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WOS: 000466836800020, Studies report that different aspects of the family structure can be affected when a family has a child who has been diagnosed with Autism Spectrum Disorder (ASD). This study aims to determine the experiences of Turkish parents of children with ASD before, during and after the diagnosis, and how this situation affects both their individual and family lives. In the study, the data were collected using a phenomenological approach that involved the semi-structured interview method. The study sample consisted of 10 parents of children with ASD, including five fathers and five mothers. The data were analyzed using the content analysis technique, from which nine themes were identified. The themes and sub-themes identified constituted the main findings of this study. Accordingly, most of the participants stated that the ASD diagnosis of their children was late as a result of being misled, and that their children were able to develop daily life and self-care skills from the trainings they had received. Participants further reported that they had endured negative experiences, including being forced to take on part-time jobs or to go into early retirement, because of having children with ASD. Yet, in contrast to these drawbacks, the participants also stated that they had experienced positive emotions due to their children's special situation, such as looking at life from a different perspective, feeling stronger and developing different methods of dealing with ASD-related difficulties. From the results of this study, it can be suggested that additional research involving different approaches be planned to gain a better understanding of the experiences that both children with ASD and their parents face as a result of being labeled (stigmatized).

The main purpose of this study is to examine the effect of creative writing practices integrated with the story-based learning approach on the writing attitudes and creative writing skills of 6th grade middle school students. The study was conducted with a convergent parallel design approach, one of the mixed method research designs. The study utilized the pre-test-post-test paired control group model, one of the quasi-Experiment models, in the quantitative dimension of the study, and the case study, one of the qualitative research methods, in the qualitative dimension. The study group consisted of 6th grade students attending two different public schools in Aksaray province in the fall semester of the 2021-2022 academic year. The study was conducted with 54 students, 27 in the Experiment group and 27 in the control group. During the education process, creative writing practices integrated with the story-based learning approach were carried out with the students in the Experiment group, while the students in the control group were taught with writing activities in the existing textbook. The application lasted 8 weeks. The creative writing achievement based on the pre-test and post-test results of the students both in the Experiment and the control groups were evaluated with the "Creative Writing Assessment Scale" while their attitudes towards writing were evaluated with the "Writing Attitude Scale". In addition to descriptive statistics, the quantitative data obtained in the study were analyzed using (Independent) Samples t-test, Mann Whitney U, Wilcoxon's Test of Ranked Associations, Analysis of Covariance (ANCOVA); the qualitative data obtained through semi-structured interview forms were analyzed using content analysis technique. As a result of the research, it was concluded that creative writing practices integrated with the story-based learning approach improved students' creative writing skills., Bu araştırmanın temel amacı, öykü temelli öğrenme yaklaşımı ile bütünleştirilmiş yaratıcı yazma uygulamalarının ortaokul 6. sınıf öğrencilerinin yazma tutumları ve yaratıcı yazma becerileri üzerine etkisini incelemektir. Araştırma, karma yöntem araştırma desenlerinden yakınsayan paralel desen yaklaşımıyla gerçekleştirilmiştir. Araştırmanın nicel boyutunda yarı-deneysel modellerden biri olan ön test-son test eşleştirilmiş kontrol gruplu modelden, nitel boyutunda ise nitel araştırma yöntemlerinden biri olan durum çalışmasından yararlanılmıştır. Araştırmanın çalışma grubunu 2021-2022 eğitim-öğretim yılının güz döneminde Aksaray ilinde iki farklı devlet okulunda 6. sınıfa devam eden öğrenciler oluşturmuştur. Araştırma deney grubunda 27, kontrol grubunda 27 öğrenci olmak üzere toplam 54 öğrenciyle yürütülmüştür. Eğitim süreci boyunca deney grubunda yer alan öğrencilerle öykü temelli öğrenme yaklaşımı ile bütünleştirilmiş yaratıcı yazma uygulamaları yapılırken kontrol grubundaki öğrencilerle mevcut ders kitabındaki yazma etkinlikleri ile öğretim sürdürülmüştür. Uygulama 8 hafta sürmüştür. Deney ve kontrol grubunda yer alan öğrencilerin yaratıcı yazma başarılarını ölçen ön test ve son testler “Yaratıcı Yazma Değerlendirme Ölçeği”, yazmaya yönelik tutumları ise “Yazma Tutum Ölçeği” ile değerlendirilmiştir. Araştırmada nicel olarak elde edilen veriler betimsel istatistiklerin yanı sıra (Bağımsız) Örneklemler t-testi, Mann Whitney U, Wilcoxon Sıralı İlişkiler Testi, Kovaryans Analizi (ANCOVA); yarı yapılandırılmış görüşme formları ile elde edilen nitel veriler ise içerik analizi tekniği ile incelenmiştir. Araştırma sonucunda öykü temelli öğrenme yaklaşımı ile bütünleştirilmiş yaratıcı yazma uygulamalarının öğrencilerin yaratıcı yazma becerilerini geliştirdiği sonucuna ulaşılmıştır.

This study describes and evaluates the situation of Turkish higher education institutions in terms of European Quality Assurance Standards (ESG). We considered the management processes of goal setting, planning, organizing, resourcing, leading, directing and evaluating, and improving. "Higher Education Evaluation and Quality Assurance Case Reports-EER" constitutes the main data sources of the study, which is carried out with multiple case analysis, one of the qualitative research designs. Content analysis was applied to reports covering 160 higher education institutions whose external evaluation process was completed in the 2016-2019 period. The analysis generated both qualitative and quantitative data. The study detected that a significant part of the ESG standards (.46) was not taken into account in the external evaluation process of Turkish higher education institutions. While the dimension in which Turkish higher education institutions are most successful in meeting international standards in terms of management is goal setting and planning, the managerial dimension experiencing the least success is evaluation and development. The area with the lowest level of maturity is ensuring stakeholder participation. It has been concluded that the vast majority of institutions are not focused on student learning. Furthermore, the centralized management structure of the Turkish higher education system has a limiting effect on the process of applying ESG standards., Bu çalışma Türk yükseköğretim kurumlarının durumunu Avrupa Kalite Güvence Standartları (ESG) açısından betimlemekte ve değerlendirmektedir. Hedef belirleme, planlama, organize etme, kaynak sağlama, liderlik etme, yönlendirme ve değerlendirme ve iyileştirme yönetim süreçleri dikkate alınmıştır. Nitel araştırma desenlerinden çoklu durum incelemesiyle gerçekleştirilen çalışmanın temel veri kaynaklarını “Yükseköğretim Değerlendirme ve Kalite Güvencesi Durum Raporları-YDR” oluşturmaktadır. 2016-2019 döneminde dış değerlendirme süreci tamamlanan 160 yükseköğretim kurumunu kapsayan raporlara içerik analizi uygulanmıştır. Analiz hem nitel hem de nicel veriler üretti. Çalışma, Türk yükseköğretim kurumlarının dış değerlendirme sürecinde ESG standartlarının (.46) önemli bir bölümünün dikkate alınmadığını tespit etti. Türk yükseköğretim kurumlarının yönetimsel açıdan uluslararası standartları karşılamada en başarılı olduğu boyut amaç belirleme ve planlama olurken en başarısız olduğu yönetimsel boyut değerlendirme ve geliştirmedir. Olgunluk düzeyi en düşük olan alan ise paydaş katılımını sağlamaktır. Kurumların büyük çoğunluğunun öğrenci öğrenmesine odaklı olmadığı belirlenmiştir. ESG standartlarını uygulama sürecinde Türk yükseköğretim sisteminin merkeziyetçi yönetim yapısının sınırlandırıcı bir etki yarattığı sonucuna ulaşılmıştır.

The purpose of this study is to investigate ethical problems experienced by counselors who serve during the university preference advising process and their coping strategies in the face of these problems. In this qualitative research study based on phenomenology design, the data were collected via semi-structured interviews. Content analysis was used to analyze the data and the findings were reported by using metaphorical analysis. The sample consisted of 10 participants (80% male, 70% have a bachelor's degree and 70% have taken ethics courses in their undergraduate education) who were selected by using purposive sampling method. The participants who have been providing preference advising for at least four years and were graduated from Department of Psychology or Psychological Counseling and Guidance were included into the study. The findings were reported by using a metaphor of the ships passing through the Bosphorus. Accordingly, the preference process was associated with the passage process of ships through the Bosphorus and the ethical problems experienced during this advising process were associated with the difficulties that the ships may face with during their passage. Students who receive preference advising services were likened to the ships trying to cross the Bosphorus (on which they travel with their family and relatives), and the counselors who provide preference advising to the pilot ships guiding the other ships. In this context, it was observed that ethical problems emerged during the preference process may sometimes be caused by the pilot ship itself or sometimes by other pilot ships performing the same task. According to the findings, ethical problems raised due to pilot ships in areas such as professionalism, competence, confidentiality, respect for student autonomy, dual and multiple relationships, and professional relations with other colleagues. The results also addressed system and family-based problems that may lead to ethical problems in the preference process. It was seen that just as factors such as managerial problems, lack of crew and other resources may cause problems while ships are moving through the Bosphorus; in the preference advising process; issues related to school / institution administrators, place, wage, number of students served, the internet and social media and family may lead to ethical problems. Finally, it was seen that when counselors faced ethical problems, just as there were various methods to overcome problems faced by pilot ships, counselors used some strategies such as consulting colleagues, using available technologies, setting boundaries with the administrators, informing, self-improvement, acting for the benefit of society and being proactive. The results indicated that there is a need to develop an ethical perspective in providing career services and to reform the preference process in terms of system related factors., Bu çalışmanın amacı, üniversite tercih danışmanlığı sürecinde hizmet veren psikolojik danışmanların yaşadıkları etik sorunları ve bunlar karşısında izledikleri yolları araştırmaktır. Nitel araştırma yöntemlerinden olgu bilimi desenine dayanan çalışmada, veriler yarı yapılandırılmış görüşme formu aracılığıyla toplanmış, içerik analizine tabi tutulmuş ve metaforik analiz ile raporlanmıştır. Çalışmaya, ölçüt örnekleme yöntemi aracılığıyla belirlenmiş; en az dört yıldır tercih danışmanlığı hizmetlerini vermekte olan ve Psikoloji ve Psikolojik Danışma ve Rehberlik Bölümü mezunu 10 kişi (%80’i erkek, %70’i lisans derecesine sahip ve %70’i lisans eğitimi esnasında etik dersi almış) katılmıştır. Bulgular, gemilerin İstanbul Boğazı’ndan geçişi metaforu üzerinden aktarılmıştır. Buna göre, tercih süreci, gemilerin İstanbul Boğazı’ndan geçişi sürecine ve tercih sürecinde yaşanılan etik problemler gemilerin geçiş esnasında yaşayabilecekleri güçlüklere benzetilmiştir. Tercih danışmanlığı hizmetleri alan öğrenciler (içerisinde ailesi ve yakınları ile yolculuk ettikleri) Boğaz’dan geçmeye çalışan gemilere ve tercih danışmanlığı yapan psikolojik danışmanlar da bu gemilere rehberlik eden kılavuz gemilere benzetilmiştir. Bu bağlamda tercih sürecinde öne çıkan etik problemler bazen kılavuz geminin kendisinden, bazen de aynı görevi yapmakta olan diğer kılavuz gemilerden kaynaklı olabildiği görülmüştür. Bulgulara göre, kılavuz gemilerden kaynaklı olarak; profesyonellik, yetkinlik, gizlilik, öğrenci otonomisine saygı, ikili ve çoklu ilişkiler ve diğer meslektaşlarla profesyonel ilişki gibi alanlarda etik problemler öne çıkmıştır. Analizler ayrıca, tercih sürecinde etik problemler yaşanmasına neden olabilen sistemsel ve aile kaynaklı sorunları da ortaya koymuştur. Nasıl ki yönetsel sıkıntılar, mürettebat ve diğer kaynakların eksikliği gibi unsurlar gemilerin Boğazda ilerlemesi esnasında sorunlara neden olabilecekse, tercih danışmanlığı sürecinde de okul/kurum yönetimi, mekân, ücret, hizmet verilen öğrenci sayısı, internet ve sosyal medya ve aile ile ilgili konuların etik problemlere kaynaklık edebildiği görülmüştür. Son olarak, tıpkı sorunlarla karşılaşan kılavuz gemilerin bunların üstesinden gelmek için başvuracağı çeşitli yöntemler olması gibi, psikolojik danışmanların da etik sorunlarla karşılaştıklarında; meslektaşlara danışma, mevcut teknolojilerden yararlanma, idareye sınır koyma, bilgilendirme, kendini geliştirme, toplum yararına hareket etme ve proaktif olma gibi yollara başvurdukları görülmüştür. Sonuçlar, kariyer hizmetlerini sunmada etik bir bakış açısı geliştirilmesine ve tercih sürecinin sistemsel açıdan iyileştirilmesine yönelik ihtiyaçlara işaret etmiştir.

This study aims to examine the effect of test anxiety psychoeducation program on test anxiety and irrational beliefs. In the study, a semi-experimental pattern with pretest and posttest control group was used, and 13 subjects were included in the experimental group, and in the control group who are 8 th graders. In the data collection, the Test Anxiety Inventory and the Irrational Beliefs Scale were adopted. Ten weeks of test anxiety education was applied to the experimental group. No application was made with the control group. Mann-Whitney U test were used in independent groups in the analysis of the data gathered from 8 th grade students. Research findings showed that test anxiety education has a significant effect on the reduction of test anxiety and irrational belief scores of students in the experimental group. Based on research findings interpretations were made and suggestions on application and research were developed. Based on the findings of the research, the students who experienced the test anxiety intensely were identified and the implementation of the psychoeducation program to cope with the test anxiety was recommended to guidance teachers.

*Yıldırım, Erdal ( Aksaray, Yazar ), In this study, it is aimed to determine the opinions and practices of the teacher candidates educated on Classroom Education, academicians working in the Department of Classroom Education, and primary school teachers on the controversial subjects in the teaching-learning process. The research is patterned from qualitative research approaches through a case study. The study carried out in the spring semester of the 2018-2019 academic year included 29 students studying in the third grade of the Faculty of Education at three different public universities, 15 classroom teachers working at schools affiliated to the Ministry of Education, and 5 Ph.D. academicians within classroom education In the study, the data were collected by semi-structured interview forms, and the obtained data were analyzed by the thematic presentation of certain codes and categories. When the findings of the research are examined, it is seen that the information, culture (respect, conflict), and environment codes related to the importance of the culture of discussion are frequently expressed. The findings are remarkable in that the acquisition of necessary and sufficient knowledge related to the discussion culture encourages individuals to conduct the discussion process with different individuals or platforms in a healthy way. The style used in the efficiency of the discussion process, the acceptance of different ideas with respect and the ability to listen effectively are vital. The findings that positive school and classroom climate, which expresses the existence of suitable environments where controversial issues can be discussed, contributes to the development of respect based attitudes and behaviors among individuals, are also very important. Academics and teachers are responsible for creating ideal discussion environments. Moreover, the formation of positive thoughts on controversial issues should not be overlooked to encourage the expression of scientific, fair, and democratic ideas. Both academics and teachers should be a model for their students by ensuring correct communication with students. Participants in the teaching of controversial issues have some concerns and worries caused by pressure. Legal arrangements can be made to eliminate these situations.

This research is qualitative research that examined the effects of aesthetic creativity practices on students' creative- thinking skills in a Social Studies course. The research was designed according to the case study design of qualitative research methods. The study group was determined by criterion sampling from purposeful sampling types. The study group comprised 12 fourth-grade students and their classroom teacher and were from a middle socioeconomic school in Hatay in the 2017-2018 academic years. In the Social Studies course, aesthetic creativity activities were implemented through performance tasks in a 17-hour period, and students' development in creative thinking skills followed. Data were collected through semi-structured interviews and structured observation. The interviews were conducted with the students and the classroom teacher. To evaluate students' development, the classroom teacher was interviewed at the end of the process. The students were interviewed at the end of the process, and the data were analyzed through content analysis. The data obtained from the observations were analyzed descriptively through the Creative Thinking Skills Evaluation Rubric (CTSER), structured by the researchers, and comprised creative thinking, imagination, idea production, humor, research, product creation, and problem-solving sub-dimensions. The results revealed that the students showed the most improvement in the dimensions of idea production and humor. In addition, the students demonstrated a distinguishable development in their research, problem-solving, and image dimensions. Although the students developed product building skills, none attained the level of creating unique products. Another result is that the aesthetic creativity teaching practices achieved the objectives in terms of sense-making and affective skills (e.g., providing a pleasant classroom environment, expressing emotions).

The aim of the study was to test mediating role of goal orientations in the relationship between parental attachment and school life satisfaction. The participants were a total of 391 (224 female and 167 male) high school students. The instruments were Parent and Peer Attachment Scale, Goal Orientation Scale and Multidimensional Students’ Life Satisfaction Scale. The data of the study was tested by using the analyses of Pearson correlation coefficient and structural equation modeling. In the findings of the study, it was seen that learning goal orientation had a partial mediating role in the relationship between parental attachment and school life satisfaction. © 2019 Turkish Education Association. All rights reserved.

WOS: 000466836800009, The objective of this study is to determine the effect of a teaching module on the topic of pressure, developed with STEM approach, on the academic achievements of the students as well as on their attitudes towards STEM. The study employed the explanatory sequential design, as one of mixed method research designs. On the quantitative aspect of the study, a pre-test and post-test control group, quasi-experimental design was used, while phenomenological design was utilized for qualitative aspects. The sample group of the research comprises of 33 7th grade students studying in a village school located in a district of one of the metropolitan municipalities in Turkey for the Spring Semester of the 2017-2018 school year. A STEM education approach was used in the experimental group for teaching the subject of "Pressure" while utilizing the approach as stipulated in the curriculum for the control group. An academic achievement test, an attitude scale for STEM, semi-structured interviews, and the student diaries are the data collection tools used in the study. A significant difference was found between the experimental group and the control group, with the former showing increased academic achievement over the latter in the research. A significant difference was also found between the experimental group and the control group, with the former showing more positive attitudes towards STEM than were shown by the latter. The opinions of the students on STEM education were analyzed in order to study the results obtained from quantitative data. Five themes - feelings and opinions, positive aspects, skills gained, features and problems faced, and the learning process were obtained -as well as 26 codes-with the content analysis of semi-structured interviews and students' diaries. It was concluded that involving STEM-based implementations in teaching the subject "Pressure" increased the academic success rate and attitude scores of students while helping the students to develop positive perceptions of STEM education. In future studies, certain influences of STEM education implementations, such as self-confidence of students, the ability to present creative solutions, communication skills, for example, may be studied.

This experimental research investigated the effects of Family Resiliency Program (FRP) on post-traumatic stress, grief, and family resiliency level for women with traumatic grief. The study was conducted with 24 women who applied to the non-governmental organization between 2012 and 2013 due to the traumatic loss of their husbands and who obtained a high score on the post-traumatic stress disorder checklist civil version (PCL-C), and the grief inventory (GI), and a low score on the family resiliency scale (FRS) in pre-test assessment. The experimental group (n=12) received an eight session (FRP) intervention developed by the researcher. A group of women in a control group (n=12) received no intervention. To determine the immediate and long-term effects of the FRP program with traumatic grief, post-tests (PLC-C, GI, FRS) were given to the experimental and control group in two and a half month and six month intervals, respectively. In data analysis of this study two way repetead measures Anova was used. In study results, FRP for women with traumatic grief was found to be significantly effective in decreasing post-traumatic stress and grief levels and increasing family resiliency level. The effects of the program persisted during the follow-up tests. The results of this research were discussed in light of the literature, with recommendations presented for counselors and researchers.

The purpose of this study is to investigate whether research engagement helps participating teachers develop as motivated and efficacious teacher-researchers. Seventeen non-native English as a Foreign Language (EFL) teachers participated in the study. The study specifically aimed to examine if there are any differences in participants' motivation for research and efficacy in research at the end of the INSET course. Data came from Motivation for and Efficacy in Research questionnaires which were originally developed for the purposes of this study and other sources (i.e. interviews, essays). The findings of the study indicated that even though the participants' efficacy for research engagement increased significantly, the instruction did not elicit any statistically significant changes in their motivation levels. Results also revealed significant implications for teacher educators, EFL teachers, teacher education departments and MA programs.

Şenel, Selma (Balikesir Author), Computerized Adaptive Testing (CAT), a product of scientific advancements and new technologies in the field of measurement and evaluation in education, may be considered beneficial in reaching more valid and reliable test results for students with visual impairment. CAT renders more reliable test results in less time with fewer items that are well-matched to the ability levels of students. When these basic properties of CAT are considered, we can state that the use of CAT in assessing the ability levels of students with visual impairment may provide a significant step in attaining fair and comparative test results. The aim of this research is to develop audio-based CAT software for visually impaired students and to guide future studies by providing assessment, development, and design procedures. We created an item pool comprised of 166 audible items to assess the listening comprehension levels of students with visual impairment at secondary school. We have reported all data that indicate the validity and reliability scores through test development process, such as the acquisition analyses, expert opinions, pre-trial application (n=196), trial application (n=608), assumptions for the Item Response Theory. We have depicted of all the steps of software development on the basis of multimedia design principles in detail. Parameter estimates and software development studies were made according to 3 parameter logistic model. During item development and software testing, opinions of 7 students with visual impairment were considered. As a result, a valid and reliable CAT, named SesliTest, has been developed for students with visual impairment at secondary school. The research carries great importance since it proves CAT is applicable for students with visual impairment., Eğitimde ölçme ve değerlendirme alanındaki bilimsel gelişmelerin ve teknolojinin bir ürünü olan bilgisayar ortamında bireye uyarlanmış testlerin (BOBUT), görme engelli öğrenciler için geçerli ve güvenilir test sonuçları elde etmede önemli yarar sağlayacağı öngörülmektedir. BOBUT bireyin yetenek düzeyine uygun, az sayıda soruyla, daha kısa sürede, daha güvenilir test sonuçları elde edilmesini sağlamaktadır. Bu temel özellikleri düşünüldüğünde BOBUT’un eşit eğitim fırsatları ve karşılaştırılabilir test sonuçları için görme engelli öğrencilerin ölçme süreçlerinde çok önemli bir adım olacağı belirtilebilir. Bu araştırmada görme engelli öğrencilere yönelik ses tabanlı bir BOBUT geliştirmek; ölçme, yazılım geliştirme ve tasarım süreçleriyle, yapılacak çalışmalara rehber olmak amaçlanmıştır. Araştırma amacı doğrultusunda, BOBUT ile uygulamak üzere ortaokul düzeyindeki görme engelli öğrencilerin dinlediğini anlama becerisine yönelik 166 maddelik bir madde havuzu oluşturulmuştur. Test geliştirme sürecindeki; kazanım analizleri, uzman görüşleri, ön deneme uygulaması (n=196), deneme uygulaması (n=608) ve Madde Tepki Kuramı varsayımlarının kontrolü gibi geçerlik ve güvenirliğine dair kanıtlar sunulmuştur. Yazılım geliştirme basamakları çoklu ortam tasarımı ilkeleri temel alınarak ayrıntılı olarak raporlanmıştır. Parametre kestirimleri ve yazılım geliştirme çalışmaları 3 parametreli lojistik modele göre yapılmıştır. Madde geliştirme ve yazılım testi süreçlerinde 7 görme engelli öğrencinin görüşlerine başvurulmuştur. Sonuç olarak görme engelli ortaokul öğrencilerine uygulanabilecek geçerli ve güvenilir, BOBUT temelli SesliTest geliştirilmiştir. Araştırma BOBUT’un görme engelli öğrencilere uygulanabileceğini göstermesi açısından büyük önem arz etmektedir.

WOS: 000439147000001, This study aimed at finding out the level of teachers' individual and collective learning and analysing the influence of their personal, organizational and professional characteristics on these learning types. We collected data representing teachers' learning behaviours and their personal (gender, total experience, current school experience, school level, school size and school SES) and organizational professional characteristics (self-efficacy, aspiration, recognition, positive climate, student oriented practices, task oriented practices and symbols-values). A total of 340 teachers working in primary, lower secondary and secondary schools located in Aksaray province of Turkey, comprised the sample. We analysed data using descriptive statistics, exploratory factor analysis, two-step clustering analysis and binary logistic regression. We found that teachers were overwhelmingly individual learners and aspiration is the most powerful professional characteristic affecting teachers' learning preferences. Beside aspiration, self-efficacy and student oriented practices were also able to effect on teachers' individual learning. School climate, differently from other significant predictors, was able to detect the high-level collective learners. The only individual characteristics, school level was a significant predictor. Teachers, who work at the primary level, are tend to be collective learner. Based on the results, we suggested to widen the area of teachers' individual initiatives and to compose groups working collectively towards challenging goals for enhancing students' learning.

Bayındır, Dilan (Balikesir Author), The aim of the study is to investigate the predictive effect of the temperament charecteristics of preschool children and their mothers' parenting styles on ego resiliency level of children. The study was designed in survey method. The sample of the study was selected by random sampling method from central districts of Istanbul, Turkey. The sample consists of 367 children in total and 198 (54%) of these children are girls and 169 (46%) of them are boys. Demographic Information Form, Children's Ego Resiliency Scale, Short Temperament Scale for Children and Parenting Styles and Dimensions Questionnaire were used to collect data. The data was collected during fall semester in 2015-2016 academic year. Multiple regression analyses were used to test the relation between childrens's ego resiliency level, temperament charecteristics and their parents' parenting styles. Authoritarian and permissive parenting styles and persistence and reactivity traits of temperament together explained 33% of the variance in ego resiliency and the relation between these variables was found to be as moderate (r = 0.58, p, Bu araştırmanın amacı, 55-78 aylık okul öncesi dönem çocukların mizaç özellikleri ve annelerinin ebeveynlik stillerinin, çocukların ego sağlamlık düzeylerini yordayıcı etkisini incelemektir. Araştırma, ilişkisel tarama modelinde tasarlanmıştır. Araştırmanın örneklemi İstanbul merkez ilçelerinden basit rastgele seçim örnekleme yöntemine ile belirlenmiştir. Örneklem, toplam 367 çocuktan oluşmaktadır ve bu çocukların 198’i kız (%54), 169’u erkektir (%46). Araştırmada, veri toplamak için Kişisel Bilgi Formu, Çocuk Ego Sağlamlığı Ölçeği, Çocuklar için Kısa Mizaç Ölçeği ve Anne-Babalık Stilleri ve Boyutları Ölçeği kullanılmıştır. Veriler, 2015–2016 eğitim-öğretim yılı, güz döneminde toplanmıştır. Çocukların ego sağlamlık düzeyleri, mizaç özellikleri ve ebeveynlik stilleri arasındaki ilişkiyi incelemek amacıyla çoklu regresyon analizi yapılmıştır. Otoriter ve izin verici ebeveynlik stilleri ile mizaç özelliklerinden sebatkârlık ve tepkiselliğin birlikte ego sağlamlığı üzerindeki açıklayıcılık oranının %33 olduğu ve aralarındaki ilişkinin de orta seviyede olduğu bulunmuştur (r=0.58, p

This research aims to identify the role of leader empowering behaviours in high school teachers’ perceptions of psychological contract. The population of the study is composed of 21 high schools and 913 teachers in Usak. The stratification sampling method is employed, and 280 teachers from 21 school participated in the study. Teachers’ perceptions of psychological contract at school is determined through the “ Teachers’ Level of Compliance with Psychological Contract Scale ” and “ School Principals’ Level of Compliance with Psychological Contract ” scale developed by Kocak (2016). The “ Leader Empowering Behaviour Questionnaire ” developed by Konczak, Stelly, and Trusty (2000) is used to identify teachers’ perceptions regarding empowerment. Descriptive statistics such as mean and standard deviation are used in data analysis. Additionally, Pearson Correlation Coefficient is used to measure the relationship between the variables, and hierarchal regression technique is employed for predictive analysis. The findings show that, there is a significant correlation between the levels of compliance with psychological contract of school principals and teachers. Thus, it was confirmed that psychological contract at schools is based on exchange theory. Further findings show that the Leader Empowering Behaviour subscales of coaching for innovative performance, skill development, information sharing and delegation of authority and accountability are positive predictors of teachers’ level of compliance with psychological contract.

In Turkey, various ICT tools were integrated into the educational environments through the FATIH Project introduced by the Ministry of National Education while studies concerned with the effective use of ICT in the educational processes began to increase in number and tablet computers were given to students and teachers within the framework of the project. Despite the effort put into the technological infrastructure, in-service training for the teachers and fulfilling other components of the project in order to help the FATIH Project reach its aim, the distribution of the tablet computers was the only action taken in terms of the services intended for the students. The attitudes of the students regarding the project need to be determined in order to ensure sustainability and help the project reach its aims. In this regard, the Technology Acceptance Model (TAM) becomes prominent. According to TAM, the students’ beliefs will affect the behavior of the students positively as a result of thinking that using the tablet computers is easy and beneficial while this effect will cause the students to adopt the use of the tablet computers. The study was carried out with 2023 secondary school students who were enrolled in FATIH Project pilot schools in the central province of Bartin province in the spring semester of 2014-2015 academic year. In the end of this study, the secondary education students’ acceptance levels of the educational use of the tablet computers used in the FATIH Project were examined in accordance with TAM and the scale for the acceptance of the tablet computers used in the FATIH Project in terms of educational use was developed. In addition, it has been achieved that giving tablet computers to students, training with FATIH Project technologies and increasing class level negatively affects students' acceptance of educational use of tablet PC in the FATIH Project.

The current study aimed to identify whether the project-based approach affects the visual perception skills of five-year-old preschool children (60-72 months). The universe of the study was constituted of five-year-old (60-72 months) children enrolled in preschools affiliated with the Turkish Ministry of National Education in the provincial centre of Kayseri during the 2012-2013 academic year. The study was performed using a control group, pretest-posttest and retention test study design. The study was conducted in two preschools selected through the simple random sampling method, and with one class selected from each one of these kindergartens. 22 children in these classes formed the study group, while 22 children formed the control group. Children in the control group continued their normal education, while children in the study group took part in a project work that lasted for 41 days, and which they performed for three hours a day. A general information form and the Motor-Free Visual Perception Test 3 (MVPT-3) developed by Colarusso and Hammill (2003) – the reliability and validity study for which was performed by Metin (2014) – were used as data collection tools in the study. The obtained data were analyzed using covariance analysis (ANCOVA) and ANOVA. The study results indicated that the project-based approach led to a significant difference (p0.05) for children in the study group, thus indicating that the education provided to the study group had a lasting and continuous effect., Bu araştırmada, proje yaklaşımına dayalı eğitimin beş yaş (60-72 ay) çocuklarının görsel algı becerilerine etkisinin belirlenmesi amaçlanmıştır. Ön test-son test-kalıcılık testi kontrol gruplu deneysel desende gerçekleştirilen çalışmanın evreninin Kayseri il merkezinde bulunan Milli Eğitim Müdürlüğü’ne bağlı anaokulları ve bu okullarda bulunan beş yaş (60-72 ay) grubu çocuklar oluşturmuştur. Çalışmada anaokulları arasından basit tesadüfî örnekleme yoluyla iki anaokulu ve bu anaokullarından seçilen birer sınıf ile gerçekleştirilmiştir. Bu sınıflarda bulunan 22 çocuk deney, 22 çocuk kontrol grubu olarak belirlenmiştir. Kontrol grubundaki çocuklar normal eğitim programlarına devam ederken deney grubundaki çocuklarla her gün 3 saat olmak üzere 41gün süren üç proje çalışması yapılmıştır. Çalışmada veri toplam aracı olarak genel bilgi formu ve Colarusso ve Hammill (2003) tarafından geliştirilen ve Metin (2014) tarafından geçerlik ve güvenirlik çalışması yapılan Motor Beceriden Bağımsız Görsel Algı Testi-3 (Motor-Free Visual Perception Test 3- MVPT-3 ) kullanılmıştır. Elde edilen veriler Kovaryans analizi (ANCOVA) ve ANOVA ile analiz edilmiştir. Araştırma sonucunda uygulanan proje yaklaşımına dayalı eğitimin deney grubu çocukların lehinde görsel algı beceri düzeylerinde anlamlı bir farkın olduğu (p0,05) ve uygulanan eğitimin etkisinin devam ettiği saptanmıştır.

WOS:000377907000006 This study aims to determine discourse patterns and communicative approaches utilised for teaching the nature of science (NOS) using an explicit-reflective approach. This study was conducted as part of a research project aiming to support teachers' classroom practices through a long-term professional development program focusing on teaching NOS. Discourse analysis was used to determine classroom discourse patterns and communicative approaches. Audio and video recordings of classroom lectures conducted by 8 of the 22 teachers participating in the project were used for analysis. A total of 505 minutes of teacher-student dialogue was recorded and subsequently analysed. The results indicated that teachers used three different discourse patterns (triadic, chain, and adjacency pair) and three different communicative approaches (interactive-dialogic, interactive-authoritative, and non-interactive-dialogic) for teaching NOS using the explicit-reflective approach. The most common discourse pattern was the triadic pattern (initiation-response-evaluation), and the interactive-authoritative approach was the most common communicative approach. These findings contribute to the literature in terms of increasing the efficiency of using the explicit-reflective approach by considering classroom discourse to teach students NOS.

Academic freedom, which is the pre-condition of a stress-free academic life, has become a culture in democratic societies. The principles of equality, individuality and independence considerably shape our understanding and expectations of academic freedom. In addition to beinggenerally theoretical, studies on academic freedom focus on the restrictions on academic freedom experienced in the past. Thus, there is a need for a study that presentsproblems concerning academic freedom in detail and examines the views of students as well. The aim of this study is to reveal the views on academic freedom of academics and students studying at higher education institutions. In this study, 11 academics have been interviewed personally and the views of 298 studentson academic freedom in higher education institutions have been sought.The views of the academics and students on academic freedom were grouped into six different categories: (1) freedom in education, (2) freedom in research, (3) freedom of speech, (4) institutional freedom, (5) the importance of academic freedom, and (6) the protection of academic freedom. As the result of the findings of the study, it can be said that academics and students are afraid of the negative reactions from the majority about their religious or political ideas. Students cannot express their ideas during classdue to the fear of being misunderstood or receiving a negative reaction. The same situation is observed within the relationshipsthat academics have with the administration. Academics have expressed that they have serious problems concerning academic freedom, and students have expressed that they do not feel free enough in university settings., Tasasız bir akademik hayatın ön koşulu olan akademik özgürlük demokratik toplumlarda bir kültür haline gelmiştir.Eşitliğin, bireyselliğin ve bağımsızlığın ilkeleri, akademik özgürlük anlayışımızı ve beklentilerimizi önemli ölçüde şekillendirmektedir. Akademik özgürlük ile ilgili araştırmalar genellikle teorik olmakla birlikte akademik özgürlük ile ilgili geçmişte yaşanılan sınırlamalar üzerinedir.Dolayısıyla akademik özgürlüklerle ilgili sorunları detaylı bir şekilde ortaya koyan ve öğrencilerin de görüşlerini inceleyen bir araştırmaya ihtiyaç vardır. Bu araştırmanın amacı akademisyenlerin ve yükseköğretim kurumlarında öğrenim gören öğrencilerin akademik özgürlük ile ilgili görüşlerini ortaya koymaktır.Araştırmada yükseköğretim kurumalarında akademik özgürlükler ile ilgili 11 akademisyen ile yüz yüze görüşmeler yapılmış, 298 öğrencinin görüşü alınmıştır. Akademisyenlerin ve öğrencilerin akademik özgürlük ile ilgili görüşleri 6 kavramsal kategori altındatoplanmaktadır; (1)eğitim alanındaki özgürlükler, (2) araştırma alanındaki özgürlükler, (3) İfade özgürlükleri, (4) kurumsal özgürlükler, (5) akademik özgürlüklerin önemi ve (6)akademik özgürlüklerin korunması.Araştırmadan elde edilen bulgular sonucunda akademisyenlerin ve öğrencileri dini veya politik fikirlerinin çoğunluk tarafından olumsuz karşılanabilir korkusu yaşadıkları söylenebilir. Öğrenciler derste düşüncelerini yanlış anlaşılma ve tepkiyle karşılaşma korkusuyla özgür bir şekilde ifade edememektedirler. Aynı durum akademisyenlerin yönetimle ilgili ilişkilerinde karşımıza çıkmaktadır. Akademisyenler akademik özgürlükler bakımından ciddi sorunlar yaşadıklarını, öğrenciler ise üniversitede kendilerini yeterince özgür hissetmediklerini ifade etmişlerdir.

While the educational leadership literature is replete with studies focusing on leadership practices at K-12 level, higher education institutions all over the world do not receive their share from this intense scholarly interest. This is the case with Turkish higher education institutions too. Starting from this point of view, the purpose of this study is to examine department chairs’ needs in performing academic leadership. To this end, the study was designed as a qualitative inquiry. In order to reveal a range of leadership experiences, maximum variation sampling was employed to address the diversity of chairs’ academic leadership experiences. Accordingly, semi-structured interviews were conducted with the study group of 16 department chairs who varied in terms of their province, university type (public and foundation), teaching field, gender, and years of service in chairship position. Findings emerged in the phase of content analysis revealed that needs of department chairs can be categorized under the themes of: (a) More autonomy for decision-making in staff recruitment, monetary, and curricular issues (b) Additional academic and clerical personnel, and (c) Training for leadership and orientation for administrative duties., Dünya genelinde eğitimsel liderlik alanyazınının ağırlıklı olarak K-12 düzeyindeki liderlik uygulamalarına odaklanmasına karşın, yükseköğretimde liderlik araştırmalarına aynı düzeyde yer verilmediği görülmektedir. Türkiye’de yükseköğretim düzeyindeki liderlik araştırmaları için de durum böyledir. Bu eksiklikten hareketle, nitel metodoloji kapsamında tasarlanan bu araştırmanın amacı, bölüm başkanlarının akademik liderlik sürecindeki gereksinimlerini incelemektir. Araştırmada, bölüm başkanlarının farklı akademik liderlik deneyimlerini anlayabilmek için maksimum çeşitlilik örneklemesi tercih edilmiştir. Bu çerçevede, çalıştıkları şehir, üniversite türü (devlet ve vakıf), çalışma alanı, cinsiyet ve bölüm başkanlığında hizmet yılı gibi farklı alanlarda çeşitlilik gösteren on altı bölüm başkanı ile yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. İçerik analizi sonucunda bölüm başkanlarının gereksinimlerine ilişkin şu temalar ortaya çıkmıştır: (a) Personel alımına, parasal ve eğitim programına ilişkin konularda daha fazla otonomi, (b) Daha fazla sayıda akademik ve idari personel, (c) Liderlik eğitimi ve yönetim görevine yönelik oryantasyon programı.

The aim of this research was to examine the effects of value education program, which was based on respect and responsibility, on self-esteem levels, social problem-solving skills and empathy levels of primary school 3rd grade students. “Pretest-posttest design with nonequivalent control groups” from quasi experimental designs was used for this purpose. Participants were 34 students for experimental group and 33 students for control group with total of 67 students. “The school short-form Coopersmith Self-Esteem Inventory” developed by Coopersmith (1967) and adopted into Turkish by Pişkin (1997); “Social Problem Solving Skills Scale” prepared by the researcher; and “KA-SI Empathic Tendency Scale for Children” developed by Kaya and Siyez (2010) were used for collecting data. Data analysis was performed by using two-factor ANOVA test with repeated measures. Results showed that value education program did not have a significant effect on increasing self-esteem levels of students. On the other hand, it was found to have a positive effect on social problem solving skills and empathy levels., Bu çalışmanın amacı, hayat bilgisi dersinde uygulanan saygı ve sorumluluk temelli değer eğitimi programının ilkokul 3. sınıf öğrencilerinin özsaygı düzeyleri, sosyal problem çözme becerileri ve empati düzeylerine etkisini incelemektir. Bu amaçla yarı deneysel desenlerden “denkleştirilmemiş öntest – sontest kontrol gruplu desen” kullanılmıştır. Araştırmanın çalışma grubu, 34 deney grubunda, 33 kontrol grubunda olmak üzere toplam 67 öğrenciden oluşmaktadır. Veriler; Coopersmith (1967) tarafından geliştirilen ve Pişkin (1997) tarafından Türkçe’ye uyarlanan “Coopersmith Öz Saygı Ölçeği Okul Kısa Formu”, araştırmacı tarafından hazırlanan “Sosyal Problem Çözme Becerileri Ölçeği” ile Kaya ve Siyez (2010) tarafından geliştirilen “KA-Sİ Çocuklar İçin Empatik Eğilim Ölçeği” aracılığıyla toplanmıştır. Verilerin analizinde Tekrarlı Ölçümler İçin İki Faktörlü ANOVA testinden yararlanılmıştır. Araştırma sonucunda, uygulanan değer eğitimi programının öğrencilerin özsaygı düzeylerini artırmada etkili olmadığı ortaya çıkmıştır. Bununla birlikte, sosyal problem çözme becerileri ve empati düzeyleri üzerinde olumlu bir etkiye sahip olduğu görülmüştür.

WOS: 000361659800021 In order to improve students' physics problem solving skills, the points which students have difficulty in during the problem solving process must be identified. in this study, It is aimed to determine the points in which students have difficulty in by using clinic interview method with the help of hint cards. 17 different problems related to 10th class "Force and Motion" unit have been designated and 9-11 different hint cards which have the same titles for each problem have been prepared. 17 problems have been solved by 21 students studying at 2 different schools in Trabzon. Firstly, all students have been asked to solve the given problems by thinking out loud, then, students who were able to solve the problem have been asked to tell the process in details and clearly; the students who have failed to solve the problems were asked to retry solving the same problem by using hint cards. Students have come up with the correct solution for some problems without using hint cards, while for some other problems; they have needed to use the hint cards. Whereas these students, despite using hint cards, could not come up with the correct solution to some problems. It was clearly seen that students have used the hint cards which include formulas and steps of solution mostly. It was determined that there ought to be a hint card about unit conversions and the "sample solution" hint should be expressed more clearly. It was retained that some students have had superficial problem solving approach and they have difficulty in making plan, an important step in problem solving; some students have little awareness about their own problem solving process and that proposing hints can help to solve the problem only to a certain extent. Teachers have been suggested to teach the simplest steps of the problems in a clear way, to give students enough time to solve the problems by themselves, to help students find their own wrong steps in the solution process. Accordingly, researchers have been suggested to determine the difficulties that students who are at different levels have while problem solving on different topics.

The aim of the present study is to examine the mediating effect of subjective vitality on the relationship between friendship quality and subjective happiness. Participants were 271 university students who completed a questionnaire package that included the Friendship Quality Scale, the Subjective Vitality Scale, and the Subjective Happiness Scale. According to the results, both subjective happiness and subjective vitality were predicted positively by friendship quality. On the other hand, subjective happiness was predicted positively by subjective vitality. In addition, subjective vitality mediated on the relationship between friendship quality and subjective happiness. The results were discussed in the light of the related literature and dependent recommendations to the area were given.

Işıtan, Sonnur (Balikesir Author), Narrative skills are important in terms of the development of children's academic skills (reading, writing, language). This research was planned to assess the story-telling skills of elementary school 1st, 2nd and 3rd grade pupils exhibiting typical growth with the objective of making a comparison between grades and genders. The study recruited 120 students enrolled in the 1st, 2nd and 3rd grades of an elementary school in the city center of Ankara. The wordless picture book "Frog, where are you?" was used in the research. A "Story-telling Assessment Questionnaire" was used to assess the stories that the children told. The SPSS 16.01 statistics program was used for the analysis of the data in the research. According to the results of the study, it was found that story-telling skills developed with age and that the rate of story comprehension of children is generally similar across ages and genders. It has been reported that the story-telling method is a useful way of assessing a child's language and academic qualities., Anlatı becerileri, çocukların akademik becerileri (okuma-yazma, dil) açısından önemlidir. Bu araştırma, ilkokul 1.,2. ve 3. sınıfa devam eden, tipik gelişim gösteren çocukların öykü anlatma becerilerini değerlendirmek ve sınıf ve cinsiyetler arasında karşılaştırma yapmak amacıyla planlanmıştır. Çalışmaya Ankara il merkezinde ilkokul 1.,2. ve 3. sınıfa devam eden 120 öğrenci katılmıştır. Çalışmada “Frog where are you?” adlı yazısız resimli kitap kullanılmıştır. Çocukların anlattıkları öyküleri değerlendirmek için “Öykü Anlatma Değerlendirme Formu” kullanılmıştır. Araştırmanın analizi için SPSS 16,01 istatistik programı kullanılmıştır. Araştırma sonuçlarına göre yaşla birlikte öykü anlatma becerilerinin geliştiği, öyküyü kavrama konusunda çocukların yaşa ve cinsiyetegöre genellikle benzer oranlarda başarılı oldukları saptanmıştır. Öykü anlatma yönteminin çocukların dil ve akademik özelliklerini değerlendirmede faydalı bir yöntem olduğu belirtilmiştir.

WOS: 000341059400023, …

This study’s objective is to describe the nature of the identity experiments of university students on the internet; the participants are 230 students enrolled in Anadolu University prep school. Data was collected by means of The Sense of Identity Scale-Köker Form, Questionnaire of Identity Experiments on the Internet and Personal Information Questionnaire. Data analysis was carried out with logistic regression analysis. The results of logistic regression analysis indicate that 53.5% of students experiment with their identity on the internet. These students present themselves as more intelligent (56.9%), less shy (56.1%), more fictitious (40.7%) and more beautiful (35%). They also stated that they present themselves as someone else to speak more easily (74%), to meet or get to know others more easily (64.2%) and to say more things (62.6%). Logistic regression analysis indicated that sense of identity and gender were related with identity experiments on the internet., Bu araştırmada, üniversite öğrencilerinin internette kimlik denemelerinin doğasını betimlemek amaçlanmıştır. Araştırmaya, Anadolu Üniversitesi’nin hazırlık sınıflarına kayıtlı 230 öğrenci katılmıştır. Veriler, Kimlik Duygusu Ölçeği, İnternette Kimlik Denemeleri ve Bilgi Anketi aracılığı ile toplanmıştır. Analizler lojistik regresyon analizi ile gerçekleştirilmiştir. Araştırmada, öğrencilerin %53,5’inin internette kimlik denemeleri yaptıkları bulunmuştur. Bu öğrencilerin; daha zeki (%56,9), daha az utangaç (%56,1), hayali (%40,7), daha güzel (%35) biri gibi davrandığı belirlenmiştir. Öğrencilerin kimlik denemelerinin temel nedeni incelendiğinde ise sırasıyla daha kolay konuşabilmek (%74), insanları daha kolaylıkla tanımak (%64,2) ve daha çok şey söyleyebilmek (%62,6) için başkası gibi davrandığını belirtmişlerdir. Ayrıca, lojistik regresyon analizi sonuçları kimlik duygusu ve cinsiyetin internette kimlik denemeleri yapma ile ilişkili olduğunu göstermiştir.

WOS: 000341059400028, …