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This systematic literature review aims to offer an in-depth analysis of the existing research landscape regarding the application of the flipped classroom approach within the domain of language learning. The investigators methodically selected and analyzed 57 papers from 656 documents using a systematic and rigorous approach to literature selection. Our findings demonstrate the significant international impact of this field, with contributions from many countries and districts as well as globally excellent academic institutions. This review examines multiple areas of research, including improving students' perceptions and attitudes in flipped classrooms, language proficiency, motivational factors, etc. In addition, the research methods employed were evaluated, with a particular emphasis on mixed methods which combined the quantitative method with the qualitative method. Even though the application of flipped classrooms in language learning has achieved some achievements, some limitations are obvious. The most notable are the problem of sample size, the difficulty of technology integration, the lack of teacher training, the singularity of language research, etc. The research gaps revealed in this literature review, indicate interesting possibilities for future research. The diversity of research languages, the multiplicity of research methods, the integration of advanced technologies, and intensive teacher training will be significant of the area focus. This systematic literature review not only enriches the existing knowledge system but also has the potential to the direction of the development of flipped classrooms in language learning.

The present review attempted to address the direction of plagiarism literature in Turkish context. 15 studies conducted in Turkey on plagiarism were analyzed through content analysis. The context, purposes, methodological issues and results of researching plagiarism were categorized. The findings of this review indicated that although plagiarism's raising legal and ethical concerns is acknowledged by Turkish researchers, there are limited numbers of studies exploring the plagiarism perceptions, views, situations and reasons of Turkish graduate students and professors.

It was aimed in this study to reveal the general tendency of studies in the field of education by examining the papers in the high-impact A-class SSCI journals, to which qualified papers are accepted from all around the world, in terms of their dependent-independent variables, sample or study groups, research designs, data collection instruments, and data analysis techniques. The descriptive survey model was used in the research. The population of the research was all the journals surveyed in the field of educational sciences by SSCI. The journals and papers examined were selected with the purposive sampling method. 169 papers from six journals were subjected to examination within the scope of the research. Descriptive analysis and content analysis methods were used for analyzing the data. It was consequently seen that the papers used dependent variable of "student" the most which was followed by "teacher." The most studied variable along with "student" was "academic performance." It was found that a quite large number of dependent variables were used in the papers examined. It can be understood that studies on students among all study groups occupied the largest place, which was followed by teachers. It was seen that quantitative data analyses and experimental research studies was addressed more in the papers. Several documents and tests were mostly preferred as data collection instruments. It was noticed that the most used data analysis method was the regression analysis. Finally, some recommendations were developed in accordance with the research results.

This study aims to descriptively analyze the studies on multiple disabilities in Türkiye between 2008 and 2022. The data of the research were searched in Anadolu University Library, Google Scholar, and Higher Education Institution Thesis databases with the keywords multiple disability, multiple disabilities, and additional disability. In this context, 15 postgraduate thesis studies and 17 articles were included in the research. The studies included in the study were analyzed under themes such as the year they were published, the university where the study took place, the keywords of the study, the method of the study, the design, the data collection technique/tool, and data analysis method, the journal in which the study was published and its index. As a result of the descriptive analysis, more adjustments were made to the qualitative research method, design, data collection technique, and paper clips. The studies used several studies in which individuals with multiple disabilities were participants in addition to those with visual impairments. The studies were carried out within the body of Gazi University. The studies have been published in journals that are extensively scanned in the ESCI index. At the end of the research, forward-looking suggestions are presented.

The qualitative community embraces transparent dialogue through sharing knowledge to improve rigour and develop new initiatives. In this paper, we recognise there are many complexities within qualitative research, leading to important debates. We explore the benefits and challenges, as well as the practicalities and technicalities, of conducting research that 1) employs multiple methods within the qualitative paradigm, 2) is interdisciplinary, and 3) examines a sensitive research topic 4) with a vulnerable group of participants. Specifically, when research is also 5) cross-cultural and 6) utilises participatory techniques. Through our discussion, we draw upon an existing project and examine the complexity of designing and completing intra-paradigmatic mixed methods research with children from different sociocultural contexts, underpinned by interdisciplinary perspectives, in a complex area like mental health.

This study elaborates on the epistemological foundations of Turkish higher education research drawing on data from 854 doctoral dissertations with an analytical framework based on the institutional organization of researchers and knowledge, the object of study, and the object of knowledge. The results imply that the long-established state higher education institutions (universities) have been the power engines of Turkish higher education research, which gained momentum with the millennium. Male gendered, full professorship, single supervision, and local PhDs were the salient features of advisors. The primary objects of study were topics related to student experience, institutional management, and teaching and learning. As for the object of knowledge, Turkish higher education research was found to be descriptive, regardless of the adopted research methodology. The doctoral dissertations within a maximum of ten different universities and 600 respondents, based on random sampling, had a commanding lead. Undergraduate students and state universities were also fertile components. The paper concludes by proposing the establishment of a dynamic resource database and the incorporation of certain theories and approaches in Turkish higher education research.

In this paper, the author analyzes 89 studies published from 1990 through 2020 that focused on literacy preservice teachers' involvement in action research as part of learning to teach. In doing so, the author provides an example of why critical reflexivity is necessary in qualitative literature review methods. The author relies on a social practice view of race and uses activity theory to answer the questions: How have researchers considered race as a factor in research on literacy preservice teacher education? How can preservice teachers' experience with research be (re)designed to help develop their racial literacy? Findings demonstrate that in the reviewed studies, 51% of researchers addressed preservice teachers' race, and 34% addressed K-12 students' race. Far fewer studies, however, acknowledged their own race or that of field supervisors and mentor teachers, which ultimately minimized their roles. Findings also emphasize four design principles for literacy teacher education programs that aim to include research: collaboration between K-12 partners and universities; selective teacher educator scaffolding; engagement with diverse communities; and extensive time spent as part of the pathway toward racial literacy. The implications and uses of an existing literature base that reflects shifting reporting standards related to race are also examined.

The research presented in this article is a systematic review of the literature on the assessment of mathematical modeling in the setting of mathematics education published in the previous five years. This research has compiled the current best information from around the world to offer an overview of the assessment of mathematical modeling for pre-service mathematics teachers or mathematics teachers. We followed the approach used in Joklitschke et al. (2021), which involved 10 steps in systematic literature review (SLR). We accessed using Web of Science (WoS), Scopus, and mathematics education journals that are ranked 1-10. Based on a full-text analysis of 18 peer-reviewed papers published in English, most of the research was conducted among pre-service mathematics teacher and most of the studies were conducted in Turkey, United States, and Germany. The future trends and opportunities were also discussed. We also found that most test types employed for measuring modeling competency were project, cognitive dimension, holistic approach, and the tests utilized more qualitative approach.

This paper provides a descriptive content analysis of biology education research papers published in eight major academic journals indexed in Social Science Citation Index [SSCI] of Thomson Reuters® from 1997 to 2014. Total of 1376 biology education research [BER] papers were examined. The findings indicated that most of the papers were published in the JBE and IJSE, and frequently studied topics were environment and ecology, genetics and biotechnology, and animal form and function. The findings were also indicated that learning, teaching and attitudes was in the forefront as the frequently investigated subject matters, undergraduate and secondary school students were mostly preferred as sample group and sample size mostly varies between 31-100 and 101-300. In addition, it was found out that interactive qualitative research designs were mostly preferred. Besides, that single data collection tool was generally used and this data collection tool included questionnaires, interviews and documents. Finally, frequency/percentage tables, central tendency measures, statistical analysis such as t-test and ANOVA/ANCOVA and content analysis were commonly used as data analysis.

The purpose of this study is to examine the abstracts in 6th International Preschool Education Congress abstract book in terms of research subject, method, model, sample type, data collection tools, data analysis techniques, validity and reliability. This study is a qualitative study and was conducted using document analysis, which is one of the qualitative research methods. 295 papers in the abstract book of the 6th International Preschool Education Congress held in Kars, Turkey were included in this study. Each abstract consists of at least 500 words in the 1206 pages abstract book. Descriptive analysis, one of the qualitative data analysis techniques, was used in data analysis. The data obtained in the study were visualized through graphics. As a result of the study, it was determined that child development, teacher training, educational environments, education programs and family participation were most studied in the abstract of the papers. It was concluded that quantitative and qualitative methods were preferred in the studies, but the mixed method was not preferred by the researchers. Preschool children, teachers, parents and prospective teachers were most studied as sample groups. It was observed that there are a few studies conducted with faculty members and administrators. The quantitative research mostly used the screening/descriptive design; the experimental designs were very low and longitudinal studies are not preferred. In qualitative research, case study design is generally preferred. Scale and interview forms were the most used data collection tools. It was concluded that correlational analysis and content analysis are the most used data analysis techniques. It was determined that the use of advanced statistical techniques is very low. Also the validity and reliability information is generally not available in the abstracts. It was concluded that ¼ of the abstracts in the congress abstract book do not include any results and conclusion.

The article aims to compare international conferences, "The International Educational Technology Conference" (IETC, 2011) and "The International Conference on Computers in Education" (ICCE, 2010), from various dimensions. The comparison is expected to conclude a better approach for every IETC and ICCE to be held. (Contains 4 tables.)

This paper aimed to reveal trends in doctoral dissertations produced in Türkiye in science education using instructional technologies. Ninety-five doctoral dissertations were included in the study, carried out in a document review design between 2010-2022. As a result, the most used educational technologies was STEM. The most studied science topics were socio-scientific issues. Dissertations mainly focused on academic achievement, attitude, and perception variables. The most used method was the mixed research methods. As a result of the analysis, it was determined that content analysis and t-tests were used most frequently, secondary school students were often studied in dissertations, and purposive sampling was preferred.

The aim of the research is to comparatively investigate the opinions of students in doctoral education in the USA and Turkey about academic self-efficacy. The research used the basic qualitative research pattern from among qualitative research designs. The study group in the research comprised a total of 32 doctoral students with 16 from Turkey and 16 from the USA. Of these students, 25 were male (78%) and 7 were female (22%). With the aim of determining the participant group, criterion sampling was used from the targeted sampling methods. A semi-structured interview form was used to gather data in the research. For analysis of data, the content analysis technique was used. It has been determined by the results obtained from the study that Turkish and American students have similar goals to attend a Ph.D program in some respect and they have a high level of academic self-efficacy belief (ASEB) in using the relevant terminology and reaching the literature. In addition, it has been determined that Turkish students have a weaker academic self- efficacy belief than American students in respect of using scientific research methods and qualitative and quantitative data analysis techniques. [This study was presented as an oral presentation at ERPA International Congresses on Education (April 10-12, 2020).]

Today, digital technologies are used extensively in all areas of life, so education has important role to raise individuals who are researching, questioning, and constructing the knowledge. Digital storytelling; Written, visual, audio tools that work together, providing information in a digital environment is a method that allows students to learn with fun. The aim of the study is to compile the studies related with digital story (2005-2019) in Turkey. Descriptive scanning model was used in the study which is one of the qualitative research methods. The studies were examined in terms of their population, sample, years of publication, their universities, the indexes of the journals, their findings and the courses and disciplines that they are preferred most. Also, by including recommendation of the studies, the researchers aims to help teachers to shape their teaching process, experts to to improve program features, Ministery of National Education to develop projects on digital storytelling. As a result of the study, it was found that 2017 is the year that the most thesis were published whereas this situation is valid for 2018 in articles. Qualiative methods were preferred in articles generally, and in theses, researchers used quantitative methods. In sample choice, students were the most included group in the studies. When we look at the findings, the most encountered ones were "digital storytelling increases students' motivation, creative and critical thinking skills and problem-solving skills ". The recommendations of the studies were generally was "digital storytelling can be used in different areas and disciplines", "digital stories can be applied to students in different level and examine different variables". As a result, the study revealed the increasing importance of digital storytelling with the digital age. Also, it display that digital storytelling enables students learn actively by exploring, help to develop creative and critical skills, and give opportunity to learn by doing. [This study was presented as an oral presentation in 17th Primary Teacher Education Symposium.]

The purpose of this study was to analyze and compare recent research papers on foreign language education in Turkish context with those published in international context to shed light on researchers and policy makers for future studies. This study filled a gap in this field and also aimed to increase the rate of acceptance of research papers submitted by Turkish authors in foreign journals. Content Analysis method was used in this study. This study focused on recent 188 research papers published in 8 prestigious journals indexed in Social Sciences Citation Index in Turkey and in the world and they were analyzed in terms of research design, data collection tools, samples, sample size and data analysis method. The results of the study revealed that quantitative research design was predominantly used in Turkish journals while qualitative research design was mainly preferred by foreign journals. In addition, undergraduates were the focus of attention as sample group particularly in Turkish journals. This study suggested that qualitative research design should be given priority and alternative instruments like concept maps and portfolio should be used in this type of studies including observation and interviews. Moreover, experimental studies should be more focus of attention rather than administrating only one questionnaire in quantitative studies.

It can be said that effective development of intercultural sensitivity depends on the regulations and practices in the curriculum. Integrated program implementations are seen as one of the ways of regulation. In the study, a nested integration model was used in a single discipline. In this context, scientific research methods are considered as a discipline, and the achievements of this discipline and intercultural sensitivity development activities are integrated. Understanding different cultures correctly and not being prejudiced are very important for the development of intercultural sensitivity. Scientific research methods course provides students with scientific attitudes and behaviors. In this course, it is thought that students will be able to develop sensitivity by examining different cultures with scientific attitudes and behaviors. In this context, it is aimed to reveal the effectiveness of intercultural sensitization development activities integrated with scientific research methods course gains. The quasi-experimental design with a pretest-posttest and a control group was used in the study. The study group comprised of 86 second-grade students in the English Teacher Training Department. In order to measure the intercultural sensitivities of the students before and after the test procedure, the five-point likert type "Intercultural Sensitivity Scale" developed by Chen and Starosta (2000) and adapted to Turkish by Bulduk, Tosun and Ardiç (2011) was used as data collection tool. It is concluded that the curriculum of scientific research methods integrated with intercultural sensitivity development activities is effective in developing students' intercultural sensitivities. [This study was presented as an oral presentation at 2017 IV. International Eurasian Educational Research Congress at Pamukkale University, Denizli.]

Understanding people's experiences and the context of use of a product at the earliest stages of the design process has in the last decade become an important aspect of both the design profession and design education. Generative design research helps designers understand user experiences, while also throwing light on their current needs, preferences and future expectations. In this paper, two complementary methods, namely the Generative Focus Group (GFG) approach and Experience Reflection Modelling (ERM), will be presented through a research case focusing on the development of sustainable design considerations in the areas of effective use of resources, and product maintenance and repair. The first method makes use of generative tools (i.e. diaries and timelines) to gain feedback from a group of experienced users. It facilitates group discussions and enables engaging user participation to develop potential design directions. In contrast, the second method utilizes a special toolkit of abstract two- and three-dimensional product parts to reveal the needs, preferences, and expectations of the individual in a more in-depth manner, with the intention being to further explore the insights and design directions that emerged during the application of the first method. This paper proposes an initial model that brings together these two methods, incorporating generative tools and techniques that are adaptable, participatory and engaging, and discusses their implications for design education.

This paper aims at making a content analysis of 124 MA and Ph.D. theses in the field of environmental education that were published by Turkish universities from 2012 to 2016. These were selected based on keywords about environmental education. Among the 133 theses on the environment by in the Turkish universities, 124 out of them were identified as being related to the topic of solely environment education. In the analysis, first, these theses were cross-analyzed by published years, university, department and research topic. Next, these theses on different sub-topics were analyzed according to their research settings, participants, research design types, and research methods. The findings showed that the highest number of these were carried out in Gazi University, MA, most theses were carried out in the department of sciences, mixed method was mostly used in these theses, the setting of environmental education and the importance of environmental education were mostly chosen as research topics, the population of the study was mostly chosen among the university students and secondary school students, environmental attitude scale was mostly used as data collection tool and parametric tests were frequently used. Suggestions about the future studies on environmental issues were made at the end of the study.

Structural equation modeling (SEM) is one of the most popular multivariate statistical techniques in Turkish educational research. This study elaborates the SEM procedures employed by 75 educational research articles which were published from 2010 to 2015 in Turkey. After documenting and coding 75 academic papers, categorical frequencies and percentages were calculated in the content analysis. Methodological issues related to use of SEM were identified. The results showed that usage and reporting SEM in Turkish educational research articles were mostly problematic. Content analysis revealed that educational researchers tend to avoid assumption testing of SEM and reporting estimation methods. General guidelines and suggestions on the use of SEM were provided.

The aim of this study was to conduct a systematic review research concentrating on studies regarding 'Mathematics anxiety'. 59 papers were reanalyzed in order to answer the questions derived from the main aim in terms of the rules of systematic review method. These studies were reviewed and analyzed by taking account of their aims, designs, sampling and results. While doing this, the similarities and differences of the reviewed studies were also found. It was seen that most of these studies conducted with middle school students. It was also found that the majority of reviewed studies were designed according to quantitative approaches. The review shows that mathematics anxiety is resulted from students' achievement, self-efficacy and fear along with parents' and teachers' lack of supports in mathematics. The results gathered from reviewed studies suggest that studies designed with approaches like qualitative and mixed-method and studies focused on various topics related with 'Mathematics anxiety' with different sampling are needed. In conclusion, this systematic review study provides some fruitful information for the area and so for the further studies.

Purpose: The aim of this study is to conduct content analyses of graduate dissertations about critical thinking skills in the field of educational sciences in Turkey and to document general trends in dissertations. Research Methods: This study is constructed using qualitative research methods and techniques. A document review was used to gather data in the study. One hundred eighty-six dissertations, available from the National Dissertations Center in the Higher Education Council, have been analyzed in terms of various variables. Findings: Depending on the gathered data, it is clear that critical thinking has been studied since 1999 and a majority of the dissertations have been written for a master's degree. It is also revealed that descriptive research has been more favored than experimental research. Studies have been primarily conducted through quantitative data gathering methods. The dissertations have mainly been written by undergraduate students using primarily data collection tools consisting of scales. Implications for Research and Practice: This study reveals which theses were studied in Turkey mostly in terms of research methods, sample/study group characteristics, data collection tools, and subject areas concerning critical thinking. Therefore, new research about critical thinking should focus on experimental designs and in-depth analyses of critical thinking through qualitative methods. [This study was presented at the 2nd Eurasian Educational Research Congress in Ankara, 8-10 June, 2015.]

This study aimed at performing content analysis and meta-analysis on dissertations related to brain-based learning in science education to find out the general trend and tendency of brain-based learning in science education and find out the effect of such studies on achievement and attitude of learners with the ultimate aim of raising awareness about increasing brain-based learning in science education in Turkey. The study was carried out with document analysis, which is one of the non-interactive qualitative research methods. Study sample consisted of 21 dissertations related to the effect of brain-based learning in science education. Both content analysis and meta-analysis were performed on the dissertations. The content analysis was carried out by using the "Paper Classification Form" by Sözbilir, Kutu & Yasar (2012). In the second stage, a meta-analysis of the relevant dissertations was performed to determine the effect of brain-based learning on achievement and attitude. It was found out that brain-based learning is mostly applied in science and technology education (66,67 %) at secondary level-I; some studies, though few, are conducted in biology (23,81 %) and physics (4,76 %) education; however, no study is available in the field of chemistry education at secondary level-II and primary education. It was also found out that teaching is the most frequently studied subject matter (80,95 %), of these dissertations, 48,57 % aimed at investigating the effect of this learning model on students' achievement and 40 % about the effect of the same on students' attitude, interest and so on. Moreover, it was seen that brain-based learning research in science education is mostly conducted with quantitative research methods (90,58%), most of which (76,20 %) employs the quasi-experimental method. In relation with study sample; 76,19 % of the studies are carried out at secondary level-I (5-8 grades) with 31 to 100 participants (76,19 %). It was revealed that in data analysis, descriptive analysis as a type of quantitative data analysis is used the most (57,65%), which covers percentile, frequency (24,71 %) and the mean, standard deviation, etc. (23,53 %); while inferential statistics (31.76%) includes t-tests at the highest frequency (17,65%). According to the meta-analysis results, the effect of brain-based learning on achievement in science education is calculated to be 1.382, which is high or wide, and the effect on attitude is 0.466, middle, according to the random effect model. These results indicate a positive and significant effect of brain-based learning approach on achievement and attitude of learners. Based on the study results, it is suggested that brain-based learning should be more widespread in the fields of chemistry, physics and biology and primary education and that qualitative and mixed research as well as quantitative research methodology should be done for obtaining reliable, valid and in-depth results in the future.

This paper discusses advantages and disadvantages of being a researcher in a familiar setting. This study was conducted in a nursery in Turkey. In ethnographic research, conducting research in a familiar setting plays an important role in collecting and analysing data. Familiarisation with participants and settings is associated with 'insiderness' that a researcher shares the same language and culture with participants. The concept of positionality will be used to discuss the researcher's positionalities during the fieldwork. There has been a discussion about the role of familiarisation in conducting ethnographic studies and insider/outsider dichotomy. This study argues that the research process is not unproblematic for an insider researcher. It also indicates that there are advantages (e.g. ethnicity and former teacher) and disadvantages (being a male researcher) of being an insider in a familiar setting. The study highlights that the researcher made the arrangements to overcome challenges resulted from the researcher's gender.

Inquiry-based learning [IBL] enhances students' critical thinking abilities and help students to act as a scientist through using scientific method while learning. Specifically, inquiry as a teaching approach has been defined in many ways, the most important one is referred to nature of constructing knowledge while the individuals possess a question about natural worlds and explore the answers for the questions. The aim of this content analysis study was to analyze research related to inquiry based teaching through published research reports in the form of full papers and theses by Turkish researchers. For this purpose national and international journals and data bases were searched and totally 40 studies including 23 papers and 17 theses published in the last ten years were analyzed in terms of methodological approaches used and the subjects studied. Each paper and thesis selected for analysis is subjected to a content analysis by using "Paper Classification Form [PCF]" developed by the researchers. The results indicated that studies focused on teaching are most frequent with 77.5%. Regarding the research methods, quantitative approaches were the most common with 72.5% and 62.5% quasi-experimental research method used widely. Commonly used data collection tools were achievement, aptitude, attitude, perception and personality tests together with alternative assessment tests. Most widely studied samples were selected from the primary level in national papers while undergraduates were most commonly studied groups in the international studies. The findings of this study indicated that inquiry based teaching is a new research area in Turkey and mostly practiced in science and technology education at primary level. This study may help researchers in other areas realize the practicability of inquiry in teaching and apply it to their disciplines. (Contains 8 tables and 1 figure.)

This study focused on educational research papers published from 2005-2009 in journals listed in SSCI and the ULAKBIM database in Turkey. Study types, research methods, investigated specific topics, used data collection tools, employed data analysis methods, and utilized types of samples and sampling methods were analyzed. A total of 2115 papers published in 19 Turkish educational research journals (5 of them listed in SSCI and 14 listed in ULAKBIM) were subjected to content analysis by using the "Educational Research Papers Classification Form (ERPCF)". The results showed that most of the studies belonged to the disciplines of instructional technology, science education, guidance and counselling, and mathematics education. Regarding the research methods, it was found out that quantitative studies predominated within educational research. Turkish educational researchers commonly used quantitative data collection tools and descriptive analysis methods. The most frequently studied samples participants were undergraduate students and teachers. The comparative results for the papers published in the journals listed in SSCI and ULAKBIM showed that there was no significant difference in terms of either the research methods employed or the data analysis methods used between the two indices.

Purpose: While the current knowledge in the field of educational leadership and management (EDLM) has been primarily based on research produced in English-speaking Western societies, there have been significant efforts by other societies to contribute to the knowledge production, especially during the past decade. The purpose of this paper is to identify the contribution of Turkey to the international EDLM literature by investigating the topical focus, conceptual frameworks and research designs of papers published by EDLM scholars from Turkey. Design/methodology/approach: Descriptive content analysis method was employed to examine 315 empirical, review, conceptual and commentary papers published by Turkish scholars in core educational administration and Web of Science journals. The time period of the review left open-ended. However, in practical terms, it begins in the year 1994 when the first article from Turkey was published in any of the selected sources and ends at the end of 2018. Information relevant to the research was extracted from each article and was coded to facilitate quantitative analysis. Using Excel software, descriptive statistics including frequencies and percentages were provided for each research question. Findings: Results show that Turkish EDLM scholars mostly rely on survey based quantitative research approach, employing advanced statistical techniques in the analysis of the data. However, mixed method and qualitative studies are relatively less common. Organizational behavior, school leadership and emotions stand out as most frequently used topics, while Turkish scholars are not interested in analyzing the educational outcomes such as student achievement and school improvement. Consistent with the findings related to topical foci, a large number of those who were interested in correlational studies examined the relationship between leadership roles and organizational behaviors. Research limitations/implications: The data set only included journal articles and excluded conference proceedings, books and theses/dissertations. Nevertheless, the authors believe this review adds significantly to previous reviews of local EDLM journals conducted by Turkish scholars. The authors concluded that the Turkish scholars should direct their future research to exploring and better understanding the practices of Turkish principals in schools by: diversifying their research topics; incorporating more qualitative and mixed-method designs; and taking into account specific features of the culture and educational system in Turkey. Practical implications: Based on the current higher education context, reducing scholars' teaching load, diversifying research funding opportunities, and modifying access to tenure tracks seem necessary interventions to support EDLM research with strong ties to practice and to the sociocultural context. In addition, policy changes aiming professionalization of administrative positions and establishing some forms of formal training for school principalship are needed. Such changes can help transfer the knowledge produced by the Turkish EDLM researchers to the practice and provide solutions to problems related to school administration. Originality/value: This paper will add to recent effort to identify how a developing nation outside Western perspective approaches the field, and contributes to the global knowledge base.

This paper presents a content analytic approach on doctoral dissertations in the field of distance education in Turkish Higher Education context from the years of 1986 through 2014. A total of 61 dissertations were examined to explore keywords, academic discipline, research areas, theoretical/conceptual frameworks, research designs, research models, tests and analyses, data collection tools, participants, variables/research interests, and leading contributor institutions. It is believed that this study can be beneficial to the field of distance education in Turkish context to identify research trends and set a research agenda by exploring dissertations that were published between 1986 and 2014.

It is crucial for social researchers to clarify their researchers' roles, especially for those utilizing qualitative methodology to make their research credible. The purpose of this paper is to examine the advantages and disadvantages of the researcher's insider role, an instructor, occupied within case study research on the integration of Information and Communication Technologies (ICT) in the teaching-learning process at the School for the Handicapped (SfH) in Turkey. In this respect the author will demonstrate and discuss the advantages and disadvantages of being an insider-researcher considering the researcher's role, determining the case, the aim and research questions of the study, issues of the research design, the collection and analysis of data, ethical issues and reporting the data. Each theme is discussed concerning the advantages and disadvantages of being an insider researcher. The researcher concluded that in order to conduct valid research a researcher must overcome some of the disadvantages with the help of several preventions. The results have been discussed in the light of related literature and the whole data.

This paper investigates whether the new EFL teacher training curriculum provides an efficient ICT training or not through both a quantitative and a partially qualitative research methodology. One hundred twenty-four prospective EFL teachers participated in this study and the results of a series of Independent Samples T-tests highlight that the prospective teachers having five ICT-related courses displayed better attitudes in comparison to those not completing this training period by reflecting that the success of technology integration into education varies from curriculum to curriculum, depending on the ways in which it is applied. In this study, parametric analysis such as Independent samples t-Test was utilized to explore any statistically significant differences between prospective EFL teachers' ICT attitudes before and after ICT-interwoven training. Moreover, the qualitative information was analyzed from the transcriptions of the interviews, and synthesized with the results from the quantitative study. A questionnaire made up of nine items and an interview consisting of nine questions were employed as data collection tools. (Contains 4 tables.)

This paper examines the attitudes of student teachers in social studies towards an educational research assignment, undertaken in an educational research methods course given at the Fatih Faculty of Education at Karadeniz Technical University, Turkey. A questionnaire containing open-ended questions and an interview were used in the data-collection process of this research. 74 student teachers answered the questionnaire; 20 of these teachers were selected for interview through a random sampling method, and they then participated in a semi-structured interview. In the light of the data, it can be said that the majority of student teachers gained basic educational research skills as a result of the course, and specifically learned how to conduct a small-scale research project. By conducting a small-scale education research project and writing a report on it, student teachers learned important educational research skills, such as how to detect problems, construct hypotheses, review literature, select a suitable research methodology, choose data collecting instruments, gather and analyse data, cite references and write up an educational research project.

This paper reports on a content analysis of 633 biology education research [BER] papers published by Turkish science educators in national and international journals. The findings indicate that more research has been undertaken in environment and ecology, the cell and animal form and functions. In addition learning, teaching and attitudes were in the forefront as the frequently investigated subjects. Undergraduate and secondary school students were mostly studied and the sample size mostly varied between 31-100 and 100-300 and also, quantitative research was mostly preferred. Besides, commonly used data collection tool included; achievement tests, questionnaires and attitude scales and the commonly used data analysis and presentation techniques were frequency/percentage tables, central tendency measures, t-tests and ANOVA/ANCOVA analyses.

This paper reports on a study undertaken to investigate international perspectives of what constitutes research in education for sustainable development (ESD). By employing inductive thematic content analysis, the authors sought to examine the perceptions of 66 ESD researchers from 19 countries. The findings reveal a concern with the methodological aspects of research and an emergent need for synergy between the methodology of educational research and specific themes relevant to ESD research. The significant overlap of themes and aspects of ESD research apparent across the different contexts within which the researchers were embedded indicates a unified core of ESD research, although there is also evidence of contextual factors influencing the research agenda. Based on the findings of this study, the paper concludes that there is an overlap between educational research and ESD research, but that the latter has its own specific aims, themes and political supporters. In an endeavour to develop a shared understanding about ESD research across disciplines and research context, a common language has to be developed to facilitate a constructive dialogue and research capacity building in this novel field.

While there is a considerable body of literature that presents the results of citation analysis studies, most researchers do not provide enough detail in their methodology to reproduce the study, nor do they provide rationale for methodological decisions. In this paper, we review the methodologies used in 34 recent articles that present a "user study" citation analysis with a goal of informing collection management. We describe major themes and outliers in the methodologies and discuss factors that require careful thought and analysis. We also provide a guide to considerations for citation analysis studies, so that researchers can make informed decisions.

Background: Turkey is a fast-developing country facing a lot of different problems. One of the problems is inadequate education. A large project was started to improve Turkish elementary education. The project includes many different purposes from physical refurbishment of school buildings, to increasing technology use in education. The author of this paper carried out a democratic study to evaluate this project. This article reports on what was learned from this evaluation study conducted in Turkey. Purpose: The purpose of this article is to examine how democratic evaluations can be used to help understand the complex realities where undemocratic ideology has a long history. Setting: This evaluation study was conducted in an elementary school from a lower-middle class neighborhood. Intervention: Not applicable. Research Design: Qualitative method of inquiry was applied. Data Collection and Analysis: The data mostly came from the interviews. However document analysis and observations were also conducted. Qualitative data from the interviews and observations were analyzed to interpret meaningful patterns or themes. Findings: It was concluded that democratic evaluations can serve an important mission by informing the public when the public's role is limited in the decision making process. Further, democratic evaluators can serve as middle men who transfer information among the stakeholders, helping the evaluated program's or project's success. Finally, democratic evaluations can help increase democracy where democratic values are not always obeyed.

This paper reports on an investigation into the sophomore and senior preservice teachers' computer literacy in different teacher training programs and to determine relationship between grades and the teacher training programs in terms of their computer literacy. The study used case study research methodology, and the sample consisted of 276 preservice teachers. The "Computer Literacy Scale" comprising 24 likert-type questions was employed. The inferential statistical tests were used to analyze obtained data for comparing groups on the scores collected in multiple subtests. The results suggest that there was no difference between sophomore and senior preservice teachers' computer literacy. For computer literacy, the order of rank is basic skills, application software skills, computer awareness and programming skills, respectively. Undergraduate programs only have developed basic skills of preservice students and have not had the impact on other skills or sophisticated computer literacy. The MANOVA inferential statistics findings proved these results. It is suggested that content of the computer literacy skills and computer course(s) should be improved and re-designed by including computer literacy skills.

Purpose: The main aim of this paper is to explore the elementary school principals' experiences and reactions toward two earthquakes, which hit the north-west region of Turkey on August 17 and November 12, 1999. Design/methodology/approach: A qualitative methodology was used since the goal of the researcher was to delineate the experiences and reactions of school principals in such an unexpected natural disaster. Data included interview and official documents and was analyzed through content analysis. Findings: The findings indicated that school principals considered earthquakes to be an unexpected phenomenon. Second, while school principals considered earthquakes as a negative experience in the short term, they considered it a positive experience in the long term. Third, they felt the earlier regulations prepared by the Board of Education for natural disasters, such as for earthquakes, were not adequate. Finally, school principals lived through mixed emotions between their professional careers and their families. Research limitations/implications: School principals' experience may inform future policy, practice and research about school leaders. Originality/value: The lessons learned from this article should be helpful, not only to schools and other educational departments, but also to other organisations in Turkey.

This paper is an attempt to evaluate the Emotional Intelligence (EQ) In-Service Program on the basis of experiences of 20 secondary school teachers who attended the program in a private school in Turkey. A phenomenological approach, with a focus group method was used. The first objective of this study was to evaluate EQ program on the basis of teachers experiences. The second was to explore the teachers perceptions about the implications of EQ skills in classroom situations. The results were discussed in terms of the evaluation of the EQ program and its implications for learning and teaching activities in the classroom. (Contains 2 tables.)

This commentary reflects on findings from previous articles that reviewed trends in special education research in the United States, Norway, Botswana, Ecuador, Australia, and Turkey. It discusses the function, funding, and subject matter of special education research, on research on the education of special education teachers, and on research possibilities. (Contains three references.) (CR)