average of these two ratings was used to derive factor scores for LCL and MCL. Factor scores were used in direction dependence analysis to determine the magnitude and likely direction of the effect between LCL and MCL. In the qualitative section, we conducted unstructured interviews with the selected participants to get more detailed responses regarding their decision steps. Content analysis was performed on the transcribed voice-recordings. Results revealed that, overall, it is more likely that higher scores on LCL predicted higher scores on MCL. However, the strength and direction of the prediction varied in low, medium, and high-achieving groups. MCL and LCL did not seem related in the low-achieving group; higher scores on MCL predicted lower scores on LCL in the medium-achieving group, whereas higher scores in LCL predicted higher scores in MCL in the high achieving group. Qualitative results support quantitative findings. It seems high achieving students dominate the LCL and MCL relationship. Longitudinal studies (e.g., cross-lagged panel design) are needed for more conclusive results.

Bayesian Networks (BNs) are probabilistic graphical statistical models that have been widely used in many fields over the last decade. This method, which can also be used for educational data mining (EDM) purposes, is a fairly new method in education literature. This study models students' science success using the BN approach. Science is one of the core areas in the PISA exam. To this end, we used the data set including the most successful 25% and the least successful 25% students from Turkey based on their scores from Program for International Student Assessment (PISA) survey. We also made the feature selection to determine the most effective variables on success. The accuracy value of the BN model created with the variables determined by the feature selection is 86.2%. We classified effective variables on success into three categories; individual, family-related and school-related. Based on the analysis, we found that family-related variables are very effective in science success, and gender is not a discriminant variable in this success. In addition, this is the first study in the literature on the evaluation of complex data made with the BN model. In this respect, it serves as a guide in the evaluation of international exams and in the use of the data obtained.

School principals are expected to possess modern leadership abilities that place an emphasis on ideas like collaboration, innovation, technological advancement, and egalitarianism. The objective of this study was to establish the psychometric features of the scale of current leadership behaviors of school principals (SCLBSP) developed in accordance with teacher perspectives. For the scale's content validity, eight experts were contacted, and for each item, the content validity ratio (CVR) and content validity index (CVI) were computed. Two different samples served as the basis for the scale development investigation. 253 teachers' worth of data were utilized in the exploratory factor analysis (EFA), whereas 215 teachers' worth of data were used in the confirmatory factor analysis (CFA) and measurement invariance studies. Cronbach's alpha, McDonald's omega, Split-Half method coefficients, composite reliability (CR), and average variance extracted (AVE) values were determined to determine the scale's reliability. The studies produced a single-factor structure with 34 items that explained 74.4% of the total variation. All SCLBSP items were found to have high levels of discrimination, and the reliability and validity of the entire scale were also found to be high.

Technology may lead to many new problems, especially for students at high school level. The ease of using and accessing technology increases the risk of the younger pupils' addiction to technology. Problematic uses of technology, especially among high school students, include internet use, instant messaging, online gaming, social networking and computer use. Given the large young population in Turkey, it is important to evaluate the internet-based technologies' potentially positive effects as well as their undesirable effects. For this reason, the technology addiction levels of high school students before and after the pandemic and the change in technology addiction based on demographic characteristics (owning a computer, socio-economic level, time spent on social networks, grade level) were investigated. The cross-sectional survey method, one of the descriptive research designs, was used in the research. Participants consisted of 304 high school students selected via random sampling method. "Technology Addiction Scale" was used in the research. The data of the study was compared with the data of another study conducted with the same measurement tool and a similar sample before the pandemic. As a result of the research, when the addiction levels of adolescents before and after the pandemic are compared, it is seen that the students in the low-risk group move towards the risky and the addicted groups. In addition, it was determined that the percentage of highly-addicted students increased. It was observed that the students' highest addiction levels were in instant messaging, website use, social network use and online gaming, respectively. While the addiction levels of the participants varied based on the time spent on social networks and online gaming, the interaction effect between owning a computer and the family socioeconomic level also caused significant differences.

The objective of this study is to examine how secondary school students' beliefs about their social-emotional skills and intercultural understanding can forecast their attitudes towards the English course. This study was developed with a focus on the connection between language and culture, as well as the correlation between social-emotional competence and communication abilities. The research model employed in this study follows the relational survey approach, which falls within the realm of quantitative research methods. To gather data, the researchers utilized the Attitude towards English Language Teaching Scale, the Intercultural Awareness Scale, and the Delaware Social Emotional Competence Scale. The study involved students in the 6th, 7th, and 8th grades as participants. By employing the stratified sampling technique, data were gathered from a sample of 1864 students, with 639 students from the 6th grade, 620 students from the 7th grade, and 605 students from the 8th grade. The collected data were analyzed using two statistical methods: "simple linear regression" and "multiple linear regression" analyses. The results indicated that when considering intercultural awareness and social-emotional competence variables together, they accounted for approximately 24% of the overall variation in students' attitudes towards the English course. The students' perspectives on intercultural awareness and social-emotional competence emerged as significant predictors of their attitude towards the English course.

This research aims to investigate the parallel mediating role of intolerance of uncertainty and positivity on the relationship between self-compassion and school burnout. Hypotheses were tested in a sample of 304 Turkish adolescents using mediation analysis). The research consists of data obtained during the lockdown caused by COVID-19 in Türkiye. School Burnout Inventory, Positivity Scale, Self-Compassion Scale Short Form, and Intolerance of Uncertainty Scale measurement tools were applied online. Data were analyzed using correlation and parallel mediation analysis (Hayes's PROCESS). The results showed that intolerance of uncertainty and positivity mediated the indirect effect of self-compassion on school burnout. Investigating both negative and positive psychological variables in explaining school burnout can support interventions and policies to be planned in the school environment.

The purpose of this study was to develop a 3D virtual reality environment and to examine its effectiveness in order to facilitate the adaptation and integration of immigrant students into school. In the study, which was carried out in two stages, the design-based research method and the mixed research method were used, respectively. In the study conducted with eight immigrants and eight Turkish students studying at the 5th-grade level, first of all, the 3D virtual reality environment was developed, and in the next part, the effectiveness of the 3D virtual reality environment was evaluated. During the eight-week design-based research process, various activities were designed regarding the subjects of basic Turkish concepts (introduction expressions, school objects, colours, numbers, etc.), the physical structure of the school, school staff, school and classroom rules that immigrant students needed in their adaptation to school, and a 3D virtual model of the school they attended was created. In the second stage of the study, the 3D virtual reality environment developed was applied to the immigrants and Turkish students for four weeks, and its effectiveness was tested. The results revealed that the attitudes of the immigrant students using the3D virtual reality environment towards school changed positively and that the 3D virtual reality environment increased their love for the school and helped them know the school and learn Turkish. Although the 3D virtual reality environment used caused negative feelings such as nausea and dizziness in the immigrant students and Turkish students, it was seen that it had a positive effect on the development of positive emotions such as friendship bonds, love, confidence and happiness. It was found that the immigrant students performed all the performance criteria in the application process at a good level and that there was a significant positive difference in their academic achievement scores before and after the application.

The current study examined the direct and indirect contributions of children's temperament (reactivity, persistence, and rhythmicity), parenting stress, and bedtime routines to Turkish children's sleep behaviours during the COVID-19 pandemic. The sample was 313 mothers of children between 16 and 84 months (M = 52.42, SD = 12.36). Mothers reported their children's sleep behaviours, children's bedtime routines, parenting stress, and children's temperament. Multivariate path analyses were run to test the direct and indirect effects. Results indicated that parenting stress was negatively related to children's sleep behaviours. Further, it was found that consistency of bedtime routine environments was positively associated with children's sleep behaviours. For the indirect associations, children's temperament (rhythmicity and reactivity) was indirectly associated with children's sleep behaviours via the consistency of bedtime routines. Findings underline the importance of child temperament, parenting stress, and bedtime routines for children's sleep behaviours. The implications of the findings are discussed in light of previous research and the Bioecological model of human development in considering their functioning during the COVID-19 pandemic.

The purpose of this study is to examine the role of self-efficacy and educational beliefs in relation to democratic values, while focusing on Turkish pre-service teachers. 382 pre-service teachers from a public university in Turkey have voluntarily participated in this study and responded to a series of research instruments provided by the Educational Belief, Teacher Sense of Self-Efficacy and Democratic Values Scales. The results revealed that higher self-efficacy belief is positively associated with higher democratic values among pre-service teachers who endorse contemporary philosophical approaches to education. [Note: The page range (559-574) shown on the PDF is incorrect. The correct page range for this article is 559-573.]

This research aims to explore the association between personality traits, character strength, and flourishing in university students (N=384). In the study, Three-dimensional Character Strengths Scale was adapted to Turkish. As a result of confirmatory factor analysis, the Three-dimensional Character Strengths Scale was acceptable for the goodness of fit indexes. The results of the study showed that personality traits and character strength were positively related to flourishing. Multiple regression analysis revealed that personality traits, with the exception of the openness, significantly predicted flourishing. According to the standardized beta coefficients, extraversion was found to be the strongest predictor of flourishing. According to the results of multi-regression analysis, it was found that the caring, inquisitiveness and self-control sub-dimensions of the character strengths positively predicted the flourishing. According to the standardized beta coefficients, inquisitiveness was found to be the strongest predictor of flourishing. According to the t test results, it was found that the variables included in the study differed significantly according to gender. The findings were discussed with the literature.

The prerequisite for teaching many skills and behaviors to children with intellectual disabilities is that the child has acquired the basic concepts. Teaching concepts plays a very active role in the independence of the child with intellectual disabilities and in the acquisition of higher level skills that they will learn in the future. The studies conducted in recent years show that technology-based applications are effective in teaching concepts to children with intellectual disabilities. The purpose of this study is to investigate the effectiveness of a technology-enhanced concept teaching application enriched with digital animations in teaching basic concepts to children with intellectual disabilities. Two male students diagnosed with intellectual disabilities participated in the study. In determining the ethics of technology-enhanced concept teaching practice, the multiple probe between skills model, which is one of the methods of single-subject research, was used. As a result of the study, it was found that the use of technology-assisted concept teaching was effective in teaching basic concepts to children with intellectual disabilities, that the children continued the concepts learned after the end of the instruction, and that they generalized them to different situations.

This study aims to develop a standard scale by making the validity and reliability of the globalization survey developed for education faculties in the sample of sports sciences. A total of 878 people, including 81 academicians, 336 physical education and sports teachers, 118 trainers, and 343 sports sciences students, who were reached by a simple random method, participated in the study. The data was collected at 3 different times, Exploratory Factor Analysis (EFA) in the first group (n = 426), Confirmatory Factor Analysis (CFA) in the second group (n = 412), and test-retest analysis in the third group (n = 40) was performed. As a result of EFA, which was conducted to determine the construct validity, a structure consisting of 17 items and 3 factors was obtained, which explains 71.588% of the total variance. These factors are; teaching-learning processes are named as management and technology. The Cronbach Alpha internal consistency coefficient of the scale was calculated as .94. According to the CFA results (X[superscript2] / df: 2.63;; RMSEA: 0.06; PGFI: 0.69; PNFI: 0.79; GFI: 0.92; AGFI: 0.90; IFI: 0.96; TLI: 0.95; NFI: 0.94; CFI: 0.96) the scale has acceptable fit values. In the test-retest analysis, a positive correlation was found 0.83. As a result, it can be said that the globalization scale can be used in sports science research and is a valid and reliable scale.

The association between information management and cloud computing has been supported substantially in the existing literature. However, little is known about the role of national culture in this relationship. Accordingly, this study aims to investigate the role of national culture in the relationship between information management and the adoption of cloud computing. A total of 300 Turkish and 349 Malay undergraduate students were recruited for this study. A multi-group structural equation modeling approach is used to investigate cross-cultural differences. The results showed that the relationship between perceived ease of use and usefulness was positively significant for both countries, but this relationship was stronger for Malaysia. Similarly, the relationship between perceived ease of use and behavioral intention was stronger for Malaysia. The results also indicated that perceived usefulness significantly predicts behavioral intention for Turkey, while this relationship was not significant for Malaysia. The results showed that information management impacts perceived usefulness in Turkey, while this relationship was not supported in Malaysia. In conclusion, the findings revealed that national culture plays an essential role in the relationship between information management and the adoption of cloud computing.

Reading comprehension has a critical importance for almost every aspect of individuals' life. The aim of this study is to reveal the relations among students' perceptions of their Turkish language teachers' behaviours that encourage reading engagement, levels of reading enjoyment, reading self-efficacy, and reading success within the frame of a model, using PISA 2018 Turkey data. The study is based on the correlational research model and the sample includes 6450 (F= 3247, M= 3203) students who completed the PISA 2018 Turkey questionnaire. The data obtained from the PISA 2018 database were analyzed using the structural equation model (SEM) and the sobel test. SEM analyses revealed that the hypothesized model well fits the data and all the regression paths in the model are statistically significant. According to the research findings, teachers' behaviours that encourage students' reading engagement (TBESRE), reading enjoyment, and reading self-efficacy have significant direct effects on reading achievement. In addition, TBESRE has significant indirect effects on reading achievement through reading enjoyment and reading self-efficacy, and that reading self-efficacy has a significant indirect effect on reading achievement through reading enjoyment. Considering the findings of this study, it is recommended that teachers implement practices to encourage students' participation in reading activities and develop educational interventions to improve reading enjoyment and reading self-efficacy.

In this study, the effects of the STEM activities integrated with socio-scientific issues on students' 21st century skills were investigated. In this research, nested mixed design was used. The study group of this research consisted of 16 middle school students who studied in the seventh grade of a public school in an eastern province of Turkey. Socio-scientific STEM activities were applied to the study group for 24 weeks in the first and second semesters. Students followed the engineering design stages for STEM activities. In the research, 21st Century Skills Scale, Interview Form, Perception of 21st Century Skills Form, Field Notes, and Informal Interview Notes were used as data collection tools. SPSS was used to analyze the quantitative data of the research, and content and descriptive analysis methods were used to analyze the qualitative data. The study results showed that STEM activities integrated with socio-scientific issues had a positive effect on students' 21st century skills. Also, as a result of the examination of the opinions of the students, it was determined that the application developed the "creativity and innovation" skills of the students the most. Furthermore, students' social and intercultural entrepreneurship, self-management, leadership and responsibility, critical thinking, problem solving, communication and cooperation, creativity and innovation skills were enhanced/developed at the end of the study.

The emergent COVID-19 pandemic in Wuhan, China, at the end of 2019 has affected the whole world in a short time. Therefore, schools have been closed worldwide, and online learning opportunities have been exploited. Although lessons are taught online, problems have been experienced about measuring and evaluating lessons. This quasi-experimental study with a quantitative method was conducted to offer suggestions for the measurement problems. The present study examined the relationship between the measures of academic achievement obtained through different approaches from the students studying at a university. According to the results, the achievement points earned by the students through weekly blogs had a high level of correlation with the traditional final scores. However, the scores of the practices such as online exams and term papers were not an acceptable fit with the final exams. Therefore, the scores of online missions extended over time can be claimed to be the approach that best substitutes the final exams.

In the descriptive study reported on here we used A Scale for Flipped Classroom Readiness of Secondary School Learners developed by Hao and adapted by Durak to evaluate teachers' readiness. The scale was administered to 233 teachers working at 5 randomly selected secondary schools in the city of Elazig, Turkey. Five key aspects of their readiness to conduct flipped classroom education were investigated: "self-efficacy in controlling learners, technological self-efficacy, self-efficacy for planning classroom time, readiness for preparatory work and being open-minded." In general, overall readiness was found to be positive for young teachers who had recently joined the profession. Teachers who owned computers and perceived themselves as being competent users of information and communications technology were more likely to have favourable opinions of their ability to implement flipped classroom pedagogy.

Clinical reasoning is important in medical education in terms of achieving the purpose of clinical practice. 3 cases in which clinical reasoning prepared by relevant experts from 3 different departments were applied to Year-5 students. As an indicator of academic success, the final grade of the internship and the general success average were taken. Problem solving perception scale was applied. This research aimed to examine the relationships between the problem solving, clinical reasoning and academic achievement levels of medical students. It was observed that clinical case evaluations showed a positive correlation with each other, a positive correlation was found between clinical case evaluations and problem solving perception, and the final grade of internship and GPA did not correlate with both clinical case assessment and problem solving perception. It is necessary to determine whether the clinical reasoning processes are used adequately by the students in medical education and the education programs should be reviewed and arranged accordingly.

The purpose of this study is to examine the attitudes of middle school 7th and 8th grade students towards STEM education in Turkey and Ghana. The research was conducted to a total of 974 grade 7 & 8 middle school students (480 from Turkey-Mugla Province and 494 from Ghana-Accra Province) during the spring semester of 2018-2019 academic year. A quantitative research method was used in this research. The attitudes of the students towards STEM show statistically significant difference in each dimension depending on which country the schools are located. The study revealed that the students' attitudes towards STEM education were "positive". While there was no significant relationship between students' attitudes towards STEM and their gender and grade levels, there was a significant difference between their attitudes and the place where their schools were located.

The objective of this study is to determine the efficiency of psychological counselling and guidance services carried out at public schools regarding the remarks of the school administrators and students. This research was conducted in line with instant survey model which is one of the general survey models. 372 school administrators and 938 students participated in the research. The participants of the study determined via random sampling method. "School Guidance Services Scale" and "Student Scale" were used in data collection. The data obtained in the research was understood to show normal distribution. Arithmetic mean, standard deviation, independent samples t-test and ANOVA tests were used in analysis of research data. According to school administrators' remarks, psychological consultation, consultancy, individual recognition services are at good level; data collection and dissemination, orientation, monitoring, environment-parent relations, guiding and emplacement, research and evaluation services are carried out at medium level. Students receiving education in primary and secondary grades were seen to utilize from psychological counselling and guidance services than the students in high school grade. Besides, the finding that female students desire to utilize from psychological counselling and guidance services more than male students was obtained.

It is important to support children's appropriate behaviors and social skills to extinguish problem behaviors at an early stage as much as possible. Therefore, researchers are in search of effective evidence-based interventions to deal with the problem behaviors of young children. The "Positive Behavioral Interventions and Supports (PBIS) Approach" seems to be the most widespread approach since the 2000s. PBIS aims to increase the quality of life of the child by making positive changes in the environment of the child. The study explores the effectiveness of the School-Wide Positive Behavioral Interventions and Supports Turkish education model (SWPIBS-TR) on problem behaviors and social skills within the early childhood settings. The intervention was carried out in four main stages and 14 steps. The study was conducted with the school managers, teachers, school staff, primary caregivers, and all children with and without disabilities in a preschool/kindergarten in Turkey. The research is mixed-method research and the "parallel convergent research" model has been adopted. The findings indicated significant decreases in the problem behaviors of children and increases in the social skills level. So, researchers, policymakers, and teachers should put the SWPBIS-TR approaches in their curriculum in Turkey.

This study aimed to examine the perceptions of job satisfaction of teachers working in public schools. A concurrent design is one of the mixed methods research designs where qualitative and quantitative research methods are used together. The research was designed with the phenomenology pattern, one of the qualitative research designs, and the hatch pattern, which is one of the quantitative research types. The data in the qualitative part of the research were analyzed by content analysis method. The data in the quantitative part was analyzed with statistical methods such as mean and standard deviation. While the sample of the quantitative part consists of 324 teachers, in the qualitative part, 43 teachers determined from the same sample constitute the study group. The quantitative results showed that the teachers had a high level of internal satisfaction and a moderate external satisfaction perception. It has been concluded that teachers have a medium level of job satisfaction perception in all job satisfaction. The qualitative results revealed that the teachers had negative views on social prestige, adequate pay, being appreciated by the manager, and positive views on being satisfied with the workplace, being satisfied with the manager, and feeling conscientious about their work. It is expected that the research results will provide data for both policymakers in education and school administrators who affect teacher job satisfaction in practice. It can be recommended that the policy-makers and school administrators increase job satisfactors such as wages, rewards, and dignity that can increase their job satisfaction.

In this study, it was aimed to determine the digital literacy levels of university students. The study also aimed to examine the differentiation status of university students in terms of various variables of digital literacy levels. In addition, in the study, the digital literacy levels of university students were determined by gender, type of education (normal/secondary education), higher education level (associate/undergraduate/graduate), higher education program they are enrolled in, grade point average, class, average monthly income, social network with the most time spent. It is also aimed to examine the differentiation status in terms of the variables of average internet usage time during the day, the preferred tool for internet use, and the educational status of the parents. In this study, the survey model, which is one of the quantitative patterns, was used. The population of the study consisted of a total of 17,006 students, 11,500 undergraduate and 5,506 associate degree students, studying in 11 faculties, 4 colleges and 9 vocational colleges in the 2021-2022 academic year at a state university located in the Eastern Anatolia Region. The sample consisted of randomly selected 688 university students. The "Digital Literacy Scale" developed by Bayrakci and Narmanlioglu in 2021 was used as a data collection tool. In the analysis process, nonparametric techniques were used since the data could not meet the assumptions of parametric techniques. As a result of the study, it was seen that the digital literacy levels of university students were low. In addition, it was concluded that there were statistically significant differences between university students' grade point averages, the social network they spend the most time on, the preferred tool in internet use, and the educational status of their parents and their digital literacy levels. Various suggestions were developed considering the results of the study.

Nonnative teachers of English as a foreign language (EFL), who must present role models, especially when their speech is the only source of input for their students (Richards, 2015), are a fifth group added to the list of Morley (1991), according to which teachers' oral communication needs warrant a high level of intelligibility and thus requires them to receive special assistance with pronunciation (Celce-Murcia et al., 2010). Professionally speaking, EFL teachers must also possess certain teaching standards or qualifications concerning English pronunciation according to both national and international teaching frameworks (European Commission, 2011; Ministry of National Education, 2017; TESOL, 2019). Despite this essential requirement and the significance of pronunciation in oral communication (Pennington & Rogerson-Revell, 2019), pronunciation is deemphasized in teacher education settings (Baker, 2014). Given the professional and communicative salience of pronunciation, any pronunciation problems of EFL teacher candidates and practicing teachers should be surmounted, or related needs analyses should be performed. To this end, this study intended to re-examine the problematic segmental pronunciation features for Turkish EFL teacher trainees as to perception and production using a mixed-methods case study design (MM-CS). The findings revealed both similarities and differences with earlier studies. The study concluded that the teacher trainees were moderately accented, easily comprehensible, and comparatively intelligible.

This study investigates the mediating role of self-efficacy in the relationship between school principals' instructional leadership behaviors and teachers' positive instructional emotions (enjoyment, pride, and hope). The study sample consisted of 380 teachers (from primary to high school) working in Batman, Turkey, during the 2020-2021 academic year. A two-stage sampling procedure (criterion sampling, and convenient sampling) was employed. The data collection procedure was carried out online. To test the hypotheses, we employed structural equation modeling. The findings indicated statistically significant relationships between instructional leadership, teachers' self-efficacy, and positive instructional emotions. As for predictive relationships, instructional leadership significantly predicted teachers' self-efficacy and positive instructional emotions. On the other hand, self-efficacy predicted positive instructional emotions and mediated the relationship between instructional leadership and emotions. These findings provide evidence that school principals can help teachers experience positive emotions during instruction by nurturing their self-efficacy perceptions through instructional leadership behaviors.

The purpose of this research is to determine the effect of faculty life quality on student loyalty according to student perceptions. The study was designed in a descriptive relational survey model. The participants of the research consist of randomly selected 342 undergraduate students studying at Kütahya Dumlupinar University, Faculty of Education in the 2021-2022 academic year. In the study "Quality of faculty life scale" and "Student loyalty scale" were used. In the study, it was found that students' perceptions of the quality of faculty life and student loyalty levels were high. The study also revealed a highly positive and significant relationship between the quality of faculty life and student loyalty. In addition, it has been determined that the quality of faculty life is an important predictor of student loyalty. Universities and the Council of Higher Education (CoHE) can periodically measure the perceptions of university students regarding the quality of faculty life and their loyalty, and by evaluating the results they carry out necessary improvement studies.

Even with recent emerging technologies, textbooks still maintain their significance in language education (Richards, 2015) in the form of digitized resources (i.e., e-teaching materials) (Li, 2021). However, one concern voiced over textbooks is their failure to include pronunciation (Nikolic, 2018). Pronunciation is significant for successful communication (Pennington & Rogerson-Revell, 2019) and since teachers serve as role models for language learners (Richards, 2015), and textbooks are their primary teaching materials (King, 2010), this issue needs reconsideration. In Turkish primary and secondary education curricula, pronunciation is insignificant, almost excluded in the primary education curriculum and slightly included in the secondary one (Ministry of National Education, 2018a, 2018b). To this end, the English textbooks published by the Turkish Ministry of Education were analyzed with respect to pronunciation. The quantitative content analysis of eleven textbooks (second-twelfth grades) revealed congruent results with the curricula. It was found that there was more suprasegmental than segmental activities and that the pronunciation activities were centered in the secondary school textbooks. It was further observed that the activities were mainly of a description and analysis nature according to Celce-Murcia et al.'s (2010) framework, implying that learners are provided with insufficient communicative pronunciation activities. This contradicts the curricular objectives aiming for communicative competence for which pronunciation plays an essential role. The study concludes that the content of English textbooks should be re-evaluated concerning communicative pronunciation activities.

Background/purpose: In this study, the precarization of educational labor was identified in terms of teachers' job insecurity perceptions. The purpose of the study was to examine the job insecurity perceptions of teachers with permanent, fixed-term, or temporary contracts. Materials/methods: Multiple case design was used in the study. The data of the study were collected from 30 teachers through semi-structured interviews and from 432 teachers using the Teachers' Job Insecurity Scale, which was developed within the scope of the study. Thematic analysis, descriptive statistics, t-test, one-way ANOVA, Sidak test, and clustering analysis were used in the analysis of the obtained data. Results: The study's results revealed that teachers perceived intense explicit and implicit job insecurity. Clustering analyses showed that 69% of the participants perceived moderate and high levels of both explicit and implicit job insecurity, whereas 73% perceived moderate and high levels of general job insecurity. Job insecurity had social, psychological, and educational effects. Justification of insecurity, instrumental use of power against job insecurity, acquiescence of job insecurity, and acceptance of job insecurity caused structuration of job insecurity. Conclusion: The study's findings indicate that all teachers should be employed on a permanent contractual basis in order to reduce their perceptions of job insecurity and its effects. The autonomy of teachers within the teaching process should be increased, their employment benefits improved, and they should be economically empowered.

The emergence of instructional technologies has made inevitable changes in educational settings. The flipped classroom that integrates education with technology has grown in popularity in recent years. This study intends to investigate the relationship between secondary school teachers' and their students' flipped classroom readiness. Data were collected through a scale for flipped classroom readiness of teachers and their students. There were 745 participants randomly selected from 5th and 8th grade students and 233 teachers from five different secondary schools in Elazig, Turkey. It is concluded that teachers and students are generally ready to apply this model. Additionally, there is a positive relationship between teachers and their students' technology self-efficacy. Also, the students whose teachers are open-minded have more positive opinions on the flipped classroom. The study hopes to contribute to the increase in the usage of the flipped classroom in educational settings regarding both teachers' and their students' readiness. It has pedagogical implications for teachers to be trained and given more knowledge about the model so that the more the teacher is informed with the flipped classroom the more students can benefit.

Countries have taken some urgent decisions in order not to experience an irreparable loss in the field of education due to the COVID-19 pandemic that affected the world as of the end of 2019. In this process, the distance education decision was among the measures taken for the students to get through the education period with the least damage and without loss of time. Distance education tools, which were previously used at a limited level in many areas, have become widespread and used at all levels of education processes. In Turkey, distance education tools were used in all stages of education in this process and universities had to expand this education tool that they were familiar with. Due to the COVID-19 pandemic, the 2020-2021 academic year was carried out almost entirely with distance education tools. Due to the decision taken by the Higher Education Council (CoHE) and universities during the pandemic process, there were also students who had to take their foreign language learning with distance education tools. In this study, it is aimed to reveal the situation faced by students who had to take one year preparatory education through online programs before starting the Arabic Language Education undergraduate program. In this process, open-ended questions were asked with a semi-structured interview form to the students who continued their education. The answers given by the students to the questions posed were evaluated with descriptive analysis. While there are students who find distance education positive due to situations such as listening to lessons in a comfortable environment at home, being with the family, there are those who evaluate this process negatively due to situations such as the ineffectiveness of the lessons, the internet shortage, and the inability to take the exams in a reliable environment. Students stated that they generally see this education process negatively and that they don't want to learn a foreign language with distance education tools if an option is offered.