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This study aims to identify teachers' perceptions of the concepts of 'refugee or refugee people' through a metaphorical study. The study uses descriptive research employing metaphors to determine teachers' perceptions of these concepts. Study participants were 320 teachers who worked in different parts of Turkey during the 2023–2024 academic year. The results showed that most teachers feel sorry for refugees, while many hold angry feelings towards refugee people. Positive perceptions were rare. Based on teachers' developed metaphors towards people who are refugees, these four categories emerged: anger, pity, diversity, and definition. [ABSTRACT FROM AUTHOR]

The aim of the study is to examine the effect of ABC linking activity on misspelled words in eliminating the writing errors of students with dysgraphia. The study group of the research consisted of 12 students with dysgraphia-induced writing errors who were studying in the second grade at Aybey Primary School in Uşak/Türkiye in the 2021–2022 academic year. Action research, one of the qualitative research methods, was used in the study. The data collection tools of the research consisted of 5 reading texts to be determined by taking expert opinion. In the study in which the content analysis was carried out, it was determined that the ABC linking activity was effective in eliminating typing errors caused by dysgraphia. It has been determined that ABC linking activity contributes to affective and social development as well as cognitive development in students. [ABSTRACT FROM AUTHOR]

This study was conducted to examine the prosocial behaviours and play behaviours of 60-72-month-old children attending preschool education and the relationship between these behaviours. For this purpose, the research was designed by adopting the correlational survey model. The sample of the study consisted of 300 children aged 60-72 months attending kindergartens in Turkey in the 2021-2022 academic year. "Penn Interactive Peer Play Scale-Teacher Form" and "Preschool Prosocial Behaviour Scale" were used in the study. It was determined that peer play behaviours differed statistically according to the variables of gender, age, parental education level, parental occupation, number of siblings, family income status and previous preschool education. Upon analyzing the prosocial skills of the children participating in the study, it was found that prosocial skills showed a statistically significant difference according to the variables of gender and previous pre-school education, but did not show a statistically significant difference according to the variables of age, parents' education level, parents' occupation, number of siblings and family income status. Another result of the study was that there was a positive relationship between children's prosocial behaviours and play interaction behaviours and a negative relationship between children's play disruptive behaviours. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Faculty of Educational Sciences is the property of Ankara University, Faculty of 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.)

In this study, the effect of the 0-6 Age Family Education Program based on Positive Psychotherapy, which was developed for parents with children between the ages of 0-6, knowledge and awareness levels, parent competencies, parental stress and parental attitudes were examined. The sample of the study consisted of 34 parents with children between the ages of 0-6 who participated from various provinces of Turkey. Data collection was carried out in the spring semester of the 2020-2021 academic year. Positive Psychotherapy Based 0-6 Age Family Education Program consisting of 4 sessions was applied online to the participants. Before training, the Parental Competence Scale, The Mother-Father Stress Scale, the Parental Attitude Scale, the Personal Information Form created by the researcher to collect the demographic information of the participants, and the Program Evaluation Questionnaire created by the researcher to determine the knowledge and awareness levels of the participants have been applied. After the training, in addition to the forms and scales applied before the training, the End of Program Evaluation Form created by the researcher was applied in order to get the subjective opinions of the participants about the training and the research data were obtained. In data analysis studies, t test for the analysis of quantitative data, frequency and percentage analysis, content analysis for qualitative data were used. As a result of all these analyzes, it was determined that the Positive Psychotherapy Based 0-6 Age Family Education Program applied to the participants positively increased the knowledge and awareness levels and parental competencies of the participants, and reduced parental stress, authoritarian and protective parental attitudes. It was observed that there was no significant difference on democratic and permissive parental attitudes. [ABSTRACT FROM AUTHOR]

One of the first applications for teacher training, which was seen as the locomotive of development and progress, was the issue of training village teachers. In line with this aim, the first village teacher training school was opened in September 1926 in the town of Zincidere in Kayseri. Another village teacher training school was opened in Denizli in 1927. In Turkey, many teachers were trained in just 6 years of education, and these teachers worked in the remotest corners of the country. In line with the possibilities of the period, both theoretical and practical education was provided at the village teacher training schools, which set an example for the Village Institutes to be opened later. This research, which is an examination of the decision book of the Kayseri Zincidere Village Teacher Training School Council (1929-1932), is a qualitative study and was framed with the content analysis technique. Although the school opened in 1926, the existing decision book (1929-1932) was analyzed because the book belonging to the first years of the school could not be reached. Because of the examination, it was seen that topics such as "status of one-month education, actions to be followed, disciplinary situation, books and stationery, instructions, examinations, curriculum program, discussion of one of the lessons", which will set an example for today's teachers' council, were emphasized. In addition, in line with the information obtained, the structure, functioning, and practices of the teachers' boards of that period also lead to the idea that the issues discussed are more effective and efficient than the structure, functioning, and practices of today's teachers' boards. [ABSTRACT FROM AUTHOR]

This study is to examine the future perceptions of typically developing and gifted secondary school students. The participants consisted of sixth-grade students, typically developing and gifted, enrolled in two different secondary schools in the Marmara region of Turkey during the 2022-2023 academic year. The study, which was designed as a basic qualitative study, used a phenomenological study design. The future perceptions of typically developing and gifted students were assessed through story completion and drawing activities. The story completion activity revealed that the future literacy dimension of fictionalizing the future used the expressions corresponding to the dystopia (future anxiety) sub-dimension more intensely than the utopia (future hope) sub-dimension. In the drawing activity, it was observed that participants frequently used objects related to the Utopia sub-dimension. However, the fact that they did not include many expressions corresponding to the dimensions of preparing for the future, planning, and controlling the future shows that their future expectations are harmful and that they feel inadequate in terms of preparing, planning, and controlling against these negativities. For this reason, it would be beneficial to conduct studies on the development of future literacy skills in the curriculum so that students can take action to prepare for the future. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Eurasian Education & Culture is the property of Ayse Burcu Ulusoy 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.)

Metaphors are frequently used expressions in music and are essential for determining people's perceptions of music. Therefore, this study aims to identify and analyze conservatory students' perceptions of folk music as a study in which the concepts of metaphor and music come together. The study group for the data consists of 82 conservatory students studying at Dicle University in the 2021-2022 academic year. The researchers collected data on conservatory students' perceptions of folk music using the phenomenological analysis method. These data were then interpreted through content analysis. According to the study results, the most common metaphors of participants' perceptions of folk music were life, past, history, Anatolia, sadness, mother's lap, and nightingale. In this context, conservatory students' folk music metaphors were grouped under 12 different categories such as tool, guide, belonging, pleasure, need, cultural transfer tool, reflection, closeness, serenity, diversity, abstraction and concretization. Conservatory students' folk music metaphors differ from each other to a certain extent. These findings contribute to determine conservatory students' perceptions of folk music and providing better music education. Different perceptions can help music students evaluate folk music from diverse perspective and better understand cultural heritage. This may lead to positive results regarding folk music education. [ABSTRACT FROM AUTHOR]

The aim of this study was to develop a valid and reliable academic achievement test for the 4th grade "Properties of Matter" unit by taking into account the learning outcomes in the current science curriculum. In the study, the survey model, one of the quantitative research methods, was used. The sample of the study consisted of 280 fifth-grade students studying in a province in the Southeastern Anatolia Region in the 2022-2023 academic year, who were selected according to maximum variation sampling and had studied this unit last year. There are 10 outcomes in the related unit. A total of 30 questions were prepared, 3 questions for each outcome. A specification table was prepared for the face and content validity of the test and experts' opinions were taken. Based on the item analyses, with 3 questions were removed from the test and 6 questions were edited, developed and put back into the test. The final version of the test consists of 27 items, the average item difficulty is 0.59; the average item discrimination index is 0.45; and the reliability coefficient, which was calculated using the KR-20 technique, is 0.81. The developed test is recommended to be used by teachers and researchers. [ABSTRACT FROM AUTHOR]

After the World Health Organization declared the COVID-19 outbreak a pandemic, face-to-face education was interrupted in Türkiye and education continued first in the form of distance learning and later as a hybrid education program called "diluted education program". This study aimed to describe the reading and writing process in the hybrid education model during the pandemic using case study research methods. The research data were collected from students who completed the first grade of primary school, teachers, and parents after the end of the 2020-2021 academic year. The study group consisted of 44 students, 30 teachers, and 23 parents, who were included and excluded according to the criterion sampling and snowball sampling methods among. Data from students were obtained using the drawing-writing technique, while data from parents and teachers were obtained through semi-structured interview forms. Content analysis method was used to analyze the data. As a result of the research, both positive and negative findings regarding the education process applied during the pandemic were obtained from the stakeholders of the education process, including the student, teacher, and parent. The results were discussed in line with the literature, and recommendations were made to educational managers and researchers. [ABSTRACT FROM AUTHOR]

Copyright of Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education is the property of Balikesir University, Necatibey 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.)

The main aim of this study was to analyze the extent to which location influenced preferences in higher education institution choices. For this purpose, in the 2021–2022 academic year, users who have newly registered in a settlement at the associate and undergraduate level were matched and coordinated at the department level with the universities they registered with and the secondary education institutions they graduated from. The values used in the study were transmitted from the YÖK ATLAS database by the data scraping (Web Scraping) method. Children who registered during open and remote operation were not included in the study, considering that they were minimally affected by the student's mobility. The result is a situation where approximately 621,000 students settled in a higher education institution in the 2021–2022 academic year, and 45% of them preferred a higher education institution that runs 100 km from the high school they graduated from. On a provincial basis, 36% of the students preferred a higher education institution in their province. It has been revealed that there is a strong relationship between the spatial proximity and mutual student mobility among the cities where student mobility occurs. However, it has been determined that the relevant data set does not fully comply with the gravity theory. [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 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.)

The aim of this study is to investigate the multiple mediating role of perceived social support in the relationship between self-esteem and positivity in current university students. This study included a total of 243 students studying at different universities across Turkey during 2020-2021 academic year and 96 of participants were female (39.5%) while 147 were male (60.5%). Research data were collected via Personal Information Form, Rosenberg Self-Esteem Scale, Multi-Dimensional Perceived Social Support Scale and Positivity Scale. In the analysis of research data Descriptive Statistics, Pearson Correlation Coefficient, Ordinary Least Squares Regression-based approach and Bootstrap Method were employed. Based on the findings collected from research, it can be claimed that social support perceived from family and social support perceived from someone special mediated the relationship between self-esteem and positivity. It was thus determined that social support perceived from family is a stronger mediator than social support perceived from someone special. It also became clear that social support perceived from friends had no mediation role. Findings of the research were discussed and interpreted and suggestions were shared with relevant researchers in the final part of this study. [ABSTRACT FROM AUTHOR]

In this research, it is aimed to reveal safety expectations of pre-service teachers in the design of smartphones and to examine them in terms of 8 variables as follows: gender, generation (Y-Z), department/branch group, main purpose of smartphone use, operating system, number of smartphones used, smartphone replacement frequency and smartphone segment preference. Quantitative research method was adopted, and the relational survey model was used. For the collection of data, Safety Expectations in the Design of Smartphones Scale (SEitDoSS)-which was developed as part of the first author's Ph.D. thesis- consisting of 21 items and 5 factors (user-specific expectations, device-specific expectations, integration expectations, healthspecific expectations and support expectations) and a Personal Information Form created to collect participants' information about the variables. Anadolu and Osmangazi Universities (universities in Eskişehir province of Türkiye) were selected to obtain data. The application was carried out online in the spring semester of the 2020-2021 Academic Year, and a total of 252 participants were reached during the 8-week application. According to the results, pre-service teachers' safety expectations in the design of smartphones are generally high. There was a significant difference in at least one dimension in terms of 7 variables: gender, generation, department/branch group, main purpose of smartphone use, operating system, smartphone replacement frequency and smartphone segment preference. According to the "number of smartphones used", there was no significant difference in terms of safety expectations of smartphones in design. The implications of the results are discussed with the support of the studies in the literature. [ABSTRACT FROM AUTHOR]

The research was carried out to determine the opinions of teachers and teacher candidates about the teaching practice course conducted with distance education during the pandemic process. The research was conducted using phenomenology, one of the qualitative research methods. The study group of the research consists of 32 teachers and 72 teacher candidates working in different regions of Turkey and in different branches in the 2020-2021 academic year. As a result of the research, the opinions of both teachers and teacher candidates on the application were taken and interpreted under 8 themes and sub-themes. When the findings were evaluated, it was stated that the expectations of the teacher candidates from the teaching practice course conducted with distance education were mostly to gain experience for their professional life and the course did not meet their expectations, while the teachers stated that the distance education course was not efficient and had disadvantages and limitations. Despite this, it is among the results obtained that it allows pre-service teachers to come together with students within the scope of this course, even if it is through distance education, that they have learned how to teach lessons with distance education, and that teachers also improve themselves on how to guide pre-service teachers with distance education. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Language Academy is the property of Rota Kariyer 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 Trakya Journal of Education is the property of Trakya 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 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 Art & Interpretation / Sanat ve Yorum is the property of Ataturk University Coordinatorship of Scientific Journals 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 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.)

Acquiring strong math skills is essential in science, technology, engineering and mathematics (STEM) education. One important element to foster strong math skills is that students enjoy learning math early on during elementary school years. The control-value theory of achievement emotions (Pekrun, 2006) has been widely used to examine how specific emotions mediate the relationship between cognitive appraisals (i.e., perceived control and value) and math achievement (e.g., Putwain et al., 2018a). However, there has not been a comprehensive study examining the mediating roles of the two commonly experienced emotions—enjoyment and boredom—on international math performance. In this study, Trends in International Mathematics and Science Study (TIMSS) 2015 data is used to evaluate how enjoyment and boredom mediate the influence of cognitive appraisals on math performance in 53 education systems. Specifically, boredom significantly mediates the paths in 25 systems (47%). In general, enjoyment negatively mediates the paths which was an unexpected finding; however, 21 out of the 53 systems (40%) yield expected positive results. Our results therefore advance our understanding regarding how enjoyment and boredom relate to math success. In particular, when the mediating effects are contradictory to our hypothesis (e.g., in Korea and Turkey), these unexpected findings may indicate a cultural difference on what emotions are important to be felt in relation to academic success. [ABSTRACT FROM AUTHOR]

In this research, we aimed to examine and understand the experiences of the participants regarding the teaching practice courses held with distance education during the pandemic. The participants of the research are all eight students who took teaching practice courses in the primary school education program of a university in Turkey in the 2020-2021 academic year. The research was designed as basic qualitative research. Research data were obtained from semi-structured interviews conducted via video call individually with the participants. Content analysis was used for data analysis. Results show that participants experienced problems due to the lack of interaction with the primary school students and practice teachers. In the problems that arise in the distance education process; we can say that the lack of infrastructure, knowledge and experience of the stakeholders are effective. It is necessary to eliminate the infrastructure problems related to distance education and to provide information and experience to the stakeholders by integrating distance education into formal education processes. In this way, we can be prepared for the next pandemics or similar extraordinary situations. [ABSTRACT FROM AUTHOR]

This study investigates English teachers' socialization to the school environment, their behaviour in the classroom, and their attitudes towards their profession in the first few years after graduation. An explanatory research design was used with a mixed-method methodology. We administered a survey to 800 novice English language teachers in 16 cities where there is high rates of governmental teacher placements in Turkey based on the data provided by the Ministry of National Education (MoNE). The questionnaire included five category components: professional competence, interpersonal relations, organizational history and language, organizational goals and values, and organizational policy. We then selected 9 English teachers using purposeful sampling from the three of the 16 cities in order to gain information about novice teachers' experiences and to elaborate on the results of our quantitative data findings. After observing the classes of those English teachers, we conducted semi-structured interviews. The content analysis of the responses revealed important issues the teachers experienced during their socialization period. These included their relationships with the school administration, colleagues, parents, and the teachers' own professional competence, particularly in the areas of the target language (TL) use and language teaching methodology. A discussion of the findings provides suggestions for teacher education programmes, thereby contributing to the development of educational curricula. Having postgraduate studies to sustain professional development has been suggested for teacher growth, which will also establish a link between the university-school partnership. The university-school partnership will only be possible with a willingness tocollaborate, dedicated time and systematic feedback to share knowledge and experience. [ABSTRACT FROM AUTHOR]

This study examined the perceptions of foreign language teachers in Turkey regarding their role as conveyers of culture in foreign language teaching. To that end, I utilised a descriptive model, one of the quantitative research designs, in the research. The study group consisted of 441 English teachers working in the English preparatory programs of various universities in Turkey in 2020-2021 academic year. The survey focused on teachers' perceptions of their purposes in foreign language teaching, their views on culture teaching in the context of foreign language teaching, their cultural teaching practices, their familiarity with the country, culture, and individuals in which the language they teach, the time they allocate to culture and language teaching in their practices, and their views on the cultural content of the materials they use. The answers of the participants are summarized as arithmetic mean and standard deviation, frequency and percentage. I used one-way analysis of variance (ANOVA) so as to determine whether the data on the participants differed significantly according to the variables and preferred Tukey, one of the post-hoc multiple comparison technique, to verify the source of the significant difference as a result of the ANOVA analysis. The results of the study showed that the teachers are aware of the importance of integrating the target culture in foreign language teaching. The majority of the participants pay attention to conveying the culture of the target language within the framework of the curriculum and materials they use. However, it was concluded that foreign language teachers in Turkey needed support programs and travels in order to increase their level of familiarity with the culture of the language they teach. [ABSTRACT FROM AUTHOR]

This research is conducted to determine the preferences and barriers of undergraduate students during emergency remote education. In this qualitative study, a case study research design was implemented and data were obtained in the spring semester of the 2020-21 academic year from the students in an English preparatory program at a state university in Turkey. Data were collected through semi-structured interviews. Results reveal that synchronous lessons were considered to be more effective in language learning as they support social presence by creating a real-like classroom environment, offer more interaction and provide a more convenient platform, especially for skills that require practice. Additionally, students preferred synchronous lessons since they provided a more suitable environment for learner-learner and learner-instructor interaction, and they could ask questions and get immediate feedback from the instructors. During the pandemic process, the students experienced technical, social, psychological, family-oriented and physical problems the most. [ABSTRACT FROM AUTHOR]

This research studied the relationship between self-regulation skills and test anxiety level of secondary school students. The sample of the study, which was designed as a correlational research design, consisted of 234 7th and 8th grade secondary school students. The students were studying at different secondary schools in Aksehir District, Konya Türkiye in the 2020-2021 academic year. To collect the research data, the "Perceived Self-Regulation Scale" developed by Arslan and Gelisli (2015) and the "Westside Anxiety Scale" developed by Totan (2018) were used. Cronbach Alpha reliability of the scales were found as .97 and .94, respectively. As a result of the analyses, a moderate significant negative relationship was found between the self-regulation skills and the test anxiety levels of the students. In addition, simple linear regression analysis results showed that students' self-regulation skill explained 14% of the total variance in test anxiety [R=.387, R2=.149, p<.05]. [ABSTRACT FROM AUTHOR]

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.)

The objective of this research is to determine the opinions of preservice teachers about the ideal drama classroom. For this purpose, a descriptive study was conducted within the scope of qualitative research. The study included 71 preservice teachers from different branches taking drama courses in the spring semester of the 2019-2020 academic year in the education faculty of a public university in Turkey. The researcher developed a data collection tool to determine preservice teachers' opinions about the ideal drama classrooms. In this context, preservice teachers designed their ideal drama classrooms, noted the objects that should be present, and wrote their opinions about the drama classroom they designed. The obtained data were analyzed by using content analysis. Frequency, code, and theme tables were created, and direct quotations were used to reflect participant opinions. Preservice teachers stated that an ideal drama classroom should be suitable for movement and spacious, and the floor should be appropriate for walking barefoot. In addition, they noted that in an ideal drama classroom, equipment such as stationery, costumes, cushions, sound system, board, and computer should be available. Suggestions were presented based on the opinions of preservice teachers. [ABSTRACT FROM AUTHOR]

In this study, it is aimed to reveal the perceptions of prospective primary education teachers on teaching to read and write, and a literate child through metaphors. The study group consists of 178 prospective primary education teachers, who study at the Department of Primary Education of a state university in the 2018-19 academic year in Turkey. The research was carried out by the phenomenological method, a qualitative research design. The data of the research were collected using a form including expressions such as "Teaching to read and write is like... Because...." and "A literate child is like ... Because ...". The data analyzed by the content analysis were collected under nine conceptual categories of 127 metaphors generated on "teaching to read and write", and also 127 metaphors generated under nine conceptual categories on "a literate child". As a result, the study reveals the metaphors produced by prospective primary education teachers, show that they are aware of the importance of the process of teaching to read and write, and the experiences that the child gains during this process will be significant gains both for himself/herself and his/her environment. [ABSTRACT FROM AUTHOR]

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.)

We investigate the role of intergenerational transmission in educational outcomes and inequalities for cohorts born between 1951 and 1985 in Turkey via the Turkish Statistical Institute's Intergenerational Transmission of Disadvantages Module in 2011. Our results show that Turkey has a relatively low degree of intergenerational educational mobility. Further, the primary measures of intergenerational educational mobility – the regression and correlation coefficients via years of schooling – exhibit a U-shape over the sample period. Our first decomposition exercise reveals that the early cohorts' improving intergenerational mobility stems mainly from the educational improvements of descendants born to low-educated fathers. In contrast, the recently increasing intergenerational correlation stems from the disproportionately favorable university prospects of descendants born to university graduate fathers. Moreover, we decompose the correlation coefficient via a second methodology and show that 91% of the correlation stems from within-subgroup correlations. Specifically, the contribution of urban (rural) males and females average 32% and 44% (7% and 8%), respectively. [ABSTRACT FROM AUTHOR]

The purpose of this article is to design and develop an Arduino-assisted robotic and coding activity in compliance with the 5E instructional model in order to help secondary school students improve their science achievement in the science course. The research was conducted with 5th grade students studying at a private secondary school in Turkey in the spring semester of the 2020–2021 academic year. The implementation of the designed activity was carried out within the scope of the science course with the participation of 20 students. The activity is designed to teach the concept of dynamometer, which is considered within the scope of measuring force in the science course curriculum, in accordance with the 5E instructional model. In this activity, the elongation of the rubber band with a weight attached to the end was measured by a distance sensor, and a dynamometer model was designed by coding. In addition, this activity was presented to the students as one example of solving daily life problems by making use of technology. As a result, the students have the opportunity to explore Arduino-powered robotics and coding applications and integrate these applications into science course. [ABSTRACT FROM AUTHOR]

Copyright of Pamukkale University Journal of Education is the property of Pamukkale 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.)

The purpose of this study is to adapt a cross-national measure of fear-based xenophobia to Turkish culture. This measure is a unidimensional cumulative attitude scale comprising five items, ordered according to difficulty parameters. It assesses participants' fear of foreigners using the stereotype content model, categorizing outsiders according to indices of warmth and competence. The participants were 360 students (218 females, 142 males) from two state universities in the capital of Turkey. The students were surveyed during the 2018–2019 academic year, and the data were analyzed through Mokken scale analysis. Responses to the survey questions divided the participants into two groups: those who agreed with the first item on the questionnaire and those who agreed with the other statements (2–5); statements 2–5 indicated nearly the same level of fear of foreigners. The data met the assumptions; a monotone homogeneity model was more suitable, and more than two-thirds of the participants responded to the scale in line with the sequential grading. Moreover, the reliability coefficient of the measurements obtained from the Turkish form of the cross-national measure of fear-based xenophobia scale was high. [ABSTRACT FROM AUTHOR]

This study, firstly, is to examine the meta-emotional levels of university students according to gender, and secondly, to examine the predictive state of meta-emotion together with mindfulness and emotion regulation skills. In line with these two purposes, a total of 1050 students, 748 females and 302 males, studying at various universities in Turkey in the 2020-2021 academic year, were reached. Along with the demographic information part, the scales, in which information about meta-emotion, emotion regulation skills and mindfulness levels were obtained, were applied to the participants. In the analysis of the data, t-test and multiple linear regression analysis were performed. As a result of the analyzes made, it was found that the positive metaemotions of young people in university students showed a significant difference according to gender; It was found that negative meta-emotions did not show a significant difference according to gender. In addition, it was found that mindfulness and emotion regulation skills significantly predicted positive and negative metaemotions. The findings were discussed in the related literature and various suggestions were made. [ABSTRACT FROM AUTHOR]

The aim of this research was to determine the teachers' perceptions about the concept of "midterm break" and "ideal midterm break" through metaphors. The research was designed descriptively and conducted in the phenomenology pattern, one of the qualitative research methods. 414 teachers working in public schools in the 2019-2020 academic year constitute the working group of the research. As the data collection tool, "Midterm break was like ..., because..." regarding the midterm break practice, which was implemented for the first time in 2019 in Turkey. And "Midterm break should be like ..., because ...", an open-ended online questionnaire containing conceptual/ideal metaphor questions and demographic information were used. The collected data were analyzed with content analysis method in qualitative research design. In the analysis of the data, categories and themes were created from the metaphors that emerged with the coding based on the analogy, characterization and evaluation aspects of the figurative images. Whether the metaphors represent conceptual categories has been confirmed by the researchers. As a result of the analysis, 274 different metaphors related to the midterm break in seven conceptual categories, and 310 different metaphors in the ideal midterm break were collected in nine ideal categories. The believes that the midterm holiday increases the motivation and provides opportunities and on contrast the believes that midterm holiday is waste of time and cannot be conducted well form the basis of conceptual themes. On the other hand the themes regarding the ideal midterm holiday provided by the teachers are improving, can be applied, resting, enjoying and open to participation. As the result of the study, it is found that the meaning given to midterm holiday by the teachers is positive and it is seen that the belief that it will be more planned and useful by the time is common. [ABSTRACT FROM AUTHOR]

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This paper investigates the impact of increased education, due to an exogenous education reform, on time spent in religious activities by utilizing the Turkish Time Use Survey data. The education reform significantly rises individuals' years of schooling. We also document that for women, increased education has a negative causal impact on the allocation of time to religious activities. However, there are no significant effects of education on men's time spent in religious activities. As a result, we suggest that education plays an important role in altering individuals' religious behaviour through its effects on preferences. [ABSTRACT FROM AUTHOR]

The purpose of this current study is to make a contribution to the literature by investigating university tutors' (UT) and cooperating teachers' (CT) practices in one special education department's teaching practice programme in Turkey from the student teachers' (ST) perspective. The relations between the programme participants with a phenomenological research design were analysed in order to determine how the programme works, and possibly make suggestions for improving it. Therefore, the following research question was addressed: How do STs perceive the UTs' and CTs' practices within a special education department's teaching practice programme? Fourteen STs in a teaching practice programme were interviewed in the 2016-2017 academic year. The data were analysed using thematic analysis, and four contexts were created for better clarification: professional, partnership, material, and personal contexts. Results indicated that UTs', CTs' and STs' practices, and ST's standpoints in the programme need to be handled by considering participants' collective level of agency and each one's professional agency based on relational agency. [ABSTRACT FROM AUTHOR]

Anxiety is an affective variable that impacts learning negatively by impeding cognitive progress. Anxiety is associated with learners' individual differences such as beliefs, attitudes, expectations, motivation, and emotions. It has been determined in many studies that anxiety affects language learning negatively and interferes with many types of learning. The purpose of this study is to develop a measurement tool that will determine the level of anxiety students experience or may experience during the learning process of grammar. The population of the study consists of Turkish Language Teaching students receiving education in the academic year of 2019-2020. The sample of the study comprised of 328 participants who were selected by the random sampling method among the students studying at public university in Turkey. When scale score ranges are examined, it is seen that high scores indicate high anxiety, and low scores indicate low anxiety. It was verified as a result of the analysis that the sub-factors of the scale are the components of this structure, which is called grammar anxiety, and that they form the determined structure together. It was concluded that the model and goodness of fit indices are at acceptable levels. The scale sub-factors of Cronbach's Alpha internal consistency coefficient were .92 for "emphasis on grammar learning", .87 for "learner beliefs" and .88 for "grammar learning experience". The internal consistency coefficient obtained for the whole scale was determined as .92. The obtained values also show that this scale is a reliable measurement tool for measuring grammar anxiety. [ABSTRACT FROM AUTHOR]

The aim of this research is to evaluate the 7th grade science skill-based questions published by the Ministry of National Education of the Republic of Turkey in the 2019-2020 academic year, according to the revised Bloom taxonomy. In this study, document analysis method, one of the qualitative research methods, was used. The data of the research consists of 7th grade science skill-based questions published by the Ministry of National Education in the 2019-2020 academic year. In the study, 143 science questions were evaluated according to the revised Bloom taxonomy. Each of the aforementioned questions was examined separately and it was determined which levels they belong to in the "cognitive process" and "knowledge" dimensions of the revised Bloom Taxonomy. When the questions were evaluated according to the cognitive process dimension of the revised Bloom taxonomy, it was determined that the questions were stacked on the levels of understanding and application. When the questions were evaluated according to the knowledge dimension, it was determined that the questions were stacked on the levels of procedural knowledge and conceptual knowledge. While the majority of the questions (86.71%) are related to low-level skills, only 13.29% of them are related to high-level skills. [ABSTRACT FROM AUTHOR]

This research examines how Turkish undergraduates construct “campus” metaphors to represent their opinions about campus phenomenon in the context of a Turkish university. The present study adopted a phenomenological approach. The participants of this study were 92 students in the 2020-2021 academic year from different faculties and departments at a university in Turkey. For data collection, a short interview form was used to reveal the perspectives of undergraduates on the phenomenon they have created in their minds for the campus. The form contained a statement with blanks for students to produce a simile and justification. The metaphors generated by the undergraduates are gathered under sixteen conceptual categories after the analysis of metaphors. Among the sixteen conceptual categories, there was no prominent difference in conceptualizations of campus between the groups in terms of study years as regards campus as “Involving diversities”, Provider”, “Designing/manufacturing”, “Source of experience”, “Improver”, “Socializing force”, “Friendship”, “Belonging”, “Source of life”, “Source of different emotions”. On the other hand, differences in terms of study year were marked concerning campus as “Dynamic”, “Undesired”, “Trust”, “Valuable”, “Full of nature”, and “Having borders”. While Freshmen/Sophomores perceived campus as “Trust”, “Full of nature” but “Having borders”, Juniors/Seniors considered campus as “Dynamic”, valuable but “Undesired”. Among the sixteen conceptual categories, there was no difference in conceptualizations of campus between the two groups in terms of gender as regards campus as “Provider”, “Designing/manufacturing”, “Source of experience”, “Improver”, “Friendship”, “Belonging”, “Source of life”, “Source of different emotions”. Nevertheless, differences in terms of gender were marked concerning campus as “Socializing force”, “Dynamic”, “Undesired”, “Trust”, “Valuable”, “Full of nature”, and “Having borders”. Female students perceived campus as a “Socializing force”, “Dynamic”, “Trust”, “Valuable”, and “Full of nature” whereas a male student considered it as “Having [ABSTRACT FROM AUTHOR]

This study aims to examine in detail the ethical dilemmas faced by private school teachers. The study employed a phenomenological research design. The study group comprised 15 teachers working at private schools in a province located in the southeastern region of Turkey in the 2020-2021 academic year, who were determined by the maximum variation sampling method. A semi-structured interview form was used as the data collection instrument. Collected data were subjected to phenomenological analysis. According to the findings, ethical dilemmas faced by private school teachers can be categorized under the themes of "parents," "students," "school administration," and "co-workers." Ethical dilemmas in private schools have been found to differ in some aspects from those in public schools. Also, it was observed that teachers dealt with ethical dilemmas under the fear of losing their jobs. The results are discussed in the context of professional and workplace problems faced by private school teachers, and recommendations are presented accordingly. [ABSTRACT FROM AUTHOR]

In this study, it was aimed to determine the speaking skill levels of Turkish children living in Switzerland and attending Turkish schools and to examine whether their speaking skills differ statistically according to various variables. The sample group of the study consisted of 30 children living in various cantons of Switzerland in the 2018-2019 academic year. “Student Interview Form”, “Personal Information Form” and “Speaking Skills Evaluation Form” were used as data collection tools. Speaking skill levels of the children participating in the research; frequency, percentage and mean values were examined. T-Test and One-Way Analysis of Variance (ANOVA) in relations with normal distribution depending on the number of categories of the independent variable; relationships that did not show normal distribution were examined with the Mann-Whitney U Test and the Kruskal Wallis H Test. As a result of the analysis, it was revealed that the average score of the children's speaking skills was at an average level. When the relationship between various variables and children's speaking skills was examined, it was seen that gender caused a statistically significant difference in children's speaking skill scores. It was determined that the speaking skills of boys were significantly higher than those of girls. In addition, it was revealed that age, whether Turkish is spoken at home or not and the length of stay when traveling to Turkey did not cause a statistically significant difference on children's speaking skill scores. The results of the research were discussed and suggestions were given. [ABSTRACT FROM AUTHOR]

This study examines the effect of using a personal response system (PRS) on students' academic performance and attitude towards science and technology. The study is conducted during the spring semester of the 2018-2019 academic year in a secondary school in northwestern Turkey. The study is designed as a pre-test and post-test control group design, with 21 in the control group and 23 in the experimental group. The Science Achievement Scale and the PRS Attitude Scale were administered to 92 students in the pilot study during the scale development process. The study is conducted on one unit in the course syllabus called "The World of living things and indispensable part of our lives: electricity." The researcher worked with the group two hours a week for six weeks. Every week after the lecture, the class teacher made their students solve multiple-choice questions with PRS in the experimental group and paper-based in the control group. The quantitative section of this study included three tools: the Achievement Test, the Attitude Toward Science Scale, and the Attitude Toward PRS Scale. Although results showed no difference in achievement between pre-test and post-test scores in both groups, the experimental group showed a promising difference in their attitudes toward science. In addition, boys were more positive about PRS than girls based on the PRS attitude scale. The qualitative component involved focus group discussion with a random sample of six surveyed students and an interview with the class teacher. Students provided positive feedback regarding the use of PRS. They appreciated peer discussions that instructors facilitated while using PRS. The teacher was likewise enthusiastic about implementing Research Article PRS in his class. [ABSTRACT FROM AUTHOR]

Limited time, physical and financial opportunities in education has caused the expansion of the education system and emergence of new alternatives. One of these alternatives is open education that emphasizes the philosophy of sharing the information and materials used in learning and teaching freely and openly, and one is distance education that offers a formal form of education blended with information systems and the internet. Anadolu University Open Education System, not only in Turkey, in many countries around the world offers learners the opportunity to open and distance learning. In this sense, it has one of the largest student communities in the world. Therefore, evaluating the efficiency of a large and powerful organization like the Anadolu University Open Education System has gained importance. This study was carried out to determine the activities of associate degree programs in Anadolu University Open Education System in the fall and spring semesters of 2016-2017, 2017-2018, 2018-2019 academic years. Anadolu University Open Education System associate degree programs are ranked according to their effeciency values, by the Slack-Based Measure Analysis. [ABSTRACT FROM AUTHOR]

This study aims to determine the factors affecting the occupational choice and career orientation of senior students in Girls Anatolian Imam Hatip High Schools (Religious Vocational High School) and reveal what the students who turn to different occupation groups are affected. The study was conducted using the "phenomenology" pattern, which is one of the qualitative approaches. The research was conducted with 25 students studying in five different Girls Anatolian Imam Hatip High Schools selected from Istanbul in the 2019-2020 academic year. Twenty-five students were selected using "criterion sampling", one of the purposive sampling methods. The data of the study were collected using the "interview" method, and a "semi-structured interview form" was used during the interview. The data were analyzed by the "descriptive analysis" method. This study has been guided by the fact that teachers, families, and policymakers clearly know whether the students in Imam Hatip High Schools, which were established to raise religious officials; make their choices in line with their own interests, abilities, skills, wishes, and desires or are influenced by their environment and that they have made different occupational orientations and preferences in recent years. It was determined that students have found common ground in the lifelong development process besides individual differences in their career and occupational choices. It is seen that students' occupational thoughts, which develop in the form of dreams at an early age, progress from abstract to more realistic and concrete as they grow up and develop; changes and even indecisions occur with the increasing number of effective factors and the predominance of personal desires. It is thought that it will help restructure the studies to be conducted in Turkey since the research is a study to discover "factors affecting the occupational choice and career orientation". [ABSTRACT FROM AUTHOR]