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The aim of this study is to identify teachers' opinions about testing and assessment process in English language teaching. It is considered that the study's findings about how teachers experience testing and assessment phenomenon will contribute to the field by filling an important gap. This study, which was conducted within the scope of qualitative research, is a case study. The study consists of 45 English teachers working at different types of secondary schools in the provincial centre of Diyarbakır. A semi-structured interview form was used to collect data. Descriptive analysis technique was used to analyse the acquired data. Themes were determined considering the dimensions in research questions and sub-themes were coded and presented in tables. According to the findings it was revealed that teachers mostly tend to use traditional testing and assessment techniques and listening and speaking skills are not tested and assessed adequately among all foreign language skills. It was stated by teachers that the course books' inefficacy to draw students' attention, the density in classroom size and the inadequacy of physical and technological equipment are among the most important difficulties they had to handle in English language testing and assessment process. A need to concentrate on testing communicative language skills was determined. It is also suggested to regulate teaching materials in terms of their contents and to adapt with technology much more. [ABSTRACT FROM AUTHOR]

The purpose of this research is to determine what misbehaviors are encountered in private secondary school classrooms, their causes and what reactions teachers show according to the opinions of teachers and students. Qualitative method was used in the research. 24 teachers and 235 students working in two branches of a secondary school belonging to a private education institution participated in the research. The research data were obtained by using a semi-structured interview form consisting of 3 questions for teachers and students developed by the researcher. Content analysis was used in the analysis of the data. According to the results of the research, in private secondary school classes; inability to comply with classroom rules, dealing with extracurricular work, asking questions outside the lesson, not paying attention to the lesson, avoiding the task, verbal quarrel, acting disrespectfully, making unnecessary jokes, boiling the lesson, shouting, using slang words, making fun of friends, not listening to the lesson, distraction misbehaviors such as making noises are encountered. Reasons for misbehaviors; reasons originating from the student (features of the adolescence period, having problems in following the rules, attempting to hide failure, desire to attract attention, desire to feel strong, to make oneself funny, to have fun, to annoy the teacher and friends, not wanting to study the lesson, not paying attention to the lesson), teacher-related reasons (teasing the lesson, not reacting to misbehaviors, not being able to explain the subject) and system-related reasons (excessive number of lessons), family-related reasons (indifference of the family, wrong upbringing), school-related reasons (problems with the physical environment), environmental reasons reasons (comfort brought by the age, negative models). misbehaviors of teachers; individual interview, making the lesson fun, benefiting from classroom rules, giving responsibility, ignoring, using body language, getting angry, shouting, warning, hitting the table, threatening, reacting gradually, using the look, sending it to the school administrator, punishing, relocating, It was determined that they showed the reaction of making the lesson fun. [ABSTRACT FROM AUTHOR]

This study was carried out so as to reveal the reasons for the use of supplementary books that secondary school Social Sciences teachers and Science teachers make their students purchase in addition to the course books. Thus, a semi-structured interview form developed by the researchers was employed. First, a semi-structured interview form consisting of five open-ended questions was prepared. These questions were submitted to the standpoints of two experts, and as a result of the information provided by the experts, the number of the questions was decreased to four and corrections were made regarding the scope of the other questions. The teachers were asked whether they use supplementary books, on what they pay attention to while buying supplementary books, and how the supplementary books help both the students and the teacher. A total of 12 branch teachers, 6 Social Sciences teachers and 6 Science teachers working in the district schools in Ağrı, Turkey, voluntarily participated in the study. Basic qualitative research method was used in the study. Descriptive, systematic and data analysis methods were used for data analysis. Some of the results obtained from the findings of the study are as follows: as a result of the research, both Social Sciences teachers and Science teachers state that they use supplementary resource books. It was concluded that the majority of teachers make their students purchase supplementary books for such reasons as visual richness, excessive application, providing permanent learning with repetition of the subject, emphasis on the subject matter in narration, and the use of understandable language. It was also concluded that when Social Sciences teachers and Science teachers make their students buy supplementary books, they pay attention to the suitability of these books to the program of MoNE (Ministry of National Education), the presence of exercise questions similar to the ones in the exams of MoNE, the number of the activities and variety of the question types, the variety of information, the language of narration and the quality of the questions. [ABSTRACT FROM AUTHOR]

In the process of acquisition of writing skills, writing autonomy is the self-learning responsibility of the student and the student's ability to conduct self-learning in this context. The aim of the present study was to determine the writing autonomy levels of the middle school 7th grade students and the differences between these levels based on various variables. The study group included 527 seventh grade students attending secondary schools in Efeler district in Aydın province, Turkey during the 2018-2019 academic year. The study was conducted with the general survey model. The study data were collected with the "Writing Autonomy Scale". The study findings demonstrated that the general average writing autonomy score of the students was 46.059 ± 9,370 (Min = 22; Max = 66). While there were no significant differences between the writing autonomy scores of the students based on parental education level and attending preschool education; however, there were significant differences based on the number of books read the previous year, final Turkish course grade and gender variables. [ABSTRACT FROM AUTHOR]

Art education is of great importance because of its contribution to the individual's social, physical and spiritual development, and within the general education system, the place where the child can express his or her creativity most comfortably is the field of art education. Because of students' enthusiastic and restless mental structure and the openness of their emotional world to outside, the first years of education which is the period when the sensors are most open is vital. However, unfortunately other than private schools, the earliest period when students can meet visual arts teachers is at the age of 11 (5th grade). Visual arts education contributes greatly to the ability of students to synthesize the knowledge they have learned from their own experiences with the subjects they have learned in their visual arts classes, to improve their observation skills and manual dexterity, and to accelerate their practical intelligence. In the present study, the data were obtained by interviewing a total of 16 visual arts teachers who were working in every middle school (15 middle schools) in the city center of Niğde during the academic year 2018-2019. The teachers were administered interview forms consisting of five questions. The obtained data were evaluated according to the descriptive analysis technique, one of the qualitative research techniques. The study results revealed that the visual arts teachers encounter problems such as inadequate course hours, environments without sufficient equipment, crowded classes that make the lessons difficult to teach, parents who do not give importance to the class, students who do not or cannot supply class materials and curriculum that does not go accordingly. The study is important in terms of determining the common problems faced by visual arts teachers. It is believed that with the help of the study data obtained, the public belief about the visual arts classes which have been gradually discredited by some parents and students can be improved, the classes can be reorganized by pointing to the teachers' education conditions, and the recommended solutions for the problems teachers encounter can contribute to the field. [ABSTRACT FROM AUTHOR]

The aim of this study is to investigate the relationship between cyber bullying, cyber victimization and human values among secondary school students and in terms of demographic characteristics. The study was carried out with 309 students (191 students, 61.8%) and 118 boys (38.2%) studying in 6th, 7th and 8th grades of 5 official secondary schools in Bagcilar district of Istanbul. Students' ages range from 12 to 15 years. In our study, the relational screening model which examines the relationships and connections is used. The datas of research were gotten from "Cyberbullying and Victimization Scale", "Human Values Scale" and "Demographic Information Form". The Statistical analysis of data received was made on 15 packages. As a result of the research, there was a statistically significant, positive and moderate correlation between cyber bullying status and cyber victimization. There were statistically significant, negative and moderate relationships between the cyber bullying status of the students and the human values of responsibility, peacefulness, respect and honesty. There were statistically significant, negative and weak relations between cyber bullying status and human values such as friendship / friendship and tolerance. In addition, the findings of the study showed that cyberbullying, cyber victimization and human values scores differed significantly in terms of demographic variables. [ABSTRACT FROM AUTHOR]

Being a qualitative research, this study was executed to identify secondary school and high school students' cognitive structure oriented to "music teacher" concept. In the study, Word Association Test was used as data collection tool. Data was processed with content analysis method. 210 students who took music class in İzmir Selçuk Şehit Ömer Halis Demir İMKB Anadolu High School and İsa Bey Ortaokulu in spring term of 2017-2018 school year participated in the study. Students were asked to write the first five words they think of about "music teacher" in one minute and then to form a sentence about these words. In the research, obtained words concerning the concepts were studied in detail. Data obtained from test results were categorized and frequency tables were formed. The most used words by students oriented to "music teacher" concept were identified, then classified as seven categories and frequency values were given. [ABSTRACT FROM AUTHOR]

The aim of this study is to identify how much importance and contribution are provided for the music activities and teaching music in schools by analyzing the attitutes of secondary school managers working for the Ministry of Education towards music classes and to offer referable solutions. The scope of the research is identified as being secondary school managers in Ministry of Education in 2013 - 2014 Education and Teaching Period. The sample group of the research consists of 221 school managers working in 85 secondary schools chosen with the method of simple random sampling from 24 different provinces in different 7 regions of Turkey. The research data was collected by “ music classes attittude scale “ which was developed by the researcher. To analyze the quantitative data, SPSS 17.0 was used. The data was analyzed by Factor Anaylsis, Cronbach Alpha reliability formula, KMO ( Kaiser Mayer Olkin ) , BTS ( Barlett’s Test ) , Mann-Whitney U Test, and Kruskal Wallis Test. The statistical results were evaluated at 0.05 significance level. In the light of obtained information, no change was observed in the attittudes of secondary school managers towards music classes. In this context, suggestions have been made with regard to the increase in functions of music classes and the creation of more support of managers. [ABSTRACT FROM AUTHOR]