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Language assessment knowledge, the capacity of language instructors to skillfully design, construct, and assess language evaluations, is pivotal for effective language education. This study investigates the language assessment knowledge, encompassing both general and skill-specific aspects, of in-service language educators from Europe and Türkiye. The primary objective is to contrast the language assessment knowledge of these two groups, highlighting potential differences in their assessment knowledge in terms of general and four language skills. Employing a mixed-methods approach, data were gathered sequentially via quantitative scale and qualitative online interviews. A total of 94 language teachers, 48 from Turkey and 46 from diverse European countries took part in this research. They completed the Language Assessment Knowledge Scale, and eight instructors engaged in semi-structured online interviews. The participants were selected using convenience sampling. The results indicated that while both groups scored above the average and were considered assessment literate, European language teachers had a significantly higher level of LAK compared to Turkish language teachers. This suggests that European teachers possess greater proficiency and competence in language assessment, potentially influencing the quality of the assessments they create and assess. Considering the importance of assessment knowledge mentioned in numerous studies, despite the limited sample size of this study, its results are important for the professional development of language educators. These outcomes can inform the development of teacher training programs, particularly for Turkish educators. The Ministry of National Education may consider prioritizing assessment-related subjects, such as assessing the four language skills, in future inservice teacher training initiatives.

This study was conducted to examine the lexical bundles used by nonnative speakers of English and explore any potential L1 influence on L2 lexical bundle use. Following a corpus-based approach, the frequency and types of English four-word lexical bundles in the postgraduate academic writing of Turkish and American students were analyzed, and the bundles unique to the Turkish students were compared with Turkish lexical bundles produced by Turkish post-graduate students. For this purpose, three sub-corpora were compiled: English MA/PhD theses by Turkish, English MA/PhD theses by American, and Turkish MA/PhD theses by Turkish students, all from the area of language teaching. Data analysis showed that the Turkish students used twice as many types of four-word lexical bundles in their English theses (N = 125) as the American students (N = 69). Moreover, 62 lexical bundles were significantly overused by Turkish students, and 37 of these lexical bundles never occurred in the theses of American students. With respect to cross-linguistic influence, the findings showed that Turkish postgraduate students were likely to transfer 24.8% of lexical bundles from their native language, Turkish, to a foreign language, English. Moreover, four-word lexical bundles that were very frequent in Turkish theses were also found to be very frequent in English theses of Turkish students. These findings are discussed in light of previous studies, and pedagogical implications are offered.

It is observed that efforts are made to benefit from the perspective of the Universal Convention on the Rights of the Child and to undertake the protection and promotion of children's rights more effectively in countries that are members of the European Union/membership process with the European Union Agreement (Lisbon Treaty) which came into force in 2009. In this direction, the European Union Guidelines on the Promotion and Protection of Children's Rights were published to guide the EU member countries and their countries in the process of membership in their work on children's rights. So, the research purposed primarily to examine the status of children's rights in the official "Sachunterricht" course curriculum used in the German education system in line with the EU Guidelines. In the research, a holistic multiple-state pattern was adopted from the qualitative research approach patterns. In the process of obtaining research data, the document review method was used. The official "Sachunterricht" course curriculum in sixteen states in the Federal Republic of Germany was examined in this scope. As a consequence of the research, it was concluded that the content included in the curriculum in most states is in line with the EU Guidelines. However, we saw just a few curricula have that there are statements of attainment and study examples regarding children's right to protection and participation. At this point, studies can be put forward to make all education curricula more compatible with EU Guiding Principles. These studies should ensure that the teaching curricula that countries will use address children's rights and related learning outcomes and teaching activities aimed at recognizing children's rights, preventing discrimination against them, building a culture of universal peace, and preparing children for responsible lives in a free society.

The current study aimed to investigate the problems of English language teaching in Turkey from the perspectives of pre-service English language teachers. For this aim, qualitative data were collected from fifteen 4th year preservice language teachers. Reflection papers and semi structured interviews were used in the data collection process. Based on the content analysis technique, themes and codes were formed. According to the participants, there are problems with teacher education program, teachers, learners, assessment, curriculum, and context in English language teaching in Turkey. Excessive number of education faculties and teacher candidates, no standardization among ELT departments, divergence between theory and practice, insufficient teaching practicum, absence of assessing communicative skills in YKS, unvaried assessment tools, washback effect, test anxiety, course hours, inflexible curriculum, lack of extracurricular activities, inappropriate course books, non-communicative activities, high amount of L1 use, lack of teacher autonomy, demotivation, unwillingness, fear of making mistakes and anxiety, lack of interaction, lack of self-confidence, discipline issues, crowded classes, inadequate physical and technological resources, and audit gap were stated by the preservice teachers as some of the problems of English language teaching in Turkey. The findings were discussed in line with the previous findings and educational implications were offered.

Non-finite clauses are one of the elements considered as an index of syntactic complexity, which is a distinguishing feature of academic register. In this sense, the current study aims to reveal the frequency and syntactic functions of non-finite clauses in the academic writings of non-native and native English students. In order to reach this aim, a specialized corpus with two sub-corpora consisting of the MA and PhD theses of natives and non-natives was compiled. The native and non-native corpora were similar in terms of size and the topics of the texts. The data were analyzed using the Antconc concordancing tool, and the log-likelihood tool was used to calculate the significance of the findings. The result of the study showed that non-natives significantly underused the non-finite clauses in their academic texts compared to their native counterparts. Although there is a statistically significant difference in terms of the overall frequency of non-finite clauses, the distribution of the forms of the non-finite clauses was found to be balanced in NS and NNS texts. That is, both NSs and NNSs used bare infinitives less frequently and to infinitival most frequently in academic papers. In terms of the syntactic functions of the non-finite clauses, adjectival (adnominal) was used more frequently and nominals were used less frequently in both corpora. The findings of this study were compared with the previous findings, and educational implications were presented.

It is aimed in this study to analyze the effects of the Montessori education method on children with Down syndrome and autism having special training who have received and not received Montessori education through the Eurofit test batteries selected for motor skills and physical fitness. A total of 20 male children with Down syndrome and autism in the age range of 12 to 16 and receiving and not receiving Montessori education at two different special education and rehabilitation centers in Kayseri were included in the study. The treatment group included a total of 10 children, 5 with Down syndrome and 5 with autism, and the control group of 10 children, 5 with Down syndrome and 5 with autism. While the volunteers included in the treatment group received Montessori education, those included in the control group received a traditional education. In the study, the volunteers performed the selected Eurofit tests including flamingo balance, plate tapping, sit and reach, handgrip and standing long jump tests. When the results of the Eurofit test batteries of the treatment and control groups were examined, plate tapping and standing long jump test results were found significant in the comparison of the pretest and posttest of the treatment group (p < 0.05). In the pretest and posttest comparison of the control group students, a significant difference was determined in the sit and reach test (p < 0.05). In the posttest comparison of the control and treatment groups, a statistically significant difference was determined between the pretest and posttest measurements of the plate tapping and between the pretest and posttest measurements of the standing long jump (p<0.05). In the pretest comparison of the control and treatment groups, no statistically significant difference was found between the pretest and posttest of flamingo balance, pretest and posttest of plate tapping, pretest and posttest of sit and reach, pretest and posttest of standing long jump and pretest and posttest of handgrip measurements of the control and treatment groups (p>0.05). Consequently, the use of Montessori education materials supports the big and small muscle groups of children with disabilities since most of them learn about an object through touch. In our study, when some activity and motor skills of the children with down syndrome and autism in the special rehabilitation school that uses the Montessori education method were analyzed, it was observed that there was an improvement in their physical activities and some motor skills according to the results of plate tapping, standing long jump and sit and reach tests. It is recommended that education programs can be prepared by using Montessori Approach as part of the education programs applied in preschool education institutions and that they can be used more widely together with traditional education programs.

Learning Management Systems (LMS) are software applications that facilitate the management and monitoring of online teaching courses and/or training programs, workshops, webinars, forums, and other similar learning activities. The LMS provides learning and teaching benefits and possibilities for synchronous, asynchronous, and hybrid training. For instance, learning management systems (LMS) can store a wide variety of large-scale educational data. The stored data can be analyzed by employing educational data mining methods. Educational data mining (EDM) is a new discipline that deals with methods for exploring the unique and large-scale data generated by digital platforms to better understand students' learning progress and the learning environment itself. In this study, the data stored in the LMS used by Balikesir University during the fall semester of the 2021-2022 academic year were analyzed by using educational data mining methods in order to reveal the current status of distance education activities and make suggestions to improve the quality.

The purpose of this study is to present an example social studies activity supported by QR code application and to determine the opinions of teachers and students on this experience. The study was conducted with the participation of 41 students and 2 teachers from two 4th grade classes in a primary school in Giresun, Turkey. The research was designed as a case study and the implementation lasted 2 weeks. In the study, semi-structured student interview form and unstructured teacher interview form developed by the researchers were used as data collection tools. Findings were obtained by analyzing the data using content analysis. The results revealed that social studies teaching supported by QR code application contributed to improvement of cognitive and affective behaviors of the learners. It was also found that the students did not often use QR code applications in the learning activities except for their use on the smartboard. [The study was presented as an oral presentation at the Black Sea 7th International Social Sciences Congress in Ordu on 28-29 August 2021.]

Social appearance concern is very important situation for all people's life. Recently, this situation has revealed similar situations among university students. People exist in a social environment from people's existence. For the fact that, people make an effort to impose themselves in their social environment and it is inevitable that the situation will cause anxiety. From this point of the view, in this study, the social appearance anxiety of the students studying at Karadeniz Technical University was investigated according to some variables. In this direction, a total of 176 students, 73 females and 103 males, from Karadeniz Technical University participated in the study. The Social Appearance Anxiety scale developed by Dogan (2010) was applied to the students participating in the study. The study is a descriptive and the -test one-way analysis of variance and correlation tests were used. According to the results of the findings obtained in the research, it was determined that the participants had a low level of social appearance anxiety. Besides, it was determined that difference between gender and class were significant. On the other hand, there were any significant difference was found in other variables.

This study aimed to investigate the learners' levels of ideal L2 self and Willingness to Communicate (WTC) not only inside but also outside the EFL classrooms and the correlation between these two constructs. Thus, the research was designed as a qualitative study, and the correlational research design was implemented to seek answers to research questions. The participants were 61 EFL learners who studied at the preparatory school of a state university. The data collected by conducting the ideal L2 self scale and WTC survey for inside and outside the classroom were analyzed through descriptive statistics, and Pearson correlation test after the normality of the data was ensured. The findings showed that the vast majority of learners had moderate levels of ideal L2 self and WTC, and a small minority reported low levels of WTC and ideal L2 self. Besides, the findings pointed out that WTC and ideal L2 self are correlated with a statistically significant relationship in a positive manner. The study first discusses the contradictory and concurrent findings with respect to previous studies conducted in different contexts like Japan, China, Indonesia, Malaysia, Thailand, Iran and Turkey, then concludes with recommendations for teachers and further research.

Depending on the developing technology, individuals started to pursue a less active lifestyle. The sedentary lifestyle has brought along many health problems. One of these health problems is obesity. Awareness of obesity is important for individual health. One of the applications that can be implemented to cope with obesity is exercise. This study aims to analyze the relationship between university students' exercise addiction and obesity awareness. Therefore, 249 university students (132 males, 117 females) participated in the study. In the study, the "Exercise Addiction Scale" developed by Tekkursun-Demir, Hazar and Cicioglu (2018) and the "Obesity Awareness" scale developed by Allen (2011) and adapted to Turkish culture by Kafkas and Özen (2014) were used as data collection tools. Data were analyzed with descriptive statistical methods, t-test for independent groups and one-way variance (ANOVA). Correlation test was employed to determine the relationship between exercise addiction and obesity awareness. As a result of the research, it was determined that students' awareness of exercise addiction and obesity was at a moderate level. It was determined that exercise addiction had a significant effect on average the number of steps taken per day. Besides, it was determined that there was a low level of a positive relationship between exercise addiction and obesity awareness.

Writing is especially considered to be a difficult language skill to master for beginner learners. However, this century offers innovations in language education through Information and Communication Technology tools. For instance, blogging platforms like Tumblr, Blogger, and WordPress can be employed in writing classes. At this point, the present research aimed to investigate the views and preferences of English as a Foreign Language learners after they practiced their writing skills with blogs for eight weeks. The research utilized WordPress blogs, and a group of 28 learners attended the study. These students were supposed to start a blog and write an essay each week on their blogs. The research was designed as a qualitative exploratory case study. To collect the data, semi-structured interviews with ten randomly chosen learners were conducted to understand their views toward blogs and preferences for writing classes at the end of the treatment. The content analysis method was instrumented to analyze the qualitative data inductively; thus, the data was first coded, and themes emerged. Unlike the previous studies in the field, these findings have revealed the learners' views towards their self-confidence, digital literacy, and writing habits, which changed in a positive manner. Besides, it was also understood that the participants made their preferences in favor of blogs rather than paper-based activities.

In the current study, it was aimed to examine the relationships between individuals' fear of COVID-19, fear of missing out (FoMO), and ruminative thought style levels. The participants consisted of 408 individuals aged between 17-68, of which 110 were male and 298 were female. In this study, The Fear of COVID-19 Scale, Fear of Missing Out Scale, and Ruminative Thought Style Questionnaire were used in order to collect data. Relational survey method was used in the research. In the mediation analysis, it was observed that the ruminative thought style has a mediator role in the relationship between FoMO and fear of COVID-19. According to the findings, women have a higher fear of COVID-19 and ruminative thought style levels than men, besides that married individuals' fear of COVID-19 level is higher than single individuals, but FoMO and ruminative thought levels are lower.

Post-predicate that clauses are one of the indicators of evaluative language which shows the attitude, position, and personal evaluation of the writers in academic discourse. Therefore, this study aims to investigate the distribution and frequently used controlling verbs of post-predicate that clauses controlled by verb (VTHAT) in academic writings of Turkish learners of English and to compare them with those of native English students and expert writers. For this purpose, a specialized research corpus with three main sub-corpora was compiled: MA and PhD theses written by L2 students and native English students and published research articles written by native experienced writers. The results of the study showed that both L2 and native English students significantly overused VTHAT structures compared to the native experienced writers; however, Turkish students used VTHAT structures more frequently than their native peers in academic discourse. The analysis of the controlling verbs in VTHAT constructions showed that eight out of the 10 top frequent verbs in the Turkish students' theses were common across either three or two sub-corpora. However, there were various significant differences in the frequencies of these controlling verbs between the subcorpora, which can imply that Turkish students use such constructions to have a low authoritative presence in terms of their authorial stance in academic writing. The findings were discussed with reference to the previous findings, and pedagogical implications were offered.

The aim of this study is to determine the historical literacy perception levels of social studies preservice teachers and to examine them in terms of various variables. In this framework, the survey model, one of the quantitative research methods, was used in the research. The sample of this study consisted of 134 social studies preservice teachers studying at the faculty of education of a state university in the 2019-2020 academic year. The data in the study were collected with the "Historical Literacy Perception Scale" developed by Uluçay (2019), after obtaining the necessary permissions. The data obtained from the scale were analyzed using the statistical package program. Considering the results obtained from the study, it was concluded that the social studies preservice teachers in the sample had high levels of historical literacy perception. In addition, their perception levels increased according to the variables of mother's education level and frequency of watching historical movies. On the other hand, their perceptions did not change/differ according to the variables such as grade level, gender, father's education level, tendency to read history books, to follow historical publications and competence of the teachers. Considering the results of the research in general, it can be said that the preservice teachers benefited sufficiently from their university and pre-university education in terms of historical literacy skills.

This research aimed to present reasons and solutions that soon-to-graduate preservice social studies teachers expressed in relation to middle school students' low level of historical literacy as reported in the literature. To this end, we used a basic qualitative research design. The sample consisted of 30 soon-to-graduate preservice teachers (17 women and 13 men) who were studying social studies teaching at the faculty of education of a state university in the 2019-2020 academic year and already served their teaching internship. The data were collected using the semi-structured "Interview form" developed by Keçe (2013). The data were analysed using descriptive analysis. According to the analysis results, the preservice social studies teachers stated that middle school students' low level of historical literacy was generally due to the methods and techniques used by teachers in teaching historical topics, students' lack of interest in historical topics, and the lack of parental encouragement. The preservice teachers also highlighted that students should be encouraged to use social media tools properly and the content of historical series, films, documentaries, and television shows should be adjusted to students.

The aim of the study is to evaluate the perspectives of students and academicians about distance education implemented by universities in the epidemic period and to determine the advantages and disadvantages of distance education to get an overall perspective. In the study, the data were obtained as a result of in-depth interviews with 12 students and 13 academicians. MAXQDA analysis program was used to analyze the data. The coded data were themed and analyzed. As a result of the analysis, concept maps were created and the analysis process was completed with interpretation. Conclusion of this study, the advantages and disadvantages of distance education applied by universities during the coronavirus period were evaluated. Recording the classes within the scope of distance education has given students the opportunity to review the classes. In this process, it is seen that education/training activities continue without any limitations on time and place. With distance education, it became possible to teach more than one class simultaneously. In this way, it became possible to reach more students in a shorter time. However, it has been found that the level of interaction between the academician and the student decreases in the distance education classes. As such, a decrease in motivation has been detected. Due to the COVID-19 pandemic, a rapid transition to distance education was made, and this rapid transition caused infrastructure and system problems. On the other hand, it is understood that a sound measurement and evaluation cannot be made in the exams applied in the distance education process.

The aim of this research is to provide an applied example that serves as a guide to social studies classrooms and directly supports the teachers who implement it, specifically for the social studies lesson. In the research planned as an action research, a group of 27 7th-grade students from a middle school was selected as the study group, and activities were implemented under the name of "Social Studies Club" for a duration of 16 weeks, with 2 hours of weekly sessions. The results of the research support the literature in terms of student perceptions at the beginning of the application. According to students "Social studies is not among the favorite subjects, there is little interest in the subject, but it is not considered difficult. The lessons are perceived as simple but boring." At the end of the applications, students have developed positive feelings towards the social studies lesson, gained awareness about the achievements, and acquired learning outcomes. Looking at the interviews conducted with the students at the end of the applications, it can be observed that the students made positive evaluations regarding the applications. They were able to make more inferences about the social studies lesson, not because they found it simple, but because they considered it important. As a result, they started to view social studies as one of their favorite subjects and expressed that they have explored the content of the social studies lesson. Although this research provides a small snapshot in terms of the duration of the application, it can be considered as a guiding resource in terms of addressing the problems in social studies education.

The employment of the mother tongue or first language (L1) in foreign (FL) or second language (L2) teaching is a controversial issue and still continues to take considerable attention from researchers. Hence, the current study attempted to shed light into the use of L1 in Turkish EFL classes. In particular, it focused on the amount and the functions of L1 used by primary school EFL teachers in Turkish context. Moreover, it also aimed to investigate EFL teachers' perceptions towards the use of L1 and compare it with their actual classroom practices. Three EFL teachers participated in the study. The data of the study were collected through observations and semi-structured interviews. The data of the study were analyzed both qualitatively and quantitatively. The findings revealed that the three Turkish EFL teachers used comparable amount of L1 in their classes, ranging from 21% to 30% of all classroom instruction. The current study seemed to indicate that Turkish EFL teachers were inclined to use more L1 in lower grades. The findings also revealed that EFL teachers used Turkish in 9 different functions such as giving instruction, translation of unknown words, classroom management, checking understanding, eliciting, drawing attention, giving feedback, grammar instruction, and translation of sentences, respectively. The results also demonstrated that the perceptions of EFL teachers towards the use of L1 comply with their actual practices with minor differences.

This article draws on a one-semester online programming course to determine the relationships between the types of feedback that students received and their programming performances. An explorative study was designed including both quantitative and qualitative data. Participants were 15 second-year students enrolled at an Information Technology department of a public university who received weekly programming problems as projects. The instructor provided various types of feedback (corrective, confirmatory, explanatory, diagnostic and expanded feedback) to the students via GitHub. The results showed that when the students who received corrective and explanatory feedback more, the programming performance scores were high. A strong positive relationship existed between a total amount of feedback with programming performance scores, also a number of times that students received explanatory feedback and programming performance scores. In addition, while the positive correlations existed between programming performance scores and the amount of all types of feedback, there was a weak correlation between the number of times that students received expanded feedback and programming performance scores. The difficulty of the programming projects, the needs of the participants and the affordances of the online learning environment played key role in the students' preference for receiving feedback type. Recommendations for future research and practice are included.

The purpose of the present study is to find out the knowledge of prospective language teachers about inclusive education, and their skills and professional competences about inclusive practices. Moreover, this study aims to investigate prospective language teachers' attitudes towards inclusive education and their suggestions to make inclusive language education practices successful. The participants of the study were a total of twenty 4th year prospective English language teachers. A questionnaire consisting of 8 open-ended questions was given to the participants to gather data. The responses were examined one by one and interpretational approach was used to determine the categories and themes. Four main themes were generated. These themes were knowledge about inclusive education, professional competence, teachers' attitudes towards inclusion and disability, and things to do. The findings showed that although the majority of the participants knew the meaning of inclusive education, only few of them described the detailed process of inclusive education. This study also revealed that although most of the prospective language teachers did not have enough expertise and skills for teaching students with learning difficulties, they had positive attitudes towards inclusive language education. Prospective language teachers also expressed the necessity of pre-service trainings on inclusive education.

The main purpose of this study is to determine the relationship of the school administrators' leadership styles with resistance to change and organizational dissent based on teachers' perceptions, and also to reveal whether the leadership styles of the administrators predict resistance to change and organizational dissent. After defining leadership styles, their relationship with organizational dissent and resistance to change was addressed and a survey was conducted in line with this purpose. The survey was applied to 505 teachers working in the central districts of Mersin in the 2018-2019 academic year. In the study, it was concluded that there is no relationship between autocratic leadership and the sub-dimensions of organizational dissent. While democratic and transformational leadership styles have a positive significant relationship with horizontal dissent, they have no significant relationship with vertical dissent. Democratic and transformational leadership styles do not predict vertical dissent significantly, but they predict horizontal dissent significantly.

The purpose of the present study is to find out initial career motives and demotivation of English language teachers working in Turkish context. 30 teachers working at high state schools participated in the current study. Initial career motives and demotivation questionnaires adopted from Kim & Kim (2015) were applied to the participants. Initial career motives questionnaire has four factors: global orientation, job security, altruism, and ought-to-self, each one represented by 3 or 4 items. Demotivation questionnaire have three factors as: obstacles to communicate language teaching, inadequate administrative support, and lack of social recognition. In addition to the questionnaires, a semi-structured interview was conducted with 3 of the participants. The descriptive statistics of each factor was presented by the tables and supported by qualitative data. The result of the study showed that with regard to the initial motives of teachers, global orientation found to be the most important reason of being an English teacher followed by job security, altruism and ought-to-self, respectively. With regard to the demotivating factors, inadequate administrative support was found to be the most influential factor decreasing teachers' motivation. The findings of the study were compared with the findings of the previous similar studies.

The purpose of this study is to identify views of counselors working in early childhood education institutions about psychological counseling and guidance services. To this end, face-to-face interviews were carried out with 73 guidance teachers using semi-structured interview forms in order to explore their views about counseling and guidance services offered in early childhood education. The study used a qualitative phenomenological research design. The sample consisted of 73 guidance teachers working in preschools or nursery classes in primary schools. The data were analyzed using content analysis. According to the analysis results, the guidance teachers mostly considered psychological counseling and guidance services to be necessary especially for parent education, preventiveness, and developmental guidance. They also held the view that there should be a separate assignment for the reconstruction of psychological counseling and guidance services in early childhood education and focus should be directed on especially family-related work. The results were discussed in relation to the existing literature.

Postgraduate education includes Master's, PhD, specialty in medicine and proficiency in art after the undergraduate education. Postgraduate education is a high-level education program that provides a specialization in the field of science in which students are interested following a four-year undergraduate program in faculties. Teachers also continue their postgraduate education in order to improve themselves and to make a professional contribution. The purpose of this study is to determine the difficulties encountered by teachers who are continuing their graduate education. The research group consists of 29 teachers working in Ministry of National Education and continued master's with thesis education in 2017-2018 academic years, and they were selected with purposeful sampling. In the study, the qualitative research method was used. The data collection tool consisted of the personal information protocol and the interview form consisting of 5 open-ended questions developed by the researcher. In the presentation of the data, the frequency and percentage values of the personal information of the participants were tabulated. As a result of the study, it was determined that the participants had problems such as the distance between the university and the school, the training being a tiring process, the problem of attendance and the inadequacy of the incentives to complete the education and the inadequacy of the rights given in the case of the completion of the education.

The aim of this study is to investigate the concept knowledge about the limits of sequences of mathematics teacher candidates. Research is a case study in which qualitative methods are adopted. The first phase of the study was conducted with a total of 45 teacher candidates taking the course of Analysis III. At this stage, the "Limit Knowledge Test in Sequences", which was developed by the researchers to investigate the concept knowledge of the sequence concept, was used as a data collection tool. At this stage, "Limit Knowledge Test in Sequences", which was developed by researchers to investigate the limit concept knowledge in sequences of the teacher candidates, included 2 open-ended problems were used as data collection tool. In the second phase of the research, individual interviews were made with 8 teacher candidates selected from the sample to conduct in-depth research. Content analysis was used to analyze the obtained data. As a result of the analysis of the data, significant shortcomings were found in the knowledge of the concept of the limit topic in the sequences of teacher candidates. It is seen that the candidates do not know the importance of the concept of "accumulation point", which is indispensable to convergence.

The main purpose of the study is to determine whether the level of emotional expression is a predictor of psychological symptoms. The study was performed with 338 participants, including 170 women and 168 men. Data were collected by "Expressing Feelings Scale" and "SCL-90 Symptom Checklist-90-Revised". Data was analyzed with Pearson product moment correlation coefficient and regression analysis was performed. According to results, emotional expression was significantly related to psychological symptoms. While the levels of emotional expression have increased, psychological symptoms have decreased. The levels of psychological symptoms were predicted significantly by emotional expression. Finally, emotional expression predicted higher levels of somatization and lower levels of phobic anxiety.

Youth suicide is an urgent public health problem. However, schools often lack standardized protocols for suicide intervention, and many school-based mental health professionals are not prepared adequately to assess and respond to students at risk for suicide. This paper describes a professional development workshop, Helping Students At-Risk for Suicide, developed collaboratively by a state school psychology association, a state Office of Mental Health Suicide Prevention Center, and a university center. The workshop includes an integrated theoretical model of risk that serves as a foundation, introduces standardized procedures and evidence-based tools, and provides support for a collaborative process that guides school personnel from risk assessment through the student's safe return to school. Results of preliminary evaluations of the workshop, including pilot testing (N = 71) and satisfaction data from workshop participants (N = 251) are presented, in addition to other evidence of impact and future directions.

Imitation has an important place in the observational learning process. Children with autism spectrum disorder (ASD) may experience limitations in imitation ability. These limitations are associated with deficits in abilities associated with ASD including understanding intention. In this study, the imitation skills and intention understanding levels of children with ASD and typically developing (TD) children were compared. Relationships between imitation, intention understanding levels and symptom severity in children with ASD, and the predictive status of these variables on symptom severity were examined. Findings showed that children with ASD experienced limitations in spontaneous imitation and in different areas of understanding intention, compared to their TD peers. There were significant relationships between imitation, intention understanding levels and symptom severity; the level of spontaneous imitation and intention understanding predicted symptom severity.

This case study investigates prospective middle school mathematics teachers' use of the Angle tool in GeoGebra, focusing on reflex angles in a geometric construction task. They constructed a parallelogram with individual heights for any two consecutive sides. We analyzed their screencasts to identify the ways in which they used reflex angles in GeoGebra. The results indicated that most participants concealed reflex angles in their geometric constructions. They most often showcased the ways in which reflex angles were eliminated utilizing software operations (e.g., keeping angles between 0° and 180°). Implications for future research are provided.

This study examines preschool children's play tendency and their prosocial behavior. The screening method was used in the study, and it was carried out with a total of 319 four- to six-year-old children who attended state kindergartens. "Children's Playfulness Scale" and "Child Prosocialness Scale" were used as data collection tools. According to the results, no significant difference was found in the play tendency and prosocial behavior scores in relation with gender and parent's employment status. However, a significant difference was found in the play tendency and prosocial behavior scores in relation with age and family income. In terms of the number of siblings, while there was no significant difference in prosocial behavior scores, a significant difference was found in the play tendency. A significant positive relationship was found between the play tendency and prosocial behavior scores. The findings are discussed with regard to the relevant literature.

There is growing interest in epistemic injustice and its connection to education. However, the relation between social studies and epistemic injustice has not yet been adequately explored and this topic has been given insufficient attention by social studies educators. But it is regarded as an important resource for students who are socially disadvantaged to render their experiences intelligible. However, due to its unique status, it has also been an effective tool for those who are in power and want to maintain social inequalities. For that reason, social studies is the subject most likely to give rise to epistemic injustice in the classroom. In this paper, we address this issue that is currently coming to the fore in social studies. We argue that cultivating moral sensitivity plays a substantive role in overcoming epistemic injustice and this cultivation comes with shaping student's schemas by integrating the interpretive resources into social studies.

Concept maps are the tools used to facilitate meaningful conceptual learning. In this study, an augmented reality (AR)-based concept map (AR-ConMAP) application was developed to facilitate the concept map creation process to overcome the challenges that students face when creating concept maps. The study was carried out as a case study. Observations via using video records and worksheets were used to examine the effect of this application on students' concept map creation skills and their evaluations about their experiences. The results suggested that using AR for creating concept maps provided more accurate results in associating the concept map components and supported students for meaningful conceptual learning. Students evaluated their experiences in using AR also as increasing their sense of enjoyment and curiosity which positively contributed to their motivation to create concept maps. Recommendations for future research and practices were also included.

The present study was planned to determine the relationship between parents' attachment styles to their own parents and their children's creativity levels. 71 mothers, 71 fathers, and 71 4-6-year-old children were included in the study. As data collection tools, the Korea-Integrative Creativity Test and Parental Bonding Instrument Scale were administered to the children and to the parents, respectively. According to the results, there was no significant relationship between the creativity skills of the children and the attachment styles of their parents according to gender, except for one sub-dimension; whereas there was a significant relationship between parents' gender-related attachment styles in overprotection sub-dimension and children's age-related creativity skills. Parents' attachment styles to their parents were significantly correlated with their children's creativity skills. Children who have secure attachments to their parents have a sense of self-sufficiency that leads to a better development of creativity.

COVID-19 has caused profound changes in various dimensions of people's lives. Education system is one of the areas affected most; and there have been profound changes mainly with regard to teachers, students and parents. The main purpose of this research is to analyse the effects of COVID-19 pandemic on ICT competences and experiences of classroom teachers and parents in various dimensions. Scales were developed to collect data for the research. The reliability of the scale was examined by calculating Cronbach Alpha coefficients; which were 0.690 and 0.793 for the Distance Education and Pandemic Scale; respectively. In the second study a total of 1345 people participated in the study, including 841 classroom teachers and 504 parents whose children attending primary schools. The findings of the second study revealed significant differences between teachers and parents. Based on the findings of the current study, following suggestions could be given; both parents and teachers should be informed and educated about ICT usage. Teachers should use digital applications like Web 2.0 tools which will direct them through interactive way of teaching.

Making errors is a natural process of language learning. As in all kind of learning, language learning also involves making errors. Research has shown that even in the first language acquisition process, children make countless errors. Similarly, adult learners of English will inevitably make errors until they have mastered the rules of target language. In this respect, this study was conducted to examine written grammatical errors of 2nd year Turkish students majoring in English Language Teaching at Anadolu University. First, related literature has been reviewed in the study. Both descriptive and qualitative research design has been used in order to collect data to be analyzed. The students were asked to write a narrative essay about a video they had watched. All the essays were analyzed one by one to identify all the grammatical errors of the students by three inter-raters. The raters identified grammatical errors manually and reached on a consensus in the categorization process. The only concern of the study was to analyze grammatical errors; this is why, ICLE/ Louvain Taxonomy of Errors (Diaz-Negrillo& Fernandez-Dominguez, 2006) was used partly in the categorization of the errors. The study reported that preposition errors were the most common grammatical errors among Turkish learners of English followed by respectively verb errors, article errors, word class errors, pronoun errors and others. In the light of previous literature, the findings indicate that interference effect and developmental process might have been the reason for the grammatical errors.

Although geometric transformations are functions, few studies have examined students' reasoning about these two important concepts. The purpose of this study was to examine the various ways students reasoned about functions in the context of pre-constructed, dynamic sketches of geometric transformations. We found that, regardless of prior experience, all students were able to reason about important aspects of the notion of function through dragging. Specifically, by using the idea of the semiotic potential of the artifact (the dragging tool), we were able to examine ways in which students with different backgrounds reasoned about functions and how the use of the dragging tool and semiotic mediation contributed to their descriptions of geometric transformations and functions.

The spread of Islam to the nomadic Kazakh community that lived in the steppes of Asia has followed a difficult historical path over many centuries. In recent centuries, a system of Islamic religious education in the regions where Islam was the main religion gradually began to generalize and spread. This process continued until the more recent introduction of an updated and broader educational program. This article shows how religious education developed in this minority faith community, ultimately strengthening educational levels generally as well as a sense of Kazakh identity.

The purpose of this study was to determine the learning levels, mistakes, and misconceptions of the 8th grade students on the subject of "angles in geometry" as well as the possible reasons for these situations. Research sample consisted of 30 students attending the 8th grade of a middle school located in the central district of a northern province of Turkey during the 2012-2013 academic year. 4 open-ended questions were used in this study. Firstly, the answers given were divided into two: correct and incorrect. Then, incorrect answers were split into sub-categories and tabulated. According to the results of the study, (1) students paid attention to the physical appearances of geometric figures alone without taking into consideration their geometric properties; (2) although they detected some geometric properties of figures, they failed to associate these properties with other knowledge required for solution; (3) they generalized a property that was valid for only a specific condition over different situations; (4) and they did not fully comprehend the concept of parallelism on the subject of angles.

This work acquaints with the program Sam for interactive computer training of students on the theme "Mutual intersecting of pyramids and prisms in axonometry". The program containing three modules--teacher, student and autopilot--allows for briefest time to teach and study the whole variety of the tasks on this theme. A classification of the pierce points of the surrounding edges of the one polyhedron with the other one, based on the mutual position of their auxiliary planes, is made. The solutions of the tasks can be traced in each of the popular axonometric projection (cabinet projection, cavalier perspective, military perspective, increased orthogonal dimetry, increased orthogonal isometry) in their significant stages as well as in each step. Each stage of the solution is accompanied by commentary. The student can manipulate any object of the drawing or can apply on the whole drawing rotation, translation, expansion, shrink, zoom, etc. The student can watch on all sides the rotating 3D image of the composition of the two intersecting polyhedrons and separate the rotating 3D image of their common part. The combination of traditional methods of training in descriptive geometry using the program Sam and the classification of the pierce points enable for a thorough, creative and self study of the students. They are instruments through which the students can not only learn in depth material for a short time, but they can prepare creative course projects such as: improvisations on a task or a selection of tasks from known sources and creating original tasks on a given topic. The program also allows to create dynamic geometric drawings.

Sustainability is emerging as a prominent curricular initiative at the undergraduate level, and as a result, involving students in real-world problems in the classroom and laboratory is an important goal. The specific problem of a dwindling supply of clean and safe drinking water is also of utmost importance and relevance. This general chemistry laboratory curriculum provides first-year students with an opportunity to design and implement their own experiments that employ fruit and vegetable peels as adsorbents to remove pollutants from water. The project is nine laboratory periods long, with the first 2 weeks devoted to providing students with the necessary tools to perform original research. In the third week, students visit the Dickinson College farm and brainstorm possible hypotheses. Working in pairs, students perform original research in the fourth through sixth weeks and investigate adsorption capacity and percent removal. In the final 3 weeks, students perform calculations and engage in peer review of their posters, which are presented at an all-college public poster session. This project introduces students to UV--vis and AA spectroscopy, making standard solutions and employing Beer's Law, as well as literature searching and experiment design. If time allows, FTIR spectroscopy may be employed to examine the chemical makeup of the peels. This curriculum can be used in subsets with additional guidance in a standard two-semester introductory course sequence.

This study investigates three teachers' uses of a dynamic geometry program (The Geometer's Sketchpad) in their high school geometry classes over a 2-year period. The researchers examine teachers' actions and questions during pivotal teaching moments to characterize mathematics instruction that utilizes technology. Findings support an association between teacher--tool relationships, predominant teacher actions, and questioning.

Given the importance of teacher in the implementation of computer technology in classrooms, the technology acceptance model and TPACK model were used to better understand the decision-making process teachers use in determining how, when, and where computer software is used in mathematics classrooms. Thirty-four (34) teachers implementing Geometer's Sketchpad and Fathom in algebra and geometry classrooms were observed and interviewed using the above models. The factors of perceived ease of use and perceived usefulness, and their contributing sub-factors, were used to elaborate on how teachers differed in their perceptions and actual use of these two software tools in different instructional contexts. The two primary themes that emerged were teachers' comfort level with using the software tools and how this interacted with their perceived ease of use, and their understanding of the software's capabilities and alignment with their curricular and teaching goals. This alignment became the over-riding factor driving perceived usefulness. Secondary factors influencing perceived usefulness included alignment with preferred pedagogical strategies and support from fellow teachers. This last factor probably also crossed over to perceptions of ease of use.