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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.

This study has two main purposes. Firstly, to compare the different item selection methods and stopping rules used in Computerized Adaptive Testing (CAT) applications with simulative data generated based on the item parameters of the Vocational Maturity Scale. Secondly, to test the validity of CAT application scores. For the first purpose, simulative data produced based on Vocational Maturity Scale item parameters were analyzed under different item selection methods (Maximum Fisher Information [MFI], Maximum Likelihood Weighted Information [MLWI] Maximum Posterior Weighted Information [MPWI] Maximum Expected Information [MEI] Minimum Expected Posterior Variance [MEPV] Maximum Expected Posterior Weighted Information [MEPWI]) and stopping rules (Standard Error [SE]<0.30, SE<0.50, SE <0.70, Number of Item [NI]=10, NI=20) by calculating the average number of items, standard error averages, correlation coefficients, bias, and RMSE statistics. For all the conditions of the item selection methods, standard error averages, correlation coefficients, bias, and RMSE statistics showed similar results. When the average number of items is considered, MFI and SE<0.30 were found as most appropriate methods to be used in CAT application. For the second purpose of the study, the paper-pencil form of the Vocational Maturity scale and CAT version were administered to 33 students. A moderate, positive, and statistically significant relationship was found between the CAT application scores and the paper-pencil form scores on the vocational maturity scale. As a result, it can be said that the vocational maturity scale can be applied as a computerized adaptive test and can be used in career guidance processes.

Online learning has an old background and is an efficient method if applied correctly. However, during the pandemic period, it has been faced with a negative perception due to the wrong practices brought about by the mandatory and rapid transition. During this pandemic term, most educational institutions have offered support in this process to explain the process to both their students and instructors. This study examined XXX University instructors' perspectives regarding the emergency remote teaching period in terms of their professional experience, discipline area, online instruction experience, and whether they received training in online instruction. Quantitative research methods were used in the study. An online instructor's emergency remote teaching perspective scale has been developed and used as a data collection tool. A significant difference has been found in the discipline areas, online instruction experience, and participation in training program. From the results of the research, the need to support the instructors according to the needs specific to the disciplines has been revealed, and it is recommended to investigate the relationships between self-competency for online teaching and the perception of institutional support in depth.

With the conversion of Turks to Islam, it is seen that Islamic works began to emerge in the field of Turkish language. Among these works, Qur'an translations have an important place. Qur'an translations are in the forms of tafsirs (commentaries), surah tafsirs and interlinear translations. Although interlinear translations are primarily seen in the field of Eastern Turkish, there is also considerable number of interlinear translations in the Anatolian field. The fact that interlinear translations are verbatim translations is essential in that they reflect the vocabulary of their period. Although some academic studies have been conducted on these translations, there are different translations in our libraries and museums on which no scientific work has been conducted. The authors and copyist of some of these works are known, but most authors and copyists remain anonymous. Turkish translations of Qur'an, which have a unique place importance in following the historical periods of Turkish language, are also essential in terms of language studies. They are of particular importance in terms of semantic research and lexicography, as they show how the new concepts that came with the religion after the Turks' conversion to Islam are expressed. In this paper, the Old Anatolian Turkish interlinear Qur'an translation, registered at Turkish Manuscripts Department of the Library of Presidency of Religious Affairs with number 279/ 288, which reveals the richness of meaning and vocabulary of Turkish language, is being promoted and analyzed. This copy with some missing surahs and interlinear translations consists of 350 leaves in total. We do not have any information as to where, when, why and by whom the manuscript was written. This manuscript, on which no scientific study had been conducted so far, is examined using document analysis method.

The aim of this study is to investigate the effect of using manga comics in Linear Algebra course on elementary mathematics teacher candidates' attitudes and achievement towards the course. Pre-test-post-test control group experimental design was used in the study. The study was conducted with 48 elementary mathematics teacher candidates' taking Linear Algebra 1 course. In the study, the experimental group received lessons that were taught under the guidance of the researcher using the Linear Algebra Manga Guidebook. On the other hand, the control group received lessons taught by the researcher using the traditional teaching method. In this 8-week study, Attitude Scale towards Linear Algebra Course and Linear Algebra Course Achievement exam prepared by the researchers were applied as pre-test and post-test. At the end of the study, a significant difference was obtained between the attitude towards linear algebra course and achievement scores of the experimental group and the control group in favour of the experimental group.

This research study focused on understanding changes that were taking place in Promotion and Tenure (P and T) practices in eight selected institutions of higher education in the state of Georgia and examined factors, if any, that were acting as a catalyst for change. The research team used both quantitative and qualitative analyses of the P and T dossier reviews. The study did broaden our understanding of important and complex issues in higher education. The results have implications for higher education faculty and administrators as they contemplate tenure and promotion decisions and policies, and complete future research studies.

The aim of this study is to investigate the mediating role of attachment styles in the relationship between childhood trauma and cognitive distortion. The sample comprised 358 (44.7% males) university students. Participants completed the Childhood Trauma Questionnaire, the Three-Dimensional Attachment Style Scale, and the Interpersonal Cognitive Distortions Scale. According to the results, other variables, except for physical neglect, did not differ in terms of gender. According to other results of the research, childhood trauma and anxious attachment predicted interpersonal cognitive distortions. In addition, anxious attachment mediated the relationship between childhood trauma and interpersonal cognitive distortions. These findings provide evidence that childhood trauma, mediated by anxious attachment, might contribute to interpersonal cognitive distortions in adulthood. However, secure and avoidant attachment had no statistically meaningful direct impact on interpersonal cognitive distortions. Findings were discussed in line with the relevant literature and some suggestions were presented to the researchers in the context of planning treatment, including assessment of prognosis and treatment needs.

This study aims to determine the place of mediation skills in teaching Turkish as a foreign language in accordance with the opinions of the instructors. The research is a content analysis study made with the interview technique, one of the qualitative research methods. The study group for the research consists of 14 instructors who worked in Turkish Teaching Research and Application Centers. The data for the study were obtained from the Teaching Staff Interview Form on Mediation Skills in Teaching Turkish as a Foreign Language, which was created by the researchers and contains structured and semi-structured questions. At the end of the research, it was concluded that the instructors included mediation skills in the teaching of Turkish as a foreign language, but there was no standard and systematic teaching of mediation skills.

This research was planned to reveal whether school engagement is a mediator in the relationship between grit and academic life satisfaction in university students. 487 students, including 316 (65%) males and 171(35%) females, were recruited. The students were 18 to 33 years old, and the mean age was 20.62. The measures included the Academic Life Satisfaction Scale (ALSS), the Short Grit Scale (GRIT-S), the Utrecht Work Engagement Scale-Student Form (UWES-SF), and a Personal Information Form (PIF). Data analysis included the structural equation model and Pearson's correlation analysis. A statistically significant positive correlation was observed between grit, school engagement, and academic life satisfaction. In addition, grit and academic life satisfaction were mediated by school engagement. We handled the results considering grit and school engagement in raising the academic life satisfaction of university students.

This study aims to obtain and compare the opinions of exam question writers and teachers on skill-based exam questions. 24 science teachers and 11 context-based exam question writers participated in the study, which was carried out according to the convergent parallel design. Opinions of both parties on the skill-based exam questions were collected and compared with the qualitative and quantitative data. Semi-structured interview forms prepared by the researchers were used as a data collection tool, and the collected answers were analysed by content analysis. In addition, the teacher opinion questionnaire on skill-based exam questions was applied to both parties and a significant relationship was sought. Although there was a significant difference between the opinions of the exam question writers and the teachers on life-based questions, their opinions on the positive and negative aspects of life-based questions show parallelism. Teachers think that the new generation questions are unnecessarily long and time-consuming and that the quality of the questions in the market should be increased. It is recommended that more detailed studies on skill-based exam questions and the foundations on which they are based be carried out. Also, providing teachers with more in-service training on skill-based exam question writing and studying students' views would contribute to the field.

The use of instructional videos is rampant in education; however, their interaction is limited by weak instructional design. Gagne has never insisted on using his renowned 9 Events of Instruction slavishly in situations as a viable paradigm for utilization in video design. Connecting grade level, video length, and interaction, this study seeks to determine the relevance of Gagne's prescribed 9 event sequence in instructional mathematics videos. We scrutinized 50 instructional mathematics videos on YouTube geared towards middle school pupils ranging between 5th and 8th grades. We used quantitative media content analysis for video analysis. In data analysis, partial least squares were used. Bayesian estimation was also resorted to for cross checking. The data revealed that one-third of Gagne's instructional design steps were not always present: "activating prior knowledge," "eliciting performance," and finally "providing feedback." A mediation analysis between grade level and video length revealed that 6 events fully mediated the association between the two. We also elicited the impact of these variables on affective and behavioral interactions in videos. This study assists in creating an idiosyncratic instructional design model, called "Birgili's 8 steps for instructional video design," and in infusing this with a melange of four theories. In contrast with the status quo attesting that the literature abounds with scholarly works touting "the shorter is the better" mantra, the results substantiated that longer may be better in leveraging video interactions provided that the length is judiciously used to conform to instructional design principles.

Purpose: This study aims to research the impact of the e-learning environment, in which game-based education software was used, on the learning of students with intellectual disabilities. Design/Approach/Methods: The study group consisted of 34 students with intellectual disabilities studying at a special education vocational school in C¸ anakkale, Turkey. In this study, the true experimental method was used. For 5 weeks, the experimental group received blended learning that was supported by the usage of a game-based education software designed by the researcher, which includes interactive educational game applications. At the same time, control group students only received the teaching process in the classroom with the traditional teaching method. A course attitude scale and an achievement test were used for data collection. Findings: The analysis of the findings showed that there was a significant increase between precourse and post-course attitudes and academic achievement scores of the students. There wasn't a significant difference between pre-course and post-course attitudes and academic achievement scores according to the gender and academic achievement scores. Males' academic achievement and attitude post-test scores were higher than females' scores. Students having upper daily mobile devices usage experience had higher post-test and academic achievement scores than students having lower daily mobile devices usage experience. Originality/Value: This article has the potential to construct a new practice example as a supplement for analyzing the game-based educational software usage on the education of students with intellectual disabilities. As a pilot study, it provides a good sample for further investigations.

The effects of the constructivist-learning model on student outcomes are analyzed in this research study. For this purpose, the results of 19 meta-analysis research focusing on the effects of constructivist learning models on student outcomes are combined with the second-order meta-analysis method. The research included in the process had been carried out between the years 2015 and 2021. At the end of the research process, it is determined that the effect of constructivist learning models on student outcomes is medium level. On the other hand, it is determined that the effect of constructivist learning models on student thinking skills and academic success is high-level. Besides, it is found that the effect of constructivist learning models on student attitudes is medium level. At the end of the moderator analysis based on location, it is observed that the effects of constructivist learning models on student outcomes vary. Atelier studies can be carried out in education zones to develop teaching skills about the application of constructivist learning models. On the other hand, it is seen that studies on the issue mostly focus on academic success and attitude. Following this, the effects of constructivist learning models on the other student outcomes can be analyzed.

This study aims to determine the relationship between the attitudes of teacher candidates towards teaching critical thinking and critical thinking standards. The population of the study consists of teacher candidates studying at the faculties of education in 2020-2021. The sample of the study consists of 743 teacher candidates determined by the appropriate sampling method. Descriptive statistics, MANOVA, and regression analyses have been used for the analysis of the data. As a result of the research, It has been determined that knowing the teaching of critical thinking has a positive effect on attitudes towards teaching critical thinking and critical thinking standards. Attitudes toward teaching critical thinking and critical thinking standards results of the teacher candidates who read four or more books per month are higher than that of those who have never read a book or read just a book per month. It has been observed that there is a positive moderate relationship between the attitudes toward teaching critical thinking and critical thinking standards results of the teacher candidates. When critical thinking standards are examined as a predictor of attitudes towards teaching critical thinking, critical thinking standards explain 37% of the variance related to attitudes towards teaching critical thinking.

The purpose of the study is to research the assertiveness levels of university students and their attitudes toward physical education course in terms of gender, doing regular sports and academic achievement. The design of the research is descriptive. The sample of the study consists of university students who take physical education and sport course in the first aid and emergency department of Artvin Coruh University in the 2018-2019 academic year. A total of 116 university students with a mean age of 20.64 participated in the study as voluntarily. Physical Education and Sport Attitude Scale was used to measure students' attitudes and the Rathus Assertiveness Inventory was used to measure assertiveness levels. In the study, the Kolmogorov-Smirnov test was used to determine the distribution of normality, the Pearson correlation test was used to examine the relationship between students' attitudes towards physical education and sport and assertiveness levels, the independent sample t-test in parametric distributions, the Mann Whitney U test was used in non-parametric distributions. Kruskal Wallis test was used in more than two groups because the distributions are not normal. According to the findings, there was a negative correlation between the assertiveness levels of students and their attitudes toward physical education course. There was a significant difference between the attitudes towards physical education course in terms of gender, on the contrary, there was no significant difference between assertiveness levels in terms of gender. There was no significant difference between assertiveness levels and the attitudes towards physical education course in terms of doing regular sports and there was no significant difference between assertiveness levels and the attitudes towards physical education course in terms of academic achievement. As a result, although there was a negative relationship between attitudes of university students towards physical education and sports course and assertiveness levels, it was observed that attitudes towards the course are more positive in favor of male students. There were no significant differences between the levels of assertiveness and attitudes towards physical education and sports courses in terms of doing regular sports and academic achievement levels.

Individuals with special needs are highly disadvantaged during the COVID-19 quarantine days, and families and children received limited support. Learning the experiences, problems and solution suggestions of teachers who are responsible for the education of children with special needs is of great importance in determining the plans to be made to provide the necessary support. The purpose of this study is to investigate in-service special education teachers' experiences of emergency remote teaching and to seek to understand the essence of their lived experiences during the COVID-19 pandemic. This qualitative study employs a phenomenological design. This current interpretative phenomenological study consists of 21 special education teachers that meet predetermined criteria. Semi-structured interviews were used to collect the data. Five key questions and one closing question which were created by the researchers aligned with the purpose of the study were asked to the participants. As a result of the data obtained within the scope of the study, themes emerged according to special education teachers' experiences such as technical infrastructure, ICT literacy, required technical support, transformations in performance tracking and assessment, learning resource, problem behaviors, goals and objectives, family engagement, person being supported, type of support provided and decision about sustainability.

The purpose of the study is to reveal the relationship between teachers' lifelong learning tendencies and digital literacy levels. Both single and correlational survey designs from the quantitative research models were employed. To determine the study group, convenience case sampling was used by considering the Covid-19 pandemic and a total of 322 teachers on social media participated in the study. The data were collected in the second semester of the 2020-2021 academic year. In the current study, two scales, namely, "Lifelong Learning Scale" and "Digital Literacy Self-efficacy Scale of Teacher Candidates" were used for data collection tools. As a result of the study, it was determined that lifelong learning tendencies of teachers were at a high level. Besides, teachers find themselves sufficient in terms of digital literacy. It was observed that there was a positive and significant relationship between teachers' lifelong learning tendencies and digital literacy levels. Ultimately, it was among the obtained results that teachers' digital literacy levels also predicted their lifelong learning skills.

COVID-19 affected higher educational institutions around the world. This study focused on academics' perceptions and practices of online education based on their academic discipline and previous online education experience. The survey research design used and an e-survey was conducted in May 2020, during which the lockdown restrictions were rather tight in Turkey. The analyzes were carried out on the responses of 8,242 academics' using the omnibus chi-square test and t-tests. The results point out that academics' time allocation to preparation for courses, student counselling, and lectures are varying due to their academic disciplines. Generally, academics have a negative perception of online education though there is a difference between the experienced ones and others. In particular, academics with online education experience exhibited lower negative perceptions of online education than those lacking such experience. Maybe one of the most problematic parts of this transition process for academics is how to ensure the reliability of exams. Our results showed that even the academics with online education experience have a higher level of distrust towards educational measurement and evaluation methods.