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As universities attempt to integrate academic research into meaningful real-world application, faculty are encouraged to improve, understand, and collaborate on instruction and scholarship. Boyer's writings on the topic in Scholarship Reconsidered: Priorities of the Professoriate attempted to engage faculty in this pursuit. One College of Education explored Boyer's model through faculty participation in a Professional Learning Community (PLC). Using a qualitative case study including a review of documents and faculty focus groups, the researchers studied how faculty were able to infuse components of Boyer's Scholarship Reconsidered in their work. Findings pointed to enhanced understanding of Boyer's writings by faculty, but did not result in increased incorporation of his ideas into practice during the PLC. The researchers concluded that improvements in the leadership, design, and application of the PLC could facilitate faculty participation in a PLC and could result in increased engagement and application of Boyer's writings in their work.

Culture and heritage language (HL) preservation are crucial to developing children of immigrants' ethnic and social identity, creating a sense of belonging, and fostering family and ethnic community support. However, numerous challenges permeate the experiences of underrepresented ethnolinguistic groups like Brazilian immigrants who are largely invisible in the United States. Therefore, this study investigated the lived experiences of second-generation Brazilian adolescents with culture and HL preservation. In-depth interviews and a focus group were conducted with 13 participants. The findings highlighted the participants' embrace of their Brazilian ethnic identity and rejection of their American citizenship, and emphasized HL in affirming their identities and confronting discrimination. [Note: The issue number (1) shown on the PDF is incorrect. The correct issue number for this article is n2.]

Intercultural competence reflects higher education institutions' commitment to the internationalization of campus, programs, and curricula and results in attracting/retaining international students. Numerous studies explore international students' challenges adapting to the receiving country; however, limited research investigates their experiences with intercultural competence. Thus, a phenomenological study was conducted to investigate the lived experiences of 12 international students with intercultural competence at a Southwest Florida university. The constant comparison method identified three dimensions of the participants' lived experiences: institutional, curricular, and interpersonal. The findings indicated a lack of intercultural competence in each dimension, significantly impacting students' academic and social experiences.

The purpose of this study is to document the experiences, services, and programs provided to displaced university students from Puerto Rico and to offer recommendations to educational and community agencies regarding effective integration after a natural disaster. Through in-depth semi-structured interviews, this qualitative phenomenology study consisted of collecting oral histories of six displaced university students from Puerto Rico who relocated to Southwest Florida after Hurricane Maria. The analysis of the data indicated three themes, including (1) trauma after hurricane, (2) challenges and needs during relocation, and (3) conflicting feelings about the homeland and the United States. Although immediate, basic needs were met soon after relocation, in-depth, social-emotional needs, such as dealing with trauma and becoming acculturated in the new culture, remained unanswered. Recommendations are provided to higher education administration, professionals in education, and community agencies.

The purpose of this study was to evaluate the educational process of students in terms of fundamental principles and approaches based on the constructivist approach in Turkey. In this study, which was carried out using quantitative methods, the internal consistency coefficient of the scale developed was estimated to be high. Cronbach's alpha values ranged between [alpha] = 0.86 (teaching process), and [alpha] = 0.69 (gains), and the alpha value for the total scale was calculated as [alpha] = 0.75. The population of the research comprised students continuing their education in three public and three private science high schools in Istanbul. The initial number of items in the student scale was 25. As a result of the pilot test, the student scale was reduced to 19 Items. In the exploratory factor analysis of the scale used in this study 5 factors emerged.

This study examined the factor structure of an instrument used to measure first generation Bangladeshi, Indian, and Pakistani (FGBIP) parental involvement behaviors in their children's academic achievement in Southwest Florida. A survey was designed for FGBIP parents/guardians of K-12 children studying in public schools based on commonly used indicator variables of parental involvement in the literature. An exploratory factor analysis (EFA) was utilized to test the initial instrument by determining whether the survey items loaded onto the unique factors as well as the number of items to improve the reliability and validity of the instrument. The EFA produced 25 items under five factors: "parental involvement behavioral trends in school-based activities, parental involvement behavioral trends in home-based activities, parents' personal behaviors, parents' involvement in beyond home/school activities, and children's personal behaviors." The researchers described the design process and a useful tool for understanding relationships between parental involvement and students' academic achievement.

Multicultural education improves educators' understanding of the complexities of different cultures and the inherent intersectionality of race, gender, class, and exceptionality to liberate students from oppressive structures within society. The purpose of this study is to illuminate the perceptions of educational leadership graduate students regarding multicultural education and transformative leadership through the lens of critical pedagogy. During this qualitative case study, the researchers used course materials, including discussion and responses, book reviews, and presentations, to answer these research questions: What factors drove the graduate students to want to seek out further experiences for them or their students with multicultural education? What did the participants perceive as potential barriers to influencing educational reform? In what ways did the perceptions of the graduate students regarding multicultural education change over the course of a semester? Three themes emerged from the analysis, the illusion of inclusivity, cultural awareness, and the disconnection between theory and practice. This research could impact current and potential future educational leaders and provides information that would benefit school districts, teachers, and students.

The present study explores the antecedents of first- and second-generation (1G and 2G) immigrant students' academic performance using PISA 2018 data. The study draws on an international sample of 11,582 students from 534 schools in 20 countries and focuses on PISA schools that catered to a mix of 1G and 2G students. The study explores the role that student attributes, student-perceived peer and parental support, school provisions, and school equity-oriented policies have on immigrant student academic achievement. The analysis involved specifying three separate stepwise multi-level regression models for mathematics, science, and reading achievement. Findings suggested that, at the within-school level, perceived parental support and teacher enthusiasm and the adaption of instruction were associated with improved academic performance, while student experience of bullying was associated with more substantive negative academic outcomes. At the between-school level, the opportunity to participate in creative extracurricular activities was associated with improved academic performance. In contrast, a higher proportion of 1G students and the overall perceived level of bullying of immigrant students were associated with substantively negative academic outcomes between schools. Tests of moderation effects suggested that parental emotional support appeared to be of particular relevance to 1G students' math and reading outcomes, while enhanced SES status appeared to be specifically relevant to improved science and reading outcomes for 1G students. Implications for policy and practice are discussed.

Democratisation in Turkey collapsed in the wake of the 2016 failed military coup and the crackdown that followed, with President Recep Tayyip Erdogan launching a widespread rollback of academic and other liberties, systematically purging civic institutions of political opponents and critics that significantly harmed intellectuals, students, and educational rights. This paper analyses the narratives of Turkish citizens who were prosecuted, dismissed, abused, tortured, victimised, and imprisoned during the State of Emergency (OHAL) initiated after the failed coup attempt in July 2016. This narrative approach examines the transcripts of in-depth interviews about the experiences and critical life stories of 20 individuals now living in the United States, Canada, and Europe. Also included are field notes and documents that reveal the authorities' violations of their educational human rights. These included the denial of education, unwarranted dismissal, elimination of academic freedom of thought, and harassment of academics and their children. Such violations have created a brain drain of educators fleeing the country. These deleterious changes in the Turkish education system have had severe social and political effects and have produced an education system that fails to meet the country's needs, which, if not remediated, will ripple through the generations, dimming the nation's future.

Schools in the United States are becoming increasingly multiculturally diverse; therefore, identifying a means to implement global citizenship effectively into the social studies curriculum is imperative. This qualitative case study sought to gain insight into the perceptions of pre-service teachers on global citizenship education in social studies. Twenty students were selected purposively for this study. Data were obtained from multiple sources, including open-ended semi-structured focus group interviews, classroom observations, discussion posts, and essay questions were analyzed. To increase the verisimilitude of the study, the researchers bracketed themselves and used member checking and outside readers. The findings of this study indicated that global citizenship should be incorporated by teachers for students to become culturally sensitive and to gain an awareness of global issues. As global citizens, students should possess the tools and resources to advocate for social justice, unity, and equity. Their knowledge of historical and current events, viewed through critical and analytical lenses, would expose the unjust/just and unfavorable/favorable outcomes and activities. Hence, this knowledge equips students with the wisdom to form economic, political, social, and environmental decisions to create a better world.

U.S. schools are facing chronic shortages of qualified teachers, resulting in the hiring of unqualified teachers who are disproportionately assigned to disadvantaged students. Further, changing demographics are resulting in racial/ethnic and cultural mismatch between teachers and students they serve, causing additional educational problems. This solution to the shortage and mismatch lies in attracting more students to teacher preparation programs, especially culturally and racially/ethnically diverse students. This study describes collaboration between a university and school districts to offer dual enrollment courses and a summer camp for high school students considering teaching careers. The researchers examined the effect of camp participation on perceived readiness to enroll in college and teach a class in a public school, as well as participants' likelihood of entering a teacher preparation program. Study results suggest early exposure to teaching experiences positively influence high school students' perceptions of teaching as a career. Impact on participants and implications for teacher recruitment are discussed.

The purpose of this study is to examine the attitudes of teacher toward heritage (mother tongue) languages based multilingual education and based on these findings to determine how teachers within public school settings perceive multilingual education. The sample comprised 150 teachers employed in public schools in Turkey. The survey method was used in this study, which used a 5-point Likert-type scale based on the multilingual education attitudes. The scale included 25 items and was prepared through the SurveyMonkey database. The survey was designed to determine the attitudes of teachers on heritage-language-based multilingual education and was conducted through the snowball sampling technique on teachers working in public schools in Turkey. A Cronbach's alpha reliability analysis on the data was conducted, and the reliability coefficient of the scale was 0.968. The results showed the positive attitudes of teachers concerning multilingual education policies.

Many thesis, dissertations, and articles have been written on whether the concept of multiple intelligence has achieved the expected success in educational environments that has been established in accordance with the multiple intelligence principle and whether such developments have had a positive influence on the attitudes of students towards their learning. In other words, what kind of results do these scientific reports show? The research conducted in this paper seeks to determine the answer to this question through a meta-analysis and to determine if the creation and implementation of learning and teaching activities based on multiple intelligence models have had a positive influence on the academic success of students and have engendered positive attitudes towards learning. Within the context of this research, the following moderating factors were incorporated into the research; the level of education with which the studies dealt, the lesson under discussion, and the geographical region in which the studies were conducted and the year of publication of the studies concerned. These moderating factors did not seem to create any divergence in the results of the research regarding academic success. With respect to moderating factors, while no differences existed regarding the level of education, differences were observed in the relationship with the lessons, the geographical region and the academic year under observation within the studies. [Note: The issue number (?) and article (emXX) shown on the PDF are incorrect. The correct citation for this article is v15 n12 Article em1777.]

The purpose of the study is to examine the parents' perceptions of STEM-oriented public schools. The significance of study is to investigate whether any correlations were present among parental perception and ethnicity, linguistic, and income and educational background of parents. The parents from 13 different STEM-oriented schools in Texas state were asked to take an online questionnaire to gather quantitative data regarding their perception of STEM-oriented schools. There were totally 2,287 participants (parents) for the study.The results indicated that the parents considered many school characteristics that lead them to exercise their alternative school choice options with STEM-oriented schools for their children. They valued the fact that the STEM-oriented school was offering a strong academic program. They appreciated the dynamics of the school culture and climate that set high standards, embraced diversity and multi-culturalism, and provided a college-readiness atmosphere. They perceived that the teachers truly cared about and loved their children.

Turkey comprises many ethnic groups other than Turks including, but not limited to, Armenians, Assyrians, Alevi, Arabs, Circassians, Greeks, Kurds, Laz, and Zaza. These groups are ethnically different from Turks and were incorporated into the Ottoman Empire's eastern provinces with de facto autonomy. The main objective of this study is to illustrate the need for a language curriculum and identify the obstacles that minority groups encountered in Turkey. This study examines three large communities: Arabs, Kurds, and Laz. The results indicate that minority people in Turkey who had poor Turkish language education were unable to learn their mother tongue within the formal educational settings from the foundation of the republic until 2012. Some of the ethnic groups' languages, such as Laz, Kurdish, and Arabic, were started at schools as elective courses, but few, if any, textbooks written in these languages exist.

This study focused on whether and how teachers implemented the principles of culturally relevant and sustaining pedagogies and the challenges teachers faced while trying to implement these principles with Syrian students in Turkey. The study was built on the four components of pedagogies: academic achievement; cultural competencies; sociopolitical consciousness; and the sustainability of culture. Qualitative data were obtained through interviews and field notes with four teachers who had Syrian students in their classes and four Syrian students. Content analysis was used to examine the data. The findings revealed that both teachers and students had low expectations of academic achievement. Teachers conducted the teaching-learning process entirely according to the perspectives of students who were from the mainstream culture. Teachers tried to improve the cultural competencies and enhance their sociopolitical consciousness of the Syrian students; however, the attempts were limited and inadequate. Although teachers were aware of the importance of sustaining the Syrian culture, they did not know how to do so. The teachers did not have sufficient competencies or experiences to make revisions or to carry out an effective instructional process tailored to the needs of Syrian students because of an absence of skills and knowledge of multicultural education.

The United States is one of many countries currently undergoing significant changes in educational institutions, particularly in K-12 settings. Most pronounced among these is the impact of unprecedented demographic changes on the curriculum and instruction provided in U.S. schools. Four other factors are also influencing curriculum and instruction including 1) policy changes, 2) emerging new technologies, 3) globalization, and 4) the refugee and immigration issue. Each of these areas provides challenges for both school settings and teacher educators. These challenges and the obstacles they create must be examined and specific recommendations must be developed for teachers, teacher educators, and policymakers to assist in meeting each challenge. Among these recommendations, research shows that: 1) schools must change the structures, culture, and programs of curriculum and instruction to meet the needs of a diverse student body, 2) researchers in higher education institutions must focus their work to help the federal government, state leaders, and school districts decide upon the most appropriate reforms and changes to curriculum and instruction in school settings, 3) more resources from a variety of sources must be invested in technology-use training so teachers can better prepare students to use technology, especially in the context of new assessments, 4) educators should define and advance an agenda that prepares youth for global citizenship, and 5) the core values of educators must include respect, integrity, commitment and excellence, the promotion of diversity and gender equity, choice, and dignity for all students.

The goal of bilingual education is fostering academic achievement, assisting immigrant acculturation to a new community, enabling native speakers to learn a second language, conserving linguistic and cultural heritage of minority groups, and advancing national language resources. This study investigated how certain parameters such as the views and attitudes towards bilingual education and curriculum development may affect the development of a bilingual education curriculum in Turkey. This study is significant because it could pave the way for developing a bilingual education program in Turkey. This study used an explanatory sequential mixed method, conducted in two phases: a quantitative phase followed by a qualitative phase. For quantitative data collection, 140 participants responded the survey instrument. For qualitative data collection, 4 participants were interviewed. The results indicated that a bilingual education curriculum is necessary for the education system in Turkey because the population of minority peoples is quite large. Results also reflected that a bilingual education program in Turkey should focus on speaking, listening, writing, reading, and on the development of vocabulary. Universities should open language teacher training departments for teachers who are going to teach in two languages. Examining and implementing elements of bilingual education models from other countries could prove helpful in establishing an efficient bilingual education program in Turkey.

Achievements of educational reform advantage constructivist understandings of teaching and learning, and therefore highlight a shift in beliefs of teachers and apply these perceptions to the real world. Science teachers' beliefs have been crucial in understanding and reforming science education as beliefs of teachers regarding learning and teaching science impact their practice. The purpose of this study was to compare US and Turkish science teachers' beliefs about reformed learning and teaching science. As an instrument, we used Beliefs about Reformed Science Teaching and Learning (BARSTL) to collect and measure the teachers' beliefs regarding teaching and learning science education. We used an independent-sample t-test to analyze Turkish and American science teachers' beliefs about reformed learning and teaching science. In total, 38 science teachers from the US and 27 science teachers from Turkey participated in this study. Results showed that US science teachers' beliefs about reformed learning and teaching science are statistically higher than Turkish science teachers. The results of this study also indicated that although American and Turkish science education aim similar constructivist views on learning and teaching science, American science teachers hold more reformed beliefs in science teaching and learning than their Turkish colleagues.

The increasing diversity of student populations across the U.S. underscores teachers’ need to be culturally and linguistically responsive. This qualitative case study explored 30 pre-service teachers’ perceptions of developing cultural and linguistic competencies in their preparation to teach multilingual children while taking an undergraduate upper-level ESOL course at a Southwest Florida University. Multiple data sources included online discussions, reflection papers, and field experience papers. The findings highlighted stages of participants’ perceptions of developing linguistic responsiveness, culturally responsive teaching, and cultural self-awareness. The findings suggest that pre-service teachers are primarily equipped with linguistic tools, leaving a gap in their cultural competence necessary for effective teaching in diverse classrooms. We recommend that teacher education programmes be re-evaluated to balance linguistic proficiency with cultural awareness, moving towards a holistic approach to teacher preparation that adequately addresses multilingual learners’ cultural and personal challenges. [ABSTRACT FROM AUTHOR]

Yearly, thousands of international students seek the United States to further their education, bringing cultural and financial capital into the country. Though previous studies have examined international students' experiences adapting to the receiving country, research is needed to investigate their lived experiences in a predominantly White institution (PWI). Thus, a narrative inquiry was applied to explore international students' life stories at a PWI in Southwest Florida. Data collection comprised in-depth individual interviews with 12 participants that resulted in four themes: multiracial identities, otherness, self-representation in the dominant society, and perceptions of the dominant culture. The narratives revealed challenges related to isolation, segregation, and feelings of inferiority, contributing to understanding the value of diversity and global education in higher education. Recommendations are included to better serve international students in higher education institutions.

Problem Statement: The concept of multiculturalism was in general perceived in terms of ethnic background or difference in race and so brought forth negative viewpoints and apprehensions with regard to the issue. It is undoubtedly of great importance to provide comprehensive educational systems in which individuals in multicultural societies can live together in peace. Therefore the attempt to determine the perceptions of the teachers towards multiculturalism is essential as they are responsible for the organization of class learning environments. Likewise it is important to analyze the degree to which educational programs actually carry or incorporate these multicultural principles with view to ensuring an education that will include all students and ensure they are raised in a way that embraces peace. Nevertheless, the number of studies conducted in Turkey on this topic to date remains very small. Purpose of Study: The purpose of this study is to investigate the perceptions of teachers' with regard to multicultural education and diversity and to highlight the awareness of teachers concerning this issue. Method: A qualitative case research design was employed for this study. Within the study there was an attempt to present the thoughts of teachers with regard to multicultural education and at the same time to examine yearly plans to determine to what degree multicultural education had been incorporated into the teaching process. In order to determine the study group, a purposeful sampling technique was used, with the research group consisting of 6 teachers employed during the 2012-2013 academic year at a primary school situated in the province of Istanbul, Turkey. The data of the study were collected by means of semi-constructed interviews, observations and document analysis, and interview questions, and an observation form and yearly plans were used as data collection tools. The data obtained were then evaluated in accordance with the content analysis technique. Findings and Results: On analysis of the results it was found that the actual knowledge of the teachers with regard to multicultural education and diversity was found to be adequate and their opinions towards multicultural education were observed to be largely positive. Nevertheless, there were serious confusion and prejudices with regard to certain concepts connected to multicultural education and on these issues teachers were seen to suffer from certain inadequacies. Furthermore, analysis of the yearly plans revealed that the number of attainment goals and activities as well as types of assessment and evaluation tools included that emphasized multiculturalism and diversification were insufficient. Conclusions and Recommendations: In order for teachers to understand the importance and necessity of multicultural education, and for teachers to be able to transfer this into practice in the educational environment itself, the implementation of educational reforms which recognize equal opportunities of learning is a pressing priority. For this reason it is suggested that teachers need to adopt multicultural educational principles and include these in their teaching programs, while the training opportunities available to teachers and academic studies conducted on this topic need to increase.

The raising of the life standards of individuals living within a society is only possible through the provision of quality education. Quality education can be realized only through the training of teachers with the necessary skills and positive attitudes towards the training provided at faculties of education and through teacher training programs. The purpose of this study is to compare the attitudes of teacher candidates enrolled on teacher training programs towards this type of education with their views concerning this model of education within the context of numerous variables factors. The participants in this study, that was designed according to a descriptive model, consisted of an appropriate sample of 202 teacher candidates from the teacher training program program at a state university situated in Istanbul. The data of the research were collected using "an attitude scale with regard to teacher training" and "an identification scale of the level of support provided to become a teacher". The data were analyzed using a Wilcoxon Signed Rank Test, a Spearman Brown Rank Correlation Coefficient (test) and Binary Logistic Regression (method). A positive development was seen to have taken place in the attitudes of teacher trainees from the point prior to embarking on Teacher Training to completion of the training. Teacher candidates were of the view that teacher training contributed only slightly to the acquisition of skills relating to the learning and teaching process, however contributed greatly to development of the skills of being able to recognize diversity (among students) and in those related to class management. In accordance with the logistic regression model, it was realized that the above may represent predictor variables outside the model adopted.

Education is the key to raising generations that are modern, democratic, productive, diligent, understanding, perceptive, critical and inquisitive. Teacher education is more important today than it has been in half a century. Thus, teachers are so significant to education and scholars argue that teacher quality is the most important within-school factor affecting student performance because great teachers help create great students. In fact, research shows that an inspiring and informed teacher is the most important school-related factor influencing student achievement, so it is critical to pay close attention to how we train and support both new and experienced educators (Edutopia, 2008). The Republic of Turkey has made great efforts to train teachers and meet the demand for teachers. Pedagogical teacher training is a part of this effort. This study will help determine the attitudes of teacher candidates towards the Pedagogical teacher training they receive, and in this regard the purpose of this study is to develop a measurement tool that can be utilized in future studies. The study showed that "The Attitude Scale towards Pedagogical Teacher Training" ("PFETO)" is a valid and reliable tool. PFETO is a valid and reliable data collection tool for future studies on attitudes towards Pedagogical Teacher Training.

In recent years, bilingual education has been a crucial phenomenon in the educational community in Turkey. This study aims to investigate whether academics have positive perceptions towards bilingual education or not. Regarding this issue, it is important to get the opinions of academics that are responsible for training future teachers. An online scale was emailed to the academics in 74 universities in Turkey. The study utilized quantitative research methods. A total of 208 academics completed the Bilingual Education Perception Scale. Their responses were graded and these grades were used in generating various analyses. Cronbach Alpha reliability analysis was implemented and the reliability coefficient of the scale was determined to be 0.96. The mean of academics' scores indicates that they have shown highly positive perceptions about bilingual education. Moreover, demographic data was used as independent variable and regression analysis was performed. The findings of this study showed that academics have shown higher positive perception towards bilingual education.

This study relied on Sheorey and Mokhtari's (2001) metacognitive knowledge about reading strategies,which was influenced by a number of factors, including previous experiences, beliefs, culture-specific instructional practices and proficiency in a second language (L2). This study is thereby built on the premise that EFL readers' metacognitive awareness of reading strategies was also influenced by their multiple intelligence profiles. The purpose of this study is to explore the integrated impact of multiple intelligences and reading strategies on EFL learners' reading performance. This was an explanatory sequential study, combining quantitative and qualitative research design. A convenience sample of 60 high school EFL learners from one of the Anatolian high schools in Istanbul, Turkey participated in this study. Two quantitative surveys and an achievement test, followed by a qualitative observation checklist, were used in this study to collect the data. The results of the study indicated that females were found to be more successful than males in EFL reading in addition to employing more support and problem solving reading strategies. In addition, this study also found that successful readers in EFL seemed to use more global strategies and tended to support reading strategies if they were dominant in musical, intrapersonal intelligences. Moreover, successful musically or verbally intelligent readers were found to use more problem-solving strategies. As a result, this study provides EFL teachers and curriculum designers with valuable information that will foster awareness of the role of these intelligence-strategy relations may play in triggering success in EFL reading, and thus, in their overall proficiency in the language.

Purpose: The purpose of this study is to investigate the perceptions of graduate students about the need for a multicultural education course at doctoral level in a mid-sized higher education public institution in Southwest Florida. Design/methodology/approach: A qualitative case study method was applied with multiple sources of data collected, including semi-structured interviews, observations and students' written papers, online discussions and assignments that aimed to prepare educators to teach culturally diverse students and challenge their own perceptions about culture, race and other multicultural education-related topics. Findings: The findings indicate that, even though the multicultural education course promoted an eye-opening transformational experience for students through their interactions and learning from each other, the students still need further training in multicultural education because of their limited culturally responsive teaching skills. Research limitations/implications: Limitations of the study are that both the researchers were deeply involved with the material and the class, as the class professor and one of the students, which might have affected the authors' perception about the students' journey in learning about multicultural education. The researchers' dual-role (as researchers and course professor and graduate assistant) might have influenced the participants' responses, as they knew they were part of a research project. Thus, the participants' spontaneity in sharing their opinions and beliefs about multicultural education may have been hampered, perhaps responding what the researchers expected rather than with their authentic perspectives on the topics. Practical implications: The implications of this study to teachers, educators and practitioners are that it invites the readers to reflect on their academic preparedness to work with culturally diverse students. For policymakers, the study indicates the need for creating standards that aim to examine in-service graduate student teachers about their self-efficacy, readiness and dispositions to work with culturally diverse students. Originality/value: Because of the limited publications on doctoral students learning multicultural education, the authors' study offers an important insight into the transformational experience of doctoral students learning multicultural education and the implications for improving graduate courses in multicultural education.

Applicability of multilingual education, which is applied in many countries, has increasingly proficiency and learning been a question of debate in Turkey because of the inclusion of living languages and dialects lessons into educational institutions. The purpose of this study is to develop a valid and reliable Likert-type scale to determine the perception of multilingual education of teachers with the inclusion of living languages and dialects lesson into curricula. For this purpose, a study was conducted with teachers in Turkey. After the instrument was constructed based on the literature, field experts evaluated it, and revisions were made to clarify the language and the design. Following this process, a pilot study was conducted among 150 teachers, resulting in a scale comprising 28 items after the alterations were made. Then, the instrument was sent to 898 teachers utilizing a snowball technique. Exploratory factor analysis was applied to determine the validity of the scale. Factor analysis showed that the scale had a single factor explaining 72.4% of the total variance. The scale's KMO (Kaiser-Meyer-Olkin) was 0.974; and the Barlett test was 21828.8. For the sake of validity and reliability, the Cronbach's alpha internal consistency coefficient for the scale (content validity, construct validity, distinctiveness validity, internal consistency and reliability) was determined as 0.97. Thus, the conclusion can be made that the scale is applicable and reliable enough for future development.

The purpose of this study was to explore the opinions of gifted students and their parents on decision-making processes in Turkey. This study employed a qualitative case study design. Data were collected from ten gifted students and their parents through individual and focus group interviews. The findings indicated that gifted children defined decision making as taking responsibility for an issue, thinking about the positive and negative aspects, reaching a conclusion without a rush by using of own experiences. Before making a decision, gifted children stated that they contemplated the results they would face, to what extent they would be happy and whom this decision would affect. They sought help from their families, then their teachers and friends while reaching a decision. After making a decision, they tried to correct it if they were not satisfied with the decision. Parents emphasized that they respected their children's choices and supported them during this process so that they could make better decisions in the future. The parents added that their children should benefit from their experiences in making crucial decisions.

This study investigated the lived experiences of 11 teachers who immigrated recently from four African countries to teach in Florida schools. The study explored their perceptions, expectations, lived experiences and realities during their first year of teaching in US public schools in south-west Florida. In this qualitative, phenomenological research design, using field notes and in-depth individual semistructured interviews with the immigrant teachers, three themes emerged from the thematic analysis. These were: 1) challenges facing immigrant teachers from African countries during their first year of teaching; 2) adaptation to a completely different culture and the related culture shock; and 3) support from their employers (the school district) and local communities. [ABSTRACT FROM AUTHOR]