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This study reports initial findings from a small-scale qualitative study aimed at gaining insights into English language teachers' assessment practices in Turkey by examining the formal exam papers. Based on the technique of content analysis, formal exam papers were analyzed in terms of assessment items, language skills tested as well as the feedback provided to the students. The findings indicate that traditional ways of assessment such as multiple-choice and gap filling are the most preferred assessment items. The results also indicate that listening and speaking appear to be the ignored skills on the examinations.

"Proceedings of International Conference on Research in Education and Science" includes full papers presented at the International Conference on Research in Education and Science (ICRES) which took place on April 1-4, 2021 in Antalya, Turkey. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and science. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICRES invites submissions which address the theory, research or applications in all disciplines of education and science. The ICRES is organized for: faculty members in all disciplines of education and science, graduate students, K-12 administrators, teachers, principals and all interested in education and science. After peer-reviewing process, all full papers are published in the Conference Proceedings.

"International Conference on Social and Education Sciences" includes full papers presented at the International Conference on Social and Education Sciences (IConSES) which took place on October 15-18, 2020 in Chicago, IL, USA. The aim of the conference is to offer opportunities to share your ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and social sciences. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The IConSES invites submissions which address the theory, research or applications in all disciplines of education and social sciences. The IConSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals and all interested in education and social sciences. After peer-reviewing process, all full papers are published in the Conference Proceedings. [For the 2019 proceedings, see ED602587.]

The characteristics of early-age children, such as curiosity, creativity, and collaboration, align with the essential attributes of STEM education. Consequently, it is important to examine the perspectives of children's picture books regarding STEM professions (gender, field of study, inferred action, etc.). Children's picture books tailored for this purpose should be designed in a simple way in terms of form and content, written in an understandable language, and supported by visuals. In this way, opportunities will be provided for children to learn various concepts, events, and situations more easily through books. In this study, the representation of STEM professions in children's picture books during early childhood was examined. The study utilized document analysis, and the study group consisted of STEM-themed books available from publishing houses specializing in illustrated children's literature in Turkey. After forming the keywords and searching relevant publishing houses, ten books were included in the data analysis. The books were analyzed using the book review form developed by the researchers. The main findings of the study revealed that female characters were prominent in STEM professions in these books. Furthermore, the majority of the characters in STEM-themed picture books depicted engaging in product design and invention when examining the inferred actions. Additionally, objects such as writing tools, construction tools, and fictional machines were widely used by the characters in STEM-themed picture books. The representation of STEM professions in these picture books offers children inspiring role models, showcasing potential success and providing impactful narratives. Consequently, books emerge as effective tools in aiding children's understanding of specific concepts during their early years. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 163-178.]

The study aimed to explore the integration of lesson study into science teacher education programs to enhance preservice science teachers' pedagogical content knowledge (PCK) for STEM. The lesson study cycle encompassed planning, teaching, reflecting, re-teaching, and re-reflecting phases, and the participants' experiences regarding PCK for STEM in these phases were investigated. Lesson study was incorporated into the Practice in a Science Teaching course within the science teacher education program, and four lesson study cycles were completed. Participants designed four research lessons in the format of content representation focusing on different science units and implemented them in middle school classrooms. A case study was employed, and the four preservice science teachers in their final year participated in the study. In-depth data were collected through various sources, including interviews, content representation, and observation protocols, and descriptive analysis was used to analyze the data. The main findings of the study revealed that the phases of lesson study were influential in improving preservice science teachers' PCK for STEM. The collaborative nature of lesson study allowed preservice science teachers to construct knowledge collectively, teach in real classroom environments, observe their peers, and reflect on the lessons. These activities enhanced their understanding of the curriculum, learners, instructional strategies, and assessment in the context of STEM education at the end of the study. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 148-162.]

STEM (Science, Technology, Engineering, and Mathematics) education is an interdisciplinary approach aimed at enhancing students' understanding of these disciplines and fostering critical thinking and problem-solving skills. This study investigates the experiences and perceptions of 20 third-year pre-service science teachers (PSSTs) participating in STEM practices at a Turkish public university. The research addresses three key questions: (1) What are the opinions of STEM teacher candidates? (2) What benefits and challenges did they encounter during STEM practices? (3) How do they perceive STEM education and its implications for students and teachers? A qualitative case study methodology was employed to gather in-depth insights from PSSTs. The sample was selected using criterion sampling to ensure relevance to the study's focus. Over a four-week period, PSSTs engaged in STEM activities designed to align with the science education curriculum. Data collection involved a "Views on STEM Education Questionnaire" developed by the researcher and reviewed by two experts in STEM education. Content analysis was used to analyze the collected data, ensuring reliability through inter-coder agreement assessment. The results indicated that STEM education encompasses not only the four core disciplines but also interdisciplinary interactions. Participants recognized its positive impact on cognitive and psychomotor skills, creative thinking, problem-solving abilities, and its real-world relevance. However, limitations in time, resources, and pedagogical technological content knowledge were noted as potential challenges. Effective STEM instructors were described as possessing strong communication skills, creativity, innovation, and a passion for research. The findings of this study contribute to a deeper understanding of STEM teacher candidates' perspectives, shedding light on the importance of interdisciplinary approaches and the qualities required for successful STEM educators. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 554-569.]

Reading is one of the most significant academic skills and numerous students have difficulties with reading including students who are deaf and hard of hearing. An average student with hearing impairments graduates from a high school with a fourth-grade reading comprehension level that is alarmingly poor. Several reasons may cause this low reading achievement and one of them is a lack of phonological knowledge. Unfortunately, deaf and hard of hearing students mostly do not receive instruction that is phonics based. Even though the curriculum should be the same for all students, instructions need to be differentiated based on students' needs. Visual Phonics is a teaching tool to improve phonological skills using multisensory modalities and has the promise to improve the phonological skills of students with reading difficulties, especially for students who are deaf and hard of hearing. A growing body of research studies supported the effectiveness of this evidenced based strategy. Although Visual Phonics has been successfully utilized for almost four decades in the USA, it has not been used in Turkey and there is no strategy similar to it. Therefore, the purpose of this study was to inform educators and parents about Visual Phonics and to adapt it to the Turkish Language. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 308-321.]

Rules are often created based on the needs and values of society. Social rules, on the other hand, are guidelines that state whether we should or should not do certain behaviors. In addition to educational activities, schools also include activities aimed at teaching social rules. The concept of rule, its formation, implementation, classification and diversity, its changing borders, its importance for human education, order, and life has a structure that is highly questioned among people. It is important to know the perspectives of primary school children regarding the rules, one of the ages where this questioning is made deeply, in order to plan educational activities. The aim of this research is to reveal the cognitive structures of primary school students regarding the rules through the Word Association Test (WAT). In this study, descriptive survey model, one of the quantitative research methods, was used. The study group of the research consists of 185 primary school second, third and fourth grade students studying in a Turkish province in the 2022-2023 academic year. The study group was selected according to easily accessible case sampling, one of the purposive sampling strategies. While primary school 2nd grade students associated the concept of rule with 52 different words, third grade students associated 56 different words and fourth grade students associated 75 different words. When the words with a cut-off point of 25 and above were examined, it was seen that school and traffic answers were given at every grade level. When the words at each grade level were examined, it was seen that the students generally did not write the concepts with close meaning and similar meanings related to the concept in which they explained the rules with examples. However, it has been determined that the written words are mostly associated with social and school rules. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 225-240.]

Privatization of education has expanded dramatically worldwide in the last two decades, and Turkey is no exception. It is seen that the developments affecting the transformation of public services began with the implementation of neoliberal education policies, especially after the 1980s. These policies have led to a significant transformation in the field of education. After this period, the field of education, which was offered as a public service, began to be increasingly privatized. This process, which causes significant effects in all areas of education, shows that the privatization of education also has a significant impact on school choice processes. The main problem of this research is to try to understand the appearance of the segregations in education that arise due to school choice processes and the possible effects of educational segregations. Therefore, this research aims to focus on school choices, educational segregation, and the possible effects of this process during the privatization of education in Turkey. As a result of the research, it was revealed that exam scores and the distance from the school to home were the most determining factors in school choice for students studying in public high schools. Therefore, it can be said that there is a compulsory school choice process for students studying in public high schools. It is seen that students and parents studying in private high schools choose qualified private schools with high academic success due to the aim of accessing a qualified education. Parents' view of education as an investment and deficiencies in public education are other important factors in choosing a private school. Among the important results revealed by this research study is that school choice leads to students accessing schools of different qualities, deepening educational disparities depending on class position and educational inequalities. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 337-350.]

Clear knowledge of managerial roles allows for understanding the various functions and responsibilities that administrators undertake daily. Additionally, this knowledge offers a balanced perspective on management work, acknowledging that managers must do several responsibilities at once. This study reveals how the Public Education Center (PEC) vice-principals who work with a busy schedule perceive their managerial roles and how they operate their tasks rather than the statements on the formal regulations. This research study utilized a qualitative, phenomenological research design to explore the roles and workload of PEC administrators. We conducted in-depth interviews with four PEC vice-principals who all had worked in Izmir. We aimed to elicit detailed descriptions of their managerial experiences and thoughts on their work. The data were analyzed with the qualitative content-analysis method to identify the patterns and themes. Findings were shaped within the framework of Mintzberg's managerial roles and gathered under three main themes, namely Interpersonal, Informational, and Decisional responsibilities. These results showed that PEC vice-principals were active in all three primary responsibilities. Moreover, according to the participants, the most crucial roles were the roles of leadership, problem-solving, negotiation, dissemination, and representation. The study makes a few implications and recommendations, such as that PECs could use Mintzberg's managerial roles as a framework for assessing performance or that PECs could ensure that their managers have the necessary knowledge and abilities to carry out their duties successfully by understanding their managerial roles. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 449-462.]

This study aims to explain the relation between school administrators' instructional leadership and teachers' instructional moods according to teacher opinions. The research is quantitative in nature and designed in a correlational survey pattern using quantitative research methods. A total of 160 participants took part in the study, selected through simple random sampling method. In data analysis, t-tests and ANOVA were used. Pearson product-moment correlational analysis was employed to determine the relation between school administrators' instructional leadership and teachers' instructional moods. The impact of school administrators' instructional leadership on teachers' instructional moods were analyzed using simple linear regression analysis. It was found that the level of school administrators' instructional leadership was high, and teachers' instructional moods were at a moderate level. Teachers were found to have a higher sense of enjoyment in their instructional moods, while their anxiety levels were relatively low. School administrators' instructional leadership behaviors were found to be consistent across gender, educational level, years of service in the school, and duration of working with the current school administrator. Similarly, no differences were found in teachers' instructional moods concerning gender, educational level, years of service in the school, and duration of working with the current school administrator. A low level of positive correlation was found between school administrators' instructional leadership and teachers' instructional moods. The study concluded that the instructional leadership of school administrators has a minimal impact on teachers' instructional mood states. [This paper was published in: "EJER Congress 2023 Conference Proceedings," Ani Publishing, 2023, pp. 1-23.]

Augmented reality (AR), a cutting-edge technology, has the potential to change the way students learn by superimposing virtual items and information onto the real environment. Through more immersive and interesting interactions with digital content, AR might help students better understand difficult concepts and boost their drive to learn. As a result of its contribution to student learning, AR has become increasingly appealing to educational researchers. This study aimed to descriptively explore the characteristics of AR studies in education and to qualitatively analyze the most influential ones indexed in the Web of Science (WoS) between 2000 and 2022. A scoping review was conducted to determine the sample of the AR studies in education based on the inclusion criteria. Accordingly, descriptive analyses were conducted to identify the characteristics of the AR studies in education between 2000 and 2022 in terms of publication year, country, affiliations, journals, funding agencies, and citation trends. Then, the research methodologies and implications were found among the most influential AR studies in education between 2000 and 2022 by synthesizing qualitatively. The overall results indicated that AR studies in education have been conducted since 2008, with an increasing number of studies over time. Based on the implications of the most influential studies identified in terms of citation numbers, it was detected that AR has the potential to enhance education and training by providing interactive and engaging environments, linking real-world contexts with digital resources, and promoting efficiency and effectiveness in learning. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 273-291.]

The aim of this research study was to examine the opinions and experiences of teachers and pre-service teachers about number sense and its development. The participants of this research were 25 teachers and pre-service teachers studying at undergraduate or graduate level in different regions and different departments of Turkey, who participated in the number sense training project prepared within the scope of teacher training. Research data were collected through open-ended questions and activities developed by the participants. Open-ended questions developed by the researchers consisted of questions about the development and application of the number sense. The data were analyzed through content analysis. Results showed that most of the participants generally emphasized the use of materials such as number cards and ten frame cards for the development of number sense in the classroom environment and the development of number sense components such as having number talk. However, the number sense activities developed by the participants as a group at the end of the training reveal that they need to have more experience in number sense. In addition, the participants see teacher competence and the content and intensity of the objectives in the mathematics curriculum as the biggest obstacle to the use of number sense in the math classroom. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 131-147.]

This study aimed to present a political analysis on how the political power uses the neocorporatist strategy while generating consent to education policies and what role civil society associations such as educational associations and unions play in generating consent to the education policies implemented in Turkey. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 351-365.]

The aim of the study was to evaluate how the media covered distance education practices carried out by the Turkish Ministry of National Education between March 16, 2020, and September 6, 2021. The study employed qualitative research methods, specifically the document analysis design. In this context, the study focused on newspapers as a media platform. The research assessed the perspectives on distance education from four newspapers with different ideologies. The primary objective of the study was to raise awareness of existing issues, inform the public, and promote action-oriented solutions, especially in the field of education. Within the scope of the study, instead of emphasizing biased or unbiased media, the fundamental role of the media, which is often more significant than commonly perceived, is underscored. Based on the findings of the research, it is emphasized that the media should be aware of the critical role it plays and that providing inaccurate or misleading information, particularly in the field of education, can have adverse consequences. Additionally, the study draws attention to how and to what extent the topic of distance education is addressed. As a result of the study, the importance of informing the society about the distance education process is discussed, emphasizing the need for accurate and effective communication in this regard. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 83-96.]

For learners to be individuals equipped with the 21st-century skills when they start business life after graduation, they must be able to gain these skills during their education. However, due to their nature, it's not possible for students to acquire these skills under a specific course. For these skills to be achieved, they must be integrated across all curricula. In this study, an evaluation was conducted to see whether various countries incorporate the 21st-century skills in their curricula, how these skills are applied, and how these skills should be handled in their curricula. Within the scope of this research, the curricula applied in Australia, New Zealand, Canada, England, Ireland, and Turkey were examined. When the 12 skills defined by the P21 platform are considered, it can be seen that all skills are interconnected and that one cannot fully exist without the other. It can be said that starting to gain these skills, which are required by the 21st-century professions and which employers expect from graduates, from an early age it is important for individuals to be properly and fully prepared for the future. In accordance with the 21st-century expectations, evaluations, educational materials, teaching methods, professional growth opportunities, and learning environments should all be synchronized to create a supportive framework that generates the 21st-century results for contemporary students. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 97-126.]

Some studies state that teachers do not have sufficient knowledge for the implementation of the program, do not find the teaching and evaluation activities applicable, and have difficulty in implementing the program due to the lack of materials-tools and equipment. In this context, this research aims to determine the opinions of pre-service teachers about the Physical Education and Sports Education Program (5-8). In line with this purpose, we tried to find answers to the following questions: What are the teacher candidates' opinions in relation to their teaching programs gains, its content, learning-teaching processes, and measurement and evaluation practices. This research was carried out by utilizing the scanning model. In the study, quantitative research methods were used, and a questionnaire prepared by the researchers was used in order to determine the views of teacher candidates on the Physical Education and Sports Education Program. The universe of the research consists of 100 students studying at the Faculty of Sports Sciences of Bayburt University. When the research findings were examined, it was seen that the evaluations of the novice teachers toward the objectives of the education program were generally positive. On the other hand, it is seen that the novice teachers concentrate on the expression "I am undecided" about whether there are scientific errors in the outcome statements. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 634-644.]

In order to keep up with the speed of science and technology in today's conditions, it is important for human beings to constantly renew themselves and adapt to the changing world and living conditions. In this content, education plays a significant role, and art education, in particular, hold a pioneering role in nurturing civilized individuals. Art education, which is considered important at a young age, takes on the locomotive task of developing a child's creative power and integrating the knowledge and skills they acquire into real-life applications by incorporating current techniques and tools. The importance of drawing in a child's development can be expressed by its role as a means for perceiving the external world and self-expression. Studies also demonstrate that children utilize the knowledge and skills they acquire on touch screens in their real lives. Drawing applications with fun themes for children attract attention. However, these applications are generally designed for entertainment purpose and targeted towards children who can read and write. The lack of an educational software that provides audio guidance and teaches drawing with the support of artificial intelligence has led to the development of the 'Artificial Intelligence-Assisted Directed Drawing Technique' as identified in the literature research. This technique supports a child's creativity, enhances their fine motor skills, increases their digital literacy, and provides an enjoyable learning experience. Additionally, it enables children to create original drawings and express their ideas while guiding their progress and supporting their learning process. The artificial intelligence-assisted directed drawing application is believed to contribute to the development of a child's self-drawing skills, beneficial use of technological devices like tablets by preschoolers, and increasing the interest and talent of future generations in artistic activities. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 511-519.]

21st-century skills are among the qualifications that teacher candidates should have in order to provide quality education, as in every business field. To achieve this, the renovation of educational programs and integration of those skills into the course process is recommended. Exploring the experiences of physical education teacher education students (PETE) in the learning ecosystem, which is created with peer mentoring in the movement education course, was the purpose of this research. In this case study, a movement education course was designed with three peer mentors and 25 peer learners. Data were collected through Instagram page posts, field notes, researcher meetings, and student reflections and then analysed with inductively constant comparison. It was found that peer mentors and peer learners showed flexibility and adaptability in working in their teams if teammates were making an effort and otherwise ignored each other. Because all peer groups prepared content and taught others, they used their productivity, and accountability was shown through reflections among peer mentors, peer groups and course leaders. So, PETE took responsibility for the learning process. Story-creating provided permanent learning, connected knowledge to daily life and raised awareness of PETEs. So, when the 21st-century skills are embedded in the nature of courses, quality education can be achieved. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 179-193.]

The current study aimed to determine the awareness of teachers from different branches about the characteristics of gifted students and to examine whether this awareness varies significantly depending on gender, graduated faculty, professional experience, education level and branch. The study used the relational survey design, one of the quantitative research methods. The study group was comprised of a total of 448 teachers (297 women and 151 men) from different branches. The participants were selected by using the purposive sampling method. A questionnaire and a personal information form were administered to the teachers working in schools across different cities in Turkey in the second term of the 2022-2023 school year through digital platforms. The obtained data were analysed using the SPSS 20 software program. The study revealed that the teachers' awareness of the characteristics of gifted students is at a medium level, and it was determined that the variables of gender, graduated faculty and education level do not affect this awareness, but the variables of professional experience and branch make a significant difference. In this context, it is recommended to design various activities to increase teachers' awareness of the characteristics of gifted students and determine the effectiveness of these activities through qualitative or mixed methods. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 612-633.]

The aim of the study was to examine the effect of the educational practice including growth-mindset strategies on the self-efficacy, self-regulation, academic achievement and mind development scores of 8th grade students who are continuing their secondary education in Turkey. In order to examine the effect of the use of growth-mindset strategies on the self-efficacy, self-regulation, academic achievement and mindset scores of the 8th grade students, the results obtained as a result of the four-week pilot application carried out with the participation of 42 eighth grade students (experimental group: 21, control group: 21). In this study, which was designed in accordance with the nested mixed pattern, data were obtained through Mindset Scale, Self-Efficacy Scale, and Metacognitive Skills Scale before and after the application. In the qualitative aspect of the research, the data obtained from the interviews with the students, reflection reports filled by the students, self-evaluation forms, peer assessment forms and course observations were subjected to content analysis. The categories and codes that emerged as a result of the analysis were structured under three themes that also constituted the interview questions. Within the scope of the research, semi-structured one-to-one interviews were conducted with 4 students in the experimental group, and after the application, self-assessment, peer assessment forms and reflection reports were filled by the students. Before the application, no significant difference was observed between the experimental and control groups in terms of the average scores showing academic success in mathematics, metacognitive skills and self-efficacy skills. A significant difference was observed only between the average scores of mind development among the posttest scores performed after the mind development training. A positive change was observed between the mindset scores of the experimental group students before and after the application. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 383-401.]

Gifted students are future leaders in society. In order to support and encourage them, it's important to have a thorough understanding of the nature of giftedness and the perceptions, and anticipations of gifted students. Therefore, the purpose of this study is to investigate the perceptions and anticipations of 6th-grade gifted students about four commonly used assessment methods, namely, exams, homework, project and performance assessments, and in-class assessments in mathematics classes. The present study is a case study, which is a type of qualitative methodology. The participants of this study consisted of three 6th-grade gifted students who attended Science and Art Centers (BILSEM) in Ankara. To collect the data, semi-structured interviews were conducted, and data were analyzed through content analysis. The findings indicated that although their perceptions and anticipations varied, three gifted students mostly like project and performance assessments out of these four methods, prefer group assessment to individual assessment, and do not like exams and excessive amounts of homework. In addition, the reflections of gifted students' perceptions can be seen in their anticipations. The findings of this study would be helpful to provide teachers and researchers insight into the perceptions and anticipations of gifted students regarding the assessment to diversify assessment, which would contribute to revealing and enhancing gifted students' potential. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 675-685.]

This paper presents a review of distance education literature published in the "Turkish Online Journal of Distance Education" ("TOJDE") to describe the status thereof and to identify gaps and priority areas in distance education research based on a validated classification of research areas. The articles (N=784) published between 2000 and 2015 were reviewed for this study. Findings indicated that issues related to educational technology are a popular research area in articles published in "TOJDE." Nearly all the articles are theoretical/descriptive, quantitative, or qualitative in nature. According to publication and authorship patterns, "TOJDE" is an international journal with a special ability to reflect developments in its near region in the field of distance education. [This paper was published in: "Human and Artificial Intelligence for the Society of the Future. European Distance and E-Learning Network (EDEN) Conference Proceedings," European Distance and E-Learning Network, 2020, pp. 217-225.]

Problem Situation and Purpose: The literature shows that the home environment is effective on the child in various aspects. Revealing the relationship between the variables in the home environment and the self-regulation skills of children can be a guide for families. In addition, it is thought that it will contribute to the literature by considering self-regulation skills in terms of different factors related to the home environment. It is aimed to examine the self-regulation skills of preschoolers in terms of various variables related to the home environment. Method: Relational screening model was used. The study group consists of 218 children from the 5-6 age group attending kindergarten in Ankara in the 2021-2022 academic year. In the study, "General Information Form" and "Self-Regulation Skills Scale for 4-6 Years Old Children (Mother Form)" were used. The ANOVA test was used to determine whether there was a relationship between variables related to the home environment and self-regulation skills. Findings of the Study: It was seen that the duration of children's play with family members, the type of games they played with family members the most, the time spent with technological devices, the daily book reading time of parents to the child, the number of books in the children's home were related to self-regulation skills. It was found that the self-regulation levels of the children did not constitute a significant difference according to the time spent outdoors. Research Results and Recommendations: It was seen that the variables related to the home environment were related to self-regulation skills. Families may be guided to create a home environment that will support their self-regulation skills. With the early age of preschool schooling, the negativities that may arise from the home environment can be prevented. [This paper was published in: "EJERCongress 2022 Conference Proceedings," Ani Publishing, 2022, pp. 41-56.]

Statement of the Problem and Purpose: Romantic relationships may be a source of behavioral and psychological strain, while the use of Instagram may also have positive and negative influences on university students' relationships. However, whether there is a relationship between university students' romantic relationship statuses and behaviors on Instagram remains an unanswered question. The current study explores whether there is a relationship between romantic relationship status and behaviors on Instagram among university students. Method: A descriptive and correlational research design was used in the study. The sample group consisted of 603 students enrolling in the BA programs of a state university in Turkey. A questionnaire was used to gather data on the numbers of posts, followers, followings, time spent on Instagram, and the active and passive behaviors exhibited. Kruskal-Wallis Test was preferred to see the possible relationship between the variables. Findings: The study concludes that romantic relationship status and Instagram usage are statistically significantly related. Within this scope, university students who do not have romantic relationships prefer showing less active behaviors. Implications for Research and Practice: It was recommended that university students should raise their awareness of the relationship between romantic relationship status and Instagram use and behaviors exhibited. Qualitative and experimental studies should be carried out to better understand the relationship between romantic relationships and behaviors exhibited on Instagram by university students. [This paper was published in: "EJERCongress 2022 Conference Proceedings," Ani Publishing, 2022, pp. 289-303.]

Emotions are of vital importance in the foreign language learning process. However, while anxiety is one of the most commonly studied affective variables in the foreign language research context, positive emotions have recently become a trendy research topic among English as a foreign language (EFL) researchers. In addition, foreign language anxiety (FLA) and foreign language enjoyment (FLE) are related emotions that might coexist in individuals, while the number of studies in the Turkish EFL context is too limited to draw a conclusion. This study aims to investigate whether there is a relationship between enjoyment and anxiety in the Turkish EFL learning context. In this correlational study, the Foreign Language Classroom Anxiety Scale (FLCAS) and the Foreign Language Enjoyment Scale (FLES) were administered to 242 English as a foreign language (EFL) learners. The correlational data were obtained to see the relationship between FLA and FLE. The results showed that there is a significant negative correlation between FLE and FLA. [This paper was published in: International LET-IN Conference Proceedings, 2022, pp. 306-314.]

The aim of this research is to examine the relationship between organizational prestige and social role identity according to teachers' opinions. The relational screening model, one of the quantitative methods, was used in the study. The sample of the research consists of 526 teachers working in public and private secondary education institutions in the central districts of Izmir Province in Turkey and selected through a stratified sample. The data of the research were collected with Organizational Prestige and Social Role Identity scales. Descriptive analysis was performed on the collected data. Correlation test was used to determine the relationship between organizational Prestige and social role identity. According to the findings of the research, there is a significant difference in the opinions of teachers working in secondary education about organizational prestige according to the variables of the number of students and the type of high school of the school. There is a significant difference in teachers' views on cosmopolitan identity and local identity dimensions of social role identity according to school type and seniority variables. When the correlation relationship between organizational prestige and social role identity is examined, there is a positive weak relationship between organizational prestige and cosmopolitan sub- dimension and local sub-dimension of social role identity. While the level of teachers' views on organizational prestige are increasing, their levels of views on social role identity are also increasing. It has been confirmed because of the research that organizational prestige has a positive effect on social role identity. [This paper was published in: "EJERCongress 2022 Conference Proceedings," Ani Publishing, 2022, pp. 130-151.]

This research attempts to add to the existing literature of language learning strategy uses by advancing our understanding of what language learning strategies (LLS) are preferred by learners who were given a one-year English education at two state universities and to find out whether strategy uses were directly related to being successful in language learning. A total of 286 students filled out a questionnaire called Strategy Inventory for Language Learning (SILL), participated in the study. For deeper information 6 students from each university were asked to answer interview questions. It also aimed at discovering what strategies the students mostly preferred and whether there were any changes in strategy choices at the end of the learning program. The results of the study showed that there is a significant relationship between students' language learning strategy use and language learning levels. In addition, in the pre-test post-test comparison applied to see the possible effect of the preparatory education, it was observed that there was a positive increase in the use of language learning strategies by the students at the end of the preparatory education. Based on the results, the study is expected to contribute to the theory behind language teaching and learning in Turkey. Keywords: Language proficiency, Learning strategies, Preparatory education, University students, Turkish learners. [This paper was published in: "EJERCongress 2022 Conference Proceedings," Ani Publishing, 2022, pp. 89-102.]

The integration of Syrian children into the Turkish national educational system has been an important issue in the field of Turkish educational policy since 2011 when the Syrian crisis caused millions of people to seek asylum in Turkey. After Temporary Education Centers (TECs) in refugee camps were phased out due to the changing inclusive education policies, Promoting Integration of Syrian Children into the Turkish Education System project (PIKTES) was introduced by the Ministry of National Education (MoNE) in 2016 in 26 cities across the country mainly to alleviate the linguistic challenges of Syrian refugees and facilitate their social integration into the society. The present qualitative type of study aims to describe and analyze the inclusive education practices for Syrian students at primary state schools. Data collected from five experienced Turkish teachers of integration classrooms via semi-structured interviews. The reflexive thematic analysis revealed three main themes as systemic shortcomings, Syrian families' indifference, and insufficient professional support for the teachers. The themes present the challenges of inclusive education in Turkey from the initial stages in TECs to the recent practices within the scope of the PIKTES project. Findings shed light on how to redesign inclusive education for refugees in the Turkish context. [This paper was published in:"EJERCongress 2022 Conference Proceedings," Ani Publishing, 2022, pp. 372-385.]

Digital citizenship is an indispensable part of the new world shaped by digital developments and technology, so this study aimed to determine gifted and talented students' perceptions of digital citizenship as a leading key to the path to world citizenship. For this purpose, the qualitative analysis was used through semi-structured interview questions carried out with 40 gifted and talented high school students attending 9, 10, 11, and 12th grades in Science and Art Centers participated in Erzurum province. In addition, content analysis was used in phenomenology to analyze the conclusions of the research. As a result, the first findings, gifted and talented high school students answered the first question are accessed, security, and citizenship; the second findings are socialist, diverse source, rights, education, and virtuality in positive aspect; security, time, diversion, healthy, and belief in the negative aspect. The last findings are new laws and security measurements in supporting ways. Given the given categories, there is a need to create security measures, informational applications, and activities based on digital citizenship by means of new education program. Future studies could look at digital literacy, data management, and data security, which influence positive or negative perspectives of gifted and talented students on digital citizenship. [This paper was published in: "EJERCongress 2022 Conference Proceedings," Ani Publishing, 2022, pp. 116-129.]

THS is applied to Science High Schools, Social Sciences High Schools, Anatolian Technical Programs of Vocational and Technical Anatolian High Schools and Project schools for student selection. With THS, approximately 10 percent of more than one million students are placed in a secondary education institution based on their preferences. The purpose of this study was to examine the relationship between the success of the THS Science test of the students who have just graduated from middle school and who took the THS exam and their middle school science course scores, gender, and socio-economic level. In this ex post facto research, a total of 101 students were involved in the sample. Majority of the students were male (n=54, 53.5%). Pearson correlation analysis revealed that THS science score of participants were significantly and positively correlated with their 6th, 7th, and 8th grade science scores. The results of independent samples t-test demonstrated that there was no significant difference in THS science scores for male and female participants. Finally, the results of one-way ANOVA indicated that there were significant differences in THS science scores by participants' socio-economic levels. Accordingly, students with high socio-economic level had higher scores from THS science test than students with moderate and low socio-economic levels. Based on this particular finding, policy makers are recommended to reconsider their efforts to provide equality of opportunity in education. [This paper was published in: "EJERCongress 2022 Conference Proceedings," Ani Publishing, 2022, pp. 225-231.]

Education systems and teachers should transform and equip technology to be more resilient and adaptive to the new order after the COVID-19 pandemic. Teachers need support in this aspect. Teachers should be media and digitally literate as they should know to use mass media sources, from print to video and the internet. This study aims to reveal teachers' views on digital and media literacy. The research is a qualitative descriptive study. Semi-structured interviews were conducted with six teachers, and data were analyzed with the content analysis method. Six themes emerged: the definition of media and digital literacy, media availability and usage, critical understanding, communicative abilities, participation and content creation, media literacy education, and media literacy as a school subject. The findings reveal that the interviewed teachers were all aware of the media and digital literacy concept. They were media and digital literate to a certain level. They mostly thought of traditional media tools when talking about media literacy. They did not participate or create content in new media. And they agreed on the importance of media literacy education and the necessity of media literacy content in certain school subjects. Conclusions might recommend that the media and digital literacy course could be obligatory during undergraduate education. Teachers who have not taken any training in their undergraduate years about the subject could have in-service opportunities. [This paper was published in: "EJERCongress 2022 Conference Proceedings," Ani Publishing, 2022, pp. 15-28.]

Purpose: Achievement in mathematics and reading is a function of many interrelated variables. Therefore, it is important to identify and compare the variables that affect success in these areas. The aim of this study is to examine the characteristics that are thought to be effective on achievement scores in reading and mathematics. Method: The data of this study, which is a correlational study, were obtained from the PISA 2015 Turkey sample. The analysis of the research was carried out with The Latent Regression Rasch Model, which is one of the multilevel analysis methods. Results: According to the results, female students were more successful than male students in reading and math. The student's SES and anxiety level were associated with success in both areas, and this relationship was more in mathematics than in reading. In addition, while there was no significant relationship between motivation and reading success, this relationship significantly increased mathematics achievement. Recommendations: It is recommended to carry out the necessary studies in order to reduce the exam anxiety levels of the students, and to increase the motivation of success by giving importance to the cooperation of students, parents and schools. In addition, future studies can examine the relationships between different fields (such as science, foreign language) and different variables. [This paper was published in: "EJERCongress 2022 Conference Proceedings," Ani Publishing, 2022, pp. 335-344.]

The purpose of the present research is to examine secondary school students' attitudes towards refugee students in terms of some variables. The population of the research, which was designed in a single survey model, consisted of 40791 secondary school students studying in public schools in Pendik district of Istanbul in the second semester of the 2021-2022 academic year. The sample of the study consisted of 355 students selected by simple random sampling method. A personal information form and the Attitude Scale Towards Refugee Students were used to identify the attitudes of students towards refugee students studying at their schools in collecting the research data. The scale consisted of 24 items with 3-point Likert type nand one dimension. As a result of the analysis, it was found that secondary school students' attitudes towards refugee students were at a "high" level. In addition, their attitudes towards refugee students did not differentiate significantly according to the gender of the students, the number of classes they study and whether there are refugee students in their classes, but according to the variable of the class studied, the attitudes of the 5th and 7th grade students towards refugee students were higher than that of the 6th and 8th grade students, and this difference was found to be statistically significant. [This paper was published in: "EJERCongress 2022 Conference Proceedings," Ani Publishing, 2022, pp. 185-197.]

Purpose: Books are one of the essential tools that have the potential to affect the imagination of every individual, regardless of age group. Books, which have an importance that can directly or indirectly affect the characters and whole lives of individuals, are materials that can be used to develop thinking and social skills. In the context of the content, quality, type, and level of the book read in the research; it is seen that it has positive contributions to the development of the creative thinking skills of the individual. Due to their permanent physical disabilities, visually impaired individuals cannot directly access the literary works they want to access. Visually impaired individuals can access these problems with the help of various tools by paying specific fees. It restricts visually impaired individuals with low care costs and low socio-economic levels from subscribing to various audiobook applications for particular prices. Method: In this study, we designed a mobile application to enable visually impaired individuals to access literary works for free and offline. The model of the application is based entirely on volunteerism. Through the mobile application developed by the volunteers, the books are read and converted into audiobooks according to the wishes of visually impaired individuals. Furthermore, the application developed for iOS operating systems is free and can work offline. Implications for Research and Practice: We believe the proposed model will improve the problems faced by visually impaired individuals accessing audiobooks freely and shed light on new researchers conducting innovation-based studies in special education. [This paper was published in: "EJERCongress 2022 Conference Proceedings," Ani Publishing, 2022, pp. 166-173.]

Despite the presence of many studies on the conduct and adjustment traits of typically developing siblings of children with autism spectrum disorder (sibs-ASD) in the literature, studies examining the risk of siblings developing a psychiatric and psychological disorder or neurodevelopmental disability are limited. This study aims to comparatively investigate the attention deficit and hyperactivity disorder (ADHD) traits of sibs-ASD. In the study, which was designed in the form of causal-comparative research among the survey models, the study group consisted of a total of 92 children with siblings with ASD (research group: N=47) and with siblings without any developmental disability (comparison group: N=46). The data were collected through mothers and analyzed. According to the study findings, the siblings in the research group exhibited significantly higher ADHD traits in all subscales of the Conners Parent Rating Scale-48 items (CPRS-48), through which the data were obtained, except for impulsivity-hyperactivity, and in the total score of the scale compared to the comparison group. Moreover, it was revealed that the ADHD traits of the siblings in the research group did not differ according to gender. According to the study results, having a sibling with ASD increases the risk of ADHD in sibs-ASD, whereas this risk does not differ significantly according to gender. Specialists and educators providing services to children with ASD and their parents should consider the family as a whole and keep in mind that ASD can be a neurodevelopmental disorder that may affect all family systems, including siblings. It is recommended to examine ADHD traits of siblings with studies using different measurement tools and different data sources such as teachers and siblings themselves for future research and conduct studies with more comprehensive and large participant groups examining the effects of demographic variables such as birth order and the gender of a sibling with ASD, different environmental variables such as the severity of ASD, and genetic factors such as the broad autism phenotype on the risk of developing neurodevelopmental disorders such as ADHD in siblings. [This paper was published in: "EJERCongress 2022 Conference Proceedings," Ani Publishing, 2022, pp. 174-184.]

The aim of this study is to evaluate the special purposes of the compulsory lessons in the curriculum in the context of cultural administration in education, according to the views of secondary school administrators. The study was designed in a phenomenological design, one of the qualitative research methods. 20 secondary school administrators working in Manisa Salihli in 2021-2022 participated in the study. While choosing the sample group, criterion sampling and easily accessible sampling method were chosen from purposive sampling methods. A semi- structured interview form developed by the researchers was used to collect the data. The data were analyzed by descriptive analysis and content analysis method. According to the findings, it was seen that although school administrators have knowledge about curricula, they expressed similar views on what should be included in the curricula in the context of cultural administration. According to the results of the research, it can be said that school administrators do not have an active role in terms of whether the cultural administration of the compulsory lesson programs of their institutions is carried out effectively or not, due to the busyness of daily tasks, official works and transactions occupy most of their time at school. There is a need for studies to improve the curriculum literacy of school principals. It is thought that this study will set an example for researchers in terms of combining educational administration with educational programs and teaching disciplines. [This paper was published in: "EJERCongress 2022 Conference Proceedings," Ani Publishing, 2022, pp. 319-334.]

Thinking skills are instruments for meaningful learning and academic achievement and in relation, they are indispensable components of 21st century competencies. However, current Turkish policies do not define what thinking is and some inconsistencies regarding forms of thinking exist in different documents. Also, while teachers might not feel competent with teaching thinking skills, teacher education programs do not offer much to practice thinking skills. The analysis of coursebooks and curriculum also presents limited opportunities for thinking as well as Turkish sociocultural practices may reflect thinking as a negative or problematic concept. Regarding these problems, this study aims to explore pre-service teachers' experiences when they say, "I am thinking" via a phenomenological methodology. Participants (N=42) were recruited via convenience sampling methodology. Data were collected via focus group interviews (N=7) that included 5 to 7 participants. In each interview, participants described (1) thinking, (2) talked about the reactions to their thinking, and (3) named the proverbs that pertain to thinking. Data were analyzed via phenomenological reduction and horizons and structural themes were developed after bracketing was employed. Findings revealed that definitions of thinking highlight individualistic and universal characteristics, and functions of thinking pertain to skills. 80% of reactions to thinking were negative.Also, half of the proverbs highlighted negative connotations. This study suggest that thinking might not be initiated and shared safely as educational practices and cultural reminisces might not promote such intellectual actions. In this sense, curriculum and materials need revisions regarding sociocultural characteristics of Turkish society and pedagogies of thinking. [This paper was published in: "EJERCongress 2022 Conference Proceedings," Ani Publishing, 2022, pp. 252-263.]

This study aims to investigate the views of primary school principals regarding pre-school education. The study was carried out with ten primary school principals in the city of Zonguldak during the 2021-2022 academic year. The case study method, one of the qualitative research types, was used in the research. Based on the purpose of the research, the semi-structured interview technique was used to collect the data. A personal information form and an interview form prepared by the researchers were used to collect data in the study. In the research, it used the content analysis technique for the data obtained as a result of the semi-structured interviews. When the findings are examined, it shows that the primary school principals involved had positive perceptions regarding pre-school education. The primary school principals stated that pre-school education supports a child's psychomotor, linguistic, and cognitive development, and facilitates the preparation of children for primary school and their adaptation to school. Having a qualified pre-school educational institution in suitable conditions for children with interior and exterior space, it was stated that physical conditions and equipment should be planned in such a way that children can move freely. Some say that pre-school teachers should love their profession, be tolerant, give importance to their professional development, establish good relations with children and be role models to make pre-school education qualified. It was stated that the school principals had budget problems in pre-school education. They said that they sought support from the school-parent union and collected dues to solve these problems. Preparing physically suitable environments to carry out pre-school education more effectively, they expressed their suggestions to have auxiliary personnel, not to provide uninterrupted training, and to allocate the budget. [This paper was published in: "EJERCongress 2022 Conference Proceedings," Ani Publishing, 2022, pp. 152-165.]

Bullying, which is a global public health problem, has serious effects on children and adolescents. If peer-bullying behaviors among primary-school children with various effects ranging from low academic achievement, anxiety and depression to suicide and substance abuse are not detected and intervened in a timely manner, they have the risk of continuing to increase in frequency. School climate is one of the most important factors in the emergence and elimination of bullying behaviors. Therefore, it is important to examine the frequency and types of bullying behaviors among primary-school children and the views of children about school climate, to reveal the in-school factors affecting peer-bullying and to create effective intervention programs. In this study, it was aimed to determine the frequency and type of bullying behaviors experienced at primary-school level in Çankiri Province and to examine students' opinions about school climate. The sample of the research consists of 590 primary-school students selected through cluster sampling from Çankiri Province. The data of the study were collected using the Colorado School Climate Survey. Descriptive analyzes were done on the data with the help of SPSS program. The research showed that physical and relational bullying is the most common type of bullying among primary-school students, and in case of bullying, the victims most often get help from their family or an adult at school. [This paper was published in: "EJERCongress 2022 Conference Proceedings," Ani Publishing, 2022, pp. 264-279.]

In real-life contexts, when we read anything, be it a newspaper article or a supermarket brochure, we usually have some reasons and expectations about what we are going to read or we want to know something because we are just curious. Rarely do we read without any purpose and expectations, and we often know something about the topic that we are going to read about. In the classroom, then, learners can be provided with a context before they read a text so that they will have some idea about what they will read and what to expect from the text. This paper aims to discuss the preliminary findings of a small-scale study conducted to determine the views of 50 EFL learners at A2 level towards reading to confirm expectations. The study lasted 7 weeks, during which the participants were asked to respond to guess the answers to four questions, or complete a KWL chart before they read each story. The results of the study indicate that this technique appears to provide learners with a purpose to read and increase their motivation and interest as well as to contribute to their predicting skills. [This paper was published in: M. G. Zorba (Ed.), "Proceedings of the 5th International Language, Culture and Literature Symposium: Tribute to Associate Professor Hüseyin Öz (April 24-26, 2019 Antalya/Turkey)" (pp. 66-72). EngLangLit: Englishes, Languages & Literatures.]