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The aim of this study is to develop a theoretically sound, valid, and reliable scale to examine seventh and eighth grade students' attitudes towards so-called skill-based mathematics questions (SBMQ). The sample of the study was 820 seventh and eighth grade students at three different middle schools in Etimesgut District of Ankara Province. A draft item pool was crafted after a detailed literature review and the scale was finalized for the implementation after receiving expert opinions. This version of scale was administered shortly before the national examination which included skill-based questions in the 2022-2023 academic year. Exploratory and confirmatory factor analysis methods were used to examine the construct validity of the scale. The analysis resulted in 16 items in three factors (affective, cognitive, and motivational) which explained 46% of the total variance. Cronbach's alpha and composite reliability scores were above 0.70 for each factor and whole scale. The results indicated that the Attitudes Towards SBMQ Scale developed for seventh and eighth grade students is valid and reliable.

This systematic literature review (SLR) scrutinizes the trends and interrelationships prevalent in Virtual Reality (VR) applications within educational frameworks, analyzing a comprehensive pool of 43 theses conducted in a Eurasian country. The primary objectives encompass investigating learning-teaching theories, learning domains, design elements, VR typology, and the departments undertaking VR research. Findings from the SLR underscore a significant concentration of VR research activities within technology-oriented departments. The prevalent approach involves experimental assessments of diverse variables within VR learning environments, yet a conspicuous dearth of design-centric investigations is observed. This highlights a critical need for comprehensive studies elucidating the design and developmental processes within VR applications, especially in light of the current characterization of VR research as lacking established standards. Moreover, a noteworthy revelation is the prevalent absence of a robust theoretical framework across the majority of studies. This absence may pose impediments to the widespread adoption of VR within educational paradigms, given the pivotal role of learning-teaching theories in guiding pedagogical processes. Examination of design elements highlights the prominence of realistic experiences, passive observation, mobility, and interaction with the environment. Recognizing the potential impact of diverse design elements on enhancing realism, aligning specific elements with distinct learning domains holds promise for augmenting the immersive quality of VR experiences. This research emphasizes the critical need for more comprehensive, theory-guided, and design-focused VR studies to propel its integration effectively within educational landscapes.

This qualitative, multicase study examined the perceived effect on teachers of an online professional development (PD) program supported by facilitators who provided extensive feedback to them. Our goal was to identify the barriers to teachers implementing their learning in their diverse contexts. Using inductive and deductive thematic analysis and cross-case analysis of interviews and reflections, we found that positive results are much more likely if the design of PD is contextual and facilitation is in place. However, for this external PD to be effective, barriers to implementation, such as administration or support, school policies, and context need to be considered. The nature of PD does not guarantee the implementation of what was learned in the classroom. Suggestions for improvements in terms of PD design and barriers are also discussed.

Previous research has reported a relationship between adolescents' perceptions of school climate and social media use. However, the underlying mechanisms associated with the relationship have yet to be fully explored. This study aimed to examine the role of peer bullying in the relationship under consideration. This cross-sectional study applied a correlational research model to examine the perceptions of 718 adolescents aged 11-14. Data gathering entailed the School Climate Survey, Peer Bullying Self-Report Form, and the Social Media Disorder Scale. Significant relationships between school climate, social media addiction, and peer bullying emerged from the gathered data. The study also found that peer bullying partially mediated the relationship between school climate and social media usage, both in terms of perpetrating bullying behavior and experiencing victimization. Specifically, 22.43% of the total effect of school climate on social media addiction was mediated through exposure to bullying perpetration, while 25.10% was mediated through experiencing victimization. A notable finding of this study is the role played by a perceived negative school climate in terms of increasing social media addiction; additionally, this increase may be partially mediated by exposure to peer bullying. A discussion of the results in light of the relevant literature is included, along with suggestions for future study.

Previous researchers have identified socioeconomic status as a significant predictor of achievement/literacy. However, it is important to recognize that the influence of socioeconomic status on literacy may vary at different levels of socioeconomic status. Thus, this study analyzes the relationship between socioeconomic status and literacy scores for all domains in PISA Türkiye data from 2003 to 2022 through the Classification and Regression Trees and linear regression methods. Upon examining the results, separate investigations carried out for the lower and upper socioeconomic status groups indicate that R[superscript 2] values were found to be equal to or greater than 0.80 in 37 out of the 42 analyses. From 2003 to 2009, the R[superscript 2] values in both groups were considerably high; however, there has been a notable decline in subsequent periods. The year 2009 demonstrated particularly high R[superscript 2] values by ESCS in all domains for both upper and lower groups. Consequently, socioeconomic status exhibited a greater predictive power on literacy scores across all domains in the lower socioeconomic group than upper socioeconomic group.

This research investigated the relationship between school principals' toxic leadership behaviors and teachers' perceptions of organizational gossip using the relational screening model. The sample consisted of 276 teachers selected through a simple random sampling method from public schools in Sakarya province. The Toxic Leadership Scale and Organizational Gossip Perceptions Scale served as data collection tools. Data analysis revealed that teachers' perceptions of toxic leadership and organizational gossip did not statistically differ based on gender or professional seniority. However, perceptions varied according to the school type in which they worked. The study found a positive relationship between teachers' perceptions of school principals' toxic leadership behaviors and levels of organizational gossip. Toxic leadership is a significant predictor of organizational gossip. The findings underscore the need for more research on the relationship between toxic leadership and organizational gossip, emphasizing the importance of reinforcing these results with qualitative studies.

Although the professional culture of designers has been emphasized as a peripheral issue in various fields of study in design, such as design culture and design management, it has rarely been the central topic of research. However, studies from other professional fields have demonstrated the significance of studying professional culture, especially its formation in higher educational contexts, as it has direct implications on professional status and career prospects of these professions' members. This paper aims to redress this gap by exploring how the professional culture acquired in industrial design education shapes industrial designers' work experiences in manufacturing companies? It focuses on the context of Turkey and empirically draws on interviews with industrial designers who have work experience in large-scale manufacturing companies. Interviews reveal insights into industrial designers' perceptions of the profession, experiences in undergraduate education, adaptations to professional life, and professional experiences in manufacturing companies where they collaborate with other professions, where cultural disconnect becomes visible. The qualitative data analysis highlighted the significance of being a community and having flexibility in space and time in industrial design's professional culture in the examined context. The findings underline collaboration and teaching of soft skills such as communication and teamwork as implications for industrial design education.

This study examines parent-school collaboration in primary schools. School administrators, teachers, and parents are the stakeholders of the school, together with the students. Coordinated and harmonious work by all stakeholders increases the success of the school. The family plays an important role in raising a child, and the importance of collaboration between school and family is increasing day by day. Therefore, we expect parents to collaborate with teachers and school administrators in this process. The sample consists of 336 primary school parents randomly selected from 4 schools in Edirne, Turkey. We used the "parent-school collaboration scale" to collect research data. The scale contains 30 items and 5 subscales. ANOVA (Analysis of variance) was used in the analysis of the data, and in cases where the difference between population means was significant, LSD (the least significant difference) test statistical techniques were used to determine the source of the difference. Interdimensional relationships were determined by the Pearson correlation coefficient technique. There is a recursive relationship between the parents' collaborative attitude and their communication with the school. If the level of communication between parents and other stakeholders in the school increases, the attitude towards collaboration with the school will also be more positive. According to the research findings, the importance of parents sharing information about their children is emerging.

The present study aims to investigate the potential variables that influence the faculty members' intention to continue using online learning systems during and after the pandemic based on extended Technology Acceptance Model (TAM) and Self Determination Theory (SDT), and to study individual differences between these variables. The methodology of the study was based on survey research and causal comparative methods. Convenience sampling method was used to identify the participants of the study, who are 302 faculty members working at twelve different state universities. Explanatory and confirmatory factor analysis (EFA-CFA) were used to test the factor structure of the data collection tool and to validate the tool through examining the model fit. Descriptive statistics were used to examine the distribution of the dependent variable scores of the participants, and one-way MANOVA was used to compare the variables based on individual differences. The findings indicated that CMP had the highest mean score, followed by the constructs of SDT (competence, autonomy, relatedness). A significant difference for male participants was observed in perceived ease of use and competence variables based on gender. No significant difference was found between the variables based on academic title. The present study established that all variables except relatedness indicated a significant difference that favors instructors with high and medium level online learning experience. It was concluded that the comparison of the motivational variables based on the individual differences of the instructors, which have critical importance in online education as well as in higher education, can contribute to the establishment of effective and sustainable quality learning environments (distance or hybrid) and to the existing literature.

Music education where applied lessons are intensive is undoubtedly, one of the most challenging educational fields in the distance education process that started with the pandemic. In this field, it is of great importance for the effectiveness and accuracy of learning that most of the courses should be carried out face to face whether one-on-one or in groups. Choral education is one of the applied and face-to-face lessons performed under the supervision of a choral educator. The question of how collective instrument/voice training practices, in which sound and image occur simultaneously (synchronic), will be carried out through distance education, has also come to the fore with the COVID 19 Pandemic. This research was conducted to find an answer to this question and to compile the opinions and suggestions of choir educators based on their teaching experiences regarding distance choir education. For this purpose, an online survey was prepared to collect data and enable educators from different countries to participate. The data obtained was analyzed through descriptive analysis and processed according to the predetermined thematic framework. It is thought that the research findings are important in terms of providing information (how to organize the online education/training environment, teaching methods, techniques and approaches) for the distance education of the relevant applied courses that can be experienced again - if deemed necessary - and is a useful resource in the field.

Increasing research reveals the impact of technostress on life satisfaction among academics. In line with the determined purpose, it is first determined whether there is a significant difference in terms of technostress and life satisfaction between demographic variables such as age, gender, field of science and years of experience. Secondly, an answer was sought to the question of whether there was a significant impact of technostress on life satisfaction. To achieve the determined research purpose, the relational scanning model was used. The study involved 342 academic participants working at different universities in Kyrgyzstan who agreed to participate voluntarily. The research was conducted with 342 academics, 207 women and 135 men. To analyze the data obtained, t-test, one-way ANOVA, Pearson's correlation analysis and linear regression analysis were used. As a result of the research, it was determined that there was a low level of negative association between life satisfaction and the socially focused technostress sub-dimension score among the technostress sub-dimensions. Life satisfaction and general technostress level were determined to be permanent and significant among the technostress sub-dimensions such as profession-oriented, technical subject-oriented learning-teaching process-oriented and personal technostress sub-dimensions. The regression analysis revealed that general technostress emerged, but the sub-dimensions showed no influence on life satisfaction, and that single socially focused technostress had a negative predictive impact on life satisfaction.

The purpose of the study is to examine pre-service elementary teachers' noticing of students' mathematical thinking of division through animations and depictions. For this purpose, the data was collected from preservice teachers' written explanations of important moments identified when watching a video clip, as well as pre-service teachers' animations and depictions of classroom scenarios. Findings indicated that what the pre-service teachers noticed in the video clip was more general, as they attended to the whole class environment, students' behaviours and learning in total, and teacher pedagogy. The pre-service teachers, however, were more focused on particular students' mathematical thinking in their animations and depictions. Furthermore, between animations and depictions, the pre-service elementary teachers included the most details about students and teachers in the latter one. Therefore, this study concludes that while both preparing animations and depictions have a positive effect on the pre-service elementary teachers' noticing levels, preparing depictions better facilitates their attention to students' thinking about mathematics.

The study aimed to develop a Likert-type measurement tool (Digital Literacy Scale, DLS) to determine the digital literacy levels of secondary school students. The validity and reliability of the developed measurement tool were verified using the Rasch model. The Rasch Model can estimate missing data and allow for small study groups (Rasch, Rasch, Probabilistic models for some intelligence and attainment tests, Danish Institute for Educational Research, 1960). Additionally, this model can verify the expected pattern of the measurement tool by calibrating it across participants and items. The content validity of DLS was ensured by expert opinion, and the construct validity was ensured by using the Rach model. In the content validity study, a 25-item pool was created for the draft DLS, and 5 items were removed from the draft DLS at this stage. Construct validity studies were carried out with the remaining 20 items using the classical test theory and item response theory (Rasch model). Exploratory Factor Analysis (EFA) and first-level Confirmatory Factor Analysis (CFA) were used within the scope of classical test theory. Then some Rasch assumptions such as dimensionlessness, local independence, monotonicity, and bias were tested for DLS. In the validity and reliability analysis of DLS, no items were eliminated, and the quantitative theoretical results were statistically confirmed. The analysis results showed that the minimum statistical values required for a good measurement tool were met. Accordingly, 20 valid and reliable compatible items that can be used to determine the digital literacy status of secondary school students were produced.

Virtual reality (VR) technology plays a significant role in nursing education by enhancing the quality of training by applying knowledge, decision-making, intervention completion and feedback. This study aims to examine nursing students' experiences and perceptions regarding the ventrogluteal injection training provided through VR technology. Conducted between May and June 2022, this qualitative descriptive phenomenology study took place at a state university in Turkey, involving 70 students who participated in Ventrogluteal Drug Administration training using VR glasses. The sample included 12 students selected via the Criterion Sampling Method. Data collection tools comprised the 'Descriptive Information Form' and a 'Semi-Structured Questionnaire'. Qualitative data were analysed using the Content Analysis Method, while quantitative data were assessed through descriptive statistical methods (frequency, percentage, mean). The study identified 13 codes, four sub-themes and two main themes from the students' evaluations. The first main theme, 'Weaknesses of Virtual Simulation', included two sub-themes: 'Due to its Nature' and 'Due to its Technique', resulting in five codes. The second main theme, 'Strengths of Virtual Simulation', was divided into two sub-themes: 'Permanence, Integrity, and Applicability' and 'Emotions towards Virtual Simulation', with eight codes identified. The findings indicate that students view VR technology positively in their education. However, they also highlighted specific issues related to the simulation's technique and inherent nature.

Purpose: The aim of this study was to investigate the parenting behaviors and parental self-efficacy of parents of typically developing and child with an intellectual disability, considering their children's groups of with or without intellectual disability and other relevant variables. The study involved 1194 parents with children aged 3-6 years, of whom 521 parents had children with intellectual disabilities and the remaining 673 parents had typically developing children. Method: The data collection instruments used in this study were the Parental Behavior Scale Short Form and Parental Efficacy Scale. A t-test was used to compare parenting behavior and parental efficacy according to the child with or without an intellectual disability. In addition, MANOVA was used to compare parenting behavior and parental efficacy in relation to parents' level of education and to examine the possible interaction effect between these two independent variables. Results: The findings indicate that parents of typically developing children exhibit more positive parenting behaviors than parents of children with intellectual disabilities. However, the negative parenting behaviors of both groups were similar. In terms of parenting self-efficacy, parents of children with intellectual disabilities display higher self-efficacy than parents of typically developing children. The study also investigated whether there was a common effect in relation to child with or without an intellectual disability and parental education level, but no common effect was observed. Conclusion: Positive parenting behaviors and parental self-efficacy differed according to whether child with or without an intellectual disability.

Children comprehend iconic gestures relatively later than deictic gestures. Previous research with English-learning children indicated that they could comprehend iconic gestures at 26 months, a pattern whose extension to other languages is not yet known. The present study examined Turkish-learning children's iconic gesture comprehension and its relation to their receptive vocabulary knowledge. Turkish-learning children between the ages of 22- and 30-month-olds (N = 92, M = 25.6 months, SD = 1.6; 51 girls) completed a gesture comprehension task in which they were asked to choose the correct picture that matched the experimenter's speech and iconic gestures. They were also administered a standardized receptive vocabulary test. Children's performance in the gesture comprehension task increased with age, which was also related to their receptive vocabulary knowledge. When children were categorized into younger and older age groups based on the median age (i.e., 26 months--the age at which iconic gesture comprehension was present for English-learning children), only the older group performed at chance level in the task. At the same time, receptive vocabulary was positively related to gesture comprehension for younger but not older children. These findings suggest a shift in iconic gesture comprehension at around 26 months and indicate a possible link between receptive vocabulary knowledge and iconic gesture comprehension, particularly for children younger than 26 months.

This study explored changes in English language proficiency and several non-linguistic factors during four years of English medium instruction (EMI) in two academic disciplines in a Turkish university setting. Moreover, it also investigated whether changes (if any) had a predictive impact on the academic success of EMI students. In addition, potential differences between disciplines were also investigated. The participants were 241 EMI students from Business Administration (n = 117) and Mechanical Engineering (n = 124) programmes. Our findings revealed that in addition to the language proficiency scores, various non-linguistic factors, including self-efficacy, ideal L2 self, motivation, self-regulation skills, and anxiety levels, changed throughout EMI education. However, only English proficiency and instrumental motivation emerged as positively significant predictors of EMI success. Our findings also revealed that the increase in participants' intrinsic motivation scores was a significant negative predictor of EMI success. These results are discussed and implications are given regarding the impact of linguistic and non-linguistic factors in EMI contexts.

This study aimed to examine the role of phonological decoding on the reading skills of Turkish beginning readers with reading disabilities. Participants were 80 second graders with and without reading disabilities educated in general education classes at public elementary schools in Ankara, Turkey. In the assessment process, to test the participants' phonological decoding skills, we used a pseudoword decoding paradigm, and to determine reading fluency and comprehension skills reading texts were used. Data were collected in individual sessions and analyzed by running a series of GLM analyses of variance and Pearson correlation analyses. Findings showed the reading fluency and comprehension performances of participants varied depending on their phonological decoding processing level and thus suggested phonological decoding is one of the most important indicators of reading fluency and comprehension in a highly transparent language, Turkish. The acquisition of adequate reading comprehension seems to be modified by particularities of phonological decoding.

As computer-based testing becomes more prevalent, the attention paid to response time (RT) in assessment practice and psychometric research correspondingly increases. This study explores the rate of Type I error in detecting preknowledge cheating behaviors, the power of the Kullback-Leibler (KL) divergence measure, and the L person fit statistic under various conditions by modeling patterns of response accuracy (RA) and RT using a joint hierarchical model. Four design factors were manipulated: test length, the difficulty level of compromised items, the ratio of compromised items, and variations in the RTs for these compromised items. The results indicate that the KL measure consistently exhibits higher power and Type I error rates than the person fit statistics L(l[subscript s][superscript y]) and L(l[superscript t]) across all RA and RT patterns and under all conditions. Furthermore, the KL measure demonstrates the greatest power at a medium test length.

Achondrogenesis is a group of rare and fatal disorders occurring in approximately one in every 40,000-60,000 newborns. Achondrogenesis is classified in three groups, as Achondrogenesis type 1A (Houston-Harris type or AC-G1A), Achondrogenesis type 1B (Parenti-Fraccaro type or ACG1B) and Achondrogenesis type 2 (Langer-Saldino type or ACG2), depending on clinical and radiological findings. Achondrogenesis Type 2 is a lethal skeletal dysplasia that is typically characterized by short arms and legs, a small chest with short ribs, lung hypoplasia, a prominent forehead, a small chin, and an enlarged abdomen that may accompanied by polydramnios and hydrops. This study contributes to the literature by presenting a patient who was admitted to the Level ΙΙΙ Neonatal Intensive Care Unit (NICU), Bursa, Turkey), with extremely short extremities, a small chest, abdominal distention and respiratory distress, who was diagnosed with ACG2. On the COL2A1 gene, genetic analysis with next generation sequencing (NGS), was revealed to have a heterozygous missense variation, c.2546G>A, p.Gly849Asp mutation, which is a different genetic variant that has not been previously described in the literature.