Search

The aim of this study is to investigate the effect of teaching integers by lesson study model on students' success and attitudes in mathematics. The research uses quantitative technique, "quasi-experimental design" with pre-test post-test control groups. The participants of the study are 62 sixth grade students and 4 teachers in three different branches at a middle secondary school in a district of Eastern Anatolia Region during the 2018-2019 academic year. There are two experimental groups and one control group in the study. In the experimentation phase of the research, treated groups were taught in accordance with the Lesson Study Model where teaching plan is generated in cooperation with teachers while the control group was taught in line with the MEB program. The study employs "Integer Achievement Test" (IAT) developed by the researcher as a data collection tool to measure the academic success of students in integers, and "Mathematics Attitude Scale" (MAS) developed by Baykul (1990) to measure their attitudes towards mathematics class. In the research, IAT and MAS are applied both as pre and post-tests for evaluation. The data obtained from the tests are analyzed with SPSS-22.0 statistical program. Because of the normal distribution of the groups in data analysis, one of the parametric tests, independent sample t-test is utilized. The findings reveal that pre-experiment scores of treated, and control groups were equivalent to each other in terms of mathematics academic achievement and attitude towards mathematics. After the application of the experiment, a significant difference in favor of the treated group is observed in terms of mathematics academic achievement. No significant difference between the scores of treated and control groups is found regarding average attitudes towards mathematics. Based on the findings of the research, it can be said that teaching carried out in line with the lesson study teacher professional development model increases student success but does not affect attitude towards mathematics class. Hence, it can be concluded that teaching with Lesson Study Model in mathematics class will have a positive impact on student success.

Today's developments have revealed the necessity of using digital materials in educational environments. The digital material design competencies of the teachers on this subject are essential. In this context, it is necessary to develop and evaluate a professional development program. The purpose of the current study is an evaluation of the professional development program developed for the digital material design according to Kirkpatrick's Model. In the current study, a digital materials design professional development program consisting of 10 modules and 21 subjects was developed. Kirkpatrick's Program Evaluation Model was used in the evaluation of the program. In this context, teachers' reactions to the program, their learning levels, their ability to transfer the knowledge they have acquired to the classroom environment, and the target audience's opinions on the practices were determined. "The Digital Materials Design Competences Scale" and "The Scale of Self-Efficacy Perception of Technology Integration" was used to collect quantitative data. Interviews and the observation technique were used to collect qualitative data. According to the findings, it was determined that the teachers expressed positive opinions about the program and that they were satisfied with the program. It was concluded that after the professional development program, the teachers' digital material design competencies and their self-efficacy perceptions of the integration of technology developed. The follow-up evaluation study determined that teachers could transfer the knowledge and skills they gained in the professional development program to the actual classroom environment, and students expressed positive opinions about these practices. [This article includes an extended summary in Turkish.]

The purpose of this study was to develop an understanding of what human relations mean for school principals. The following questions were examined in the present study: "On what bases are human relations established by school principals both inside and outside the school?" and "Which meaning patterns are apparent in these relations?" Conducted in phenomenological design, the sample consisted of 51 school principals, who were working in the selected from 19 provinces, including at least one province from each of the 26 sub-regions of 2nd level classification, which was determined by the Turkish Statistical Institute (TUIK). Data indicated two bases on which human relations actualized: sympathetic and political bases. On sympathetic basis, patterns of meaning such as constructing belonging, building trust, building motivation, accessibility, consultation and restorative approach emerged; however, on political basis, patterns of meaning as acceptance, providing role balance, exceeding the form, authority representation and elimination of financial needs became visible.

This study aims to reveal teachers' opinions regarding ethical and unethical leadership. A phenomenological research design was used in the study. Purposeful sampling technique was used to determine the study group. Interviews were conducted with 20 teachers to collect data. A content analysis was conducted to analyze the data. According to the findings, teachers defined administrators with moral personality as ethical leaders. It was also found that school administrators mostly displayed unethical leadership behaviors in co-worker relationships. Another characteristic of unethical leaders was their promoting unethical behaviors among co-workers and taking the lead in turning unethicality as a part of school culture. It is argued that behaviors leading to the emergence of unethical leadership tend to institutionalize if they do not meet with an obstacle or are supported by organizational environment. It was recommended that further research focus on how moral person and moral manager components of ethical leadership affect each other.

The purpose of this research is to identify ethical dilemmas experienced by school administrators and teachers working in public middle schools, the reasons of these ethical dilemmas and the coping strategies used by administrators and teachers. In accordance with this purpose, phenomenological research design was used in this study. Criterion sampling and maximum variation sampling were chosen to determine participants consisting of 10 school principals, 10 assistant principals, and 10 teachers. Data were collected by semi-structured interviews prepared by the researcher. Results revealed that school principals, assistant principals, and teachers experience dilemmas in behavioral, structural, political, and systemic aspects. School principals and teachers mainly solve ethical dilemmas completely during the solution process while assistant principals mostly employ partially solving strategies. School principals and teachers commonly use the strategies of establishing a dialogue and receiving opinions in the process of solving ethical dilemmas as well as the strategy of unilateral decision making. Suggestions concerning the prevention and effective management of ethical dilemmas were offered to the Ministry of Education, provincial organizations, school administrators, teachers and researchers.

The study aimed to evaluate the English preparation curriculum at Aydin Adnan Menderes University School of Foreign Languages according to the Bellon and Handler model. The study was designed as a "case study", which aimed to obtain qualitative and quantitative data from the selected case. 310 English preparation class students, 26 English lecturers, 26 lecturers of other departments and 24 students of other departments participated in the study. The data were gathered through a scale, questionnaire, interviews, class observations and document analysis. The study was conducted according to the four steps of the "Bellon and Handler Model". Findings were presented according to the status descriptions, analysis activities and curriculum improvement components of the four steps. In conclusion, it was found that there were no philosophy or goals of the English preparatory curriculum. Though the students had positive motivation towards learning English, they could not reach the desired level. Moreover, the inefficacy of teaching of the skills courses was emphasized by all participants. This problem was thought result from lack of practice. There were some communication problems between the administration and other participants. Physical facilities should be improved. Professional English teaching should be included in the preparatory school curriculum. Furthermore, the involvement of some stakeholders in the decision-making process should be enabled.

This article presents a study of the skills of Libyan and Turkish students in their quadratic word problems based on SOLO Taxonomy. The research model used in this study is a case study. The participants were 27 students at a high school in Kastamonu, Turkey and were 27 students at a high school in the city of Tripoli, Libya. The data were obtained by thinking test consisting of three problems. The test was applied to the students in the spring semester of 2017-2018 academic year. Overall, the results showed that Turkish students had multiple structural levels of 48.15% and relational structural levels of 10.37%, which is considered a good ratio, and were better than Libyan students with multiple structural levels of 21.50% and relational-structural levels of 9.00%. This shows that the majority of Turkish students participating in the study may be successful in moving advanced thinking levels in these problems. On the other hand, there are students who cannot answer the problems as well as prestructural and uni-structural students. Some of the reasons why these students' levels are low may be misinterpretation of the problem, difficulty in understanding word problems and turning them into mathematical symbols, and negligence.

In this study, it was aimed both to examine middle school students' perceptions of the concept of pattern and to reveal if the metaphoric perceptions which the students created in relation to the concept of pattern changed according to the variable of grade level. The metaphors in relation to the concept were carried out via the "phenomenological" design. For this, a short open ended form was directed to the volunteer fifth, sixth, and seventh-grade students who attended to the research from a middle school in Turkey. The qualitative data were analyzed through content analysis. Besides, the chi-square test was used for quantitative analysis. The perceptions of middle school students were gathered under six different categories. Moreover, the analyses made within the scope of this study revealed that the metaphors which the participant students created for the concept of pattern did not indicate significant difference according to the grade levels.

Science achievement gap between fifth, sixth, and eighth grades and boys and girls in low and high performing schools were under investigation in the present study. In accordance with this purpose, three schools were selected to represent high performing schools and two schools were selected to represent low achieving schools for their performance on a nationwide exam. A total of 612 fifth, 816 sixth, and 604 eighth grade students in high achieving schools and 231 fifth, 364 sixth, and 328 eighth grade students in low achieving schools constituted the study sample. Students' end of semester science grades were used as their science achievement measure. Results showed that students' science achievement decreased from 5th grade to upper grades both in low and high achieving schools. In addition, they showed girls' science achievement was higher than boys in several grade levels both in low and high achieving schools. Finally, results showed that science achievement gap between genders is more evident in high achieving schools.

This study aimed to investigate the mathematical problem posing skills of gifted students. The participants of the study, designed as a case study, were 55 middle school students (20 sixth grade, 17 seventh grade, 18 eighth grade) who were studying at Science and Art Center in a city in the Eastern Anatolia region. Data were collected through a problem posing form which includes a semi-structured problem posing task in which the students were asked to make up three problems (easy, moderately difficult, and difficult) about three different figures given. The students' responses to the problem posing task were analyzed with descriptive analysis method. Results showed that almost all of the problems posed by students were mathematical problems. Seventh and eighth-grade students posed more non-mathematical problems than sixth-grade students. Results also revealed that the students mostly posed extensive problems (related to further steps beyond the three given figures) in easy, moderately difficult and difficult tasks. Problem posing rates of the students with the level of difficulty that progresses hierarchically as desired were found to be quite low in the progression analysis of problems' difficulty level.

This study aims to determine whether assertiveness predicts restriction anxiety, separation anxiety and expectation of rejection, which are the sub-dimensions of Separation-Individuation Test of Adolescence. The study was conducted with high school students in a Central Anatolian city during the second semester of the 2018-2019 academic year. A total of 488 students, 324 girls and 164 boys, participated in the study. Regression, Pearson correlation and t test were used in the analysis of the data obtained T-test results indicated that sex significantly differentiated the scores of separation anxiety while it did not differentiate the scores of restriction anxiety and expectation of rejection. Correlation analysis showed that there was a negative relationship between assertiveness level of adolescents and level of separation-individuation (restriction anxiety, separation anxiety and expectation of rejection). Regression analysis revealed that assertiveness was the negative predictor of separation anxiety, expectation of rejection and restriction anxiety. These results indicate that, for a healthy development in adolescence, a critical period in personality development, becoming assertive and escaping passiveness can have a significant contribution to the personality development of the individual. The findings of the research were discussed and interpreted within the framework of the literature and suggestions were made to researchers and practitioners.

The aim of the present research is to examine the opinions and experiences of 7th grade students towards design thinking. In this context, activities for design thinking about energy transformations included in the science curriculum were conducted for four weeks. Phenomenology method, one of the qualitative research methods, was used in the study carried out with thirty-six 7th grade students. The students' opinions about design thinking were obtained through open-ended questions and their experiences through diaries. Content analysis method was used to analyse the data collected from the open-ended questionnaire and the student diaries. In line with the students' views on design thinking, 7 themes emerged: Contributions of design thinking, difficulties encountered in the implementation of design thinking, difficulty level of design thinking stages, getting support during the implementation of design thinking, degree of appreciation of design thinking stages, spending time for design thinking activities in the future and participating in design thinking activities outside of school. As a result of the analysis of the diaries, three themes emerged: learning, satisfaction and criticism. It is thought that the opinions and experiences of middle school students towards design thinking will contribute to the design of learning environments in a more qualified way.

This research aims to investigate the effect of teaching the socio-scientific issues, "Global Warming, Sustainable development and Bio-technology" in 8th class, with the case-oriented station technique on the academic achievement of the students and their motivation toward science learning. The study was carried out with 71 students in 8th class in 2 secondary schools of a district with approximately 20.000 population in the Eastern Anatolia Region. The mixed-method, consisting of the data collected as qualitatively and quantitatively, was employed. In the quantitative part of the study, the Socio-scientific issues Achievement Test and the Science Learning Motivation Scale developed by Dede and Yaman (2008) to measure students' motivation to learn were used. Unstructured interview, which is one of the qualitative research methods, was preferred in order to support the study with student opinions and comments. The Socio-scientific Issues Achievement Test and the Science Learning Motivation Scale were applied to the experimental and control groups as pre-test at the beginning and as post-test at the end of the study. Results indicated that teaching the socio-scientific issues with case-oriented station technique positively affected the students' academic achievements and their motivation toward science learning. Besides, the interviews showed that the students found it useful, fun, remarkable and permanent to learn socio-scientific issues using the case-oriented station technique.

The purpose of this study is to analyze the pluralistic leadership behaviours of school principals in the Turkish educational context. The exploratory design was used in this study, which employs the first qualitative, and then quantitative data collection methods. The sample of the study was determined using the maximum variation sampling technique; hence, 24 school principals and 327 teachers participated in the study. The data of the study were collected using semi-structured interviews and the 'Pluralistic Leadership Scale', which was developed by the authors. The findings of the study indicate that: (1) school principals desire to participate in the management processes of teachers; (2) teachers with leadership qualities and ideals are willing to participate in school administration; (3) school principals attempt to investigate the source of the problem to solve problems and conflicts; (4) school principals mostly showed pluralistic leadership characteristics regarding their interactions with teachers; (5) a significant difference was found in acknowledging and discussing the differences and attendance to management process dimensions based on teachers' gender; (6) a significant difference was found in the interaction among teachers, the interaction between school administration and teachers, and the use of power dimensions in favour of teachers working at village schools; and (7) a significant difference was found in the interaction between school administration and teachers dimension based on age and seniority of teachers. Finally, a significant difference was found in all dimensions of pluralistic leadership characteristics in terms of the number of teachers working at schools. [Note: The page range (613-680) shown on the PDF is incorrect. The correct page range for this article is p613-679.]

The concept of "Global citizenship", which has become more and more important, based on the students' multi-focused individual development, has brought to the fore based on 21st century skills and has required appropriate educational environments for gifted students. In this context, the development of differentiated inquiry-based science lesson modules for gifted students will fill the current gap as it is important for the literature. The aim of this study is to examine the impact of differentiated inquiry-based science lesson modules for gifted students on the students' scientific process skills (SPS). As a method, the nature of the study was directed us to mixed nested patterns and developed three modules that applied to 16 gifted students in Science and Art Centers. In the evaluation process, we used "Diet Cola SPS test" as quantitative data source for pre and posttests. Also, we used observations in the implementation process and SPS activity reports filled out by students as qualitative data sources. As a result of data analysis, we found that SPS improved significantly (t(14)=-5.06, p<0.05). Accordingly, we have seen that this development in students is in basic and causal SPS, there is less development in experimental processes. We concluded that the gifted students needed more in depth and challenging activities in longer periods using modules like given in this study.

The aim of this study was to adapt the Scale of Organization Improvisational Capability (SOIC) into Turkish culture and determine schools' organizational improvisation capability. The study first presented the theoretical framework of the concept of organizational improvisation, which has been understudied in Turkey so far. In the experimental stage, SOIC was adapted into Turkish culture and used for the first time in Turkey. SOIC-TR has linguistic equivalence, construct validity, and reliability. However, it has a uni-dimensional structure whereas the original version (SOIC-EN) consists of eight items, loading on two separate factors. In the second stage, a single screening model was employed to determine schools' organizational improvisation capacity and to compare it by various variables. In this stage the study sample consisted of 366 school administrators and teachers in Batman. Participants were recruited using convenience sampling. Participants had an "Agree" level perception of their schools' organizational improvisation capacity. Their views significantly differed by their position and school size but not by school grade level.

This research aimed to investigate studies examining mathematics textbooks in depth. To this end, specific keywords and criteria were entered into Google's advanced search engine and the Council of Higher Education national thesis center to obtain articles and theses related to mathematics textbooks. The research investigated a total of 114 studies on mathematics textbooks published between 2005 and 2019. The data obtained were firstly subject to a descriptive analysis. A meta-synthesis method was then used to evaluate the studies included in this research. To analyze the objectives of the studies included in this research, we used the theoretical framework developed by Fan, Zhu and Miao (2013) to create an original classification. Results showed that studies examining opinions on mathematics textbooks (41.00%) were less than studies analyzing mathematics textbook (59.00%). Moreover, surveys were found to be the most frequently used data collection tool in studies collecting opinions on mathematics textbooks, with teachers being the most commonly used participants subject to this data collection method. Additionally, the meta-synthesis analysis indicated that studies analyzing mathematics textbooks generally focused on topics specific to mathematics and on a specific section of a textbook (e.g. activities, problems) whereas those investigating opinions on mathematics textbooks concentrated on studies emphasizing the features of mathematical textbooks and the role of textbooks in learning-teaching.

The aim of this study is to examine the effects of Fluency-Oriented Reading Instruction on reading skills. The study group consisted of fifth-grade students. The quasi-experimental pretest-posttest comparison group design was used in the present study and a twenty-week study program was carried out. In the experimental intervention process, the Fluency-Oriented Reading Instruction method, which is a classroom-based approach for students at different reading levels involving the collective use of multiple reading fluency methods and applications for the whole class, was applied to the experimental group. "Error Analysis Inventory", "Reading Prosody Rubric" and, "Reading Comprehension Test" were used as data collection tools, "Personal Information Form" was used to determine demographic features, and "Self, Peer and Group Assessment Forms" were used for the students to assess themselves and their peers. The one-way analysis of variance (ANOVA) and one-way analysis of covariance (ANCOVA) were used in the analysis of the data obtained in the study. While the findings obtained revealed significant differences in favor of the experimental group in the students' narrative and informative text reading speed, reading prosody and reading comprehension scores, no significant difference was found between the experimental group and the control groups in terms of word recognition levels. The findings obtained from the present study have shown that Fluency-Oriented Reading Instruction, which is carried out with reader's theater, paired reading, model reading with audiobooks and home reading, affects the reading performances of students.

In this study, which utilized survey as the research design, it was aimed to find out the teachers' perceptions of the middle school English language curriculum which was developed in 2012 and revised in 2016. Target population of this study included all teachers working in Turkish public middle schools in Ankara, while the sample was composed of 349 teachers selected through clustered sampling method. A questionnaire developed by the researchers was used as data collection instrument. Findings revealed that many problems with respect to the components of the curriculum developed in 2012 have been solved, while only a few but most crucial problems still exist. It was concluded that this curriculum cannot develop students' autonomy, communicative competence, and their writing, listening, and speaking skills. More research was suggested to be conducted to find out whether this failure resulted from the design itself or implementation process.

In this study, which utilized survey as the research design, it was aimed to find out the teachers' perceptions of the middle school English language curriculum which was developed in 2012 and revised in 2016. Target population of this study included all teachers working in Turkish public middle schools in Ankara, while the sample was composed of 349 teachers selected through clustered sampling method. A questionnaire developed by the researchers was used as data collection instrument. Findings revealed that many problems with respect to the components of the curriculum developed in 2012 have been solved, while only a few but most crucial problems still exist. It was concluded that this curriculum cannot develop students' autonomy, communicative competence, and their writing, listening, and speaking skills. More research was suggested to be conducted to find out whether this failure resulted from the design itself or implementation process.

The purpose of the current study is to develop the Adolescent Happiness Scale (AHS). A systematic approach was utilized for developing the scale. In this study, the data were collected from 1136 adolescents including 490 females and 646 males between 11-17 years of age. The psychometric properties of AHS were analyzed by means of item analysis, exploratory and confirmatory factor analyses, criterion-related validity, internal consistency and test-retest methods. The exploratory and confirmatory factor analyses results revealed that the scale had a single-factor structure. Within the scope of the criterion-related validity studies, significant positive correlations were found between AHS and positive affects and overall happiness levels, and a significant negative correlation was found between AHS and negative affects. The internal consistency coefficient of AHS was 0.92 for the first study and 0.91 for the second study. Test-retest reliability coefficient was determined to be 0.74. In conclusion, AHS can be recommended as a reliable and valid tool in measuring the happiness level of adolescents.

In this study, the school engagement of high school students was examined in terms of educational motivation and perceived social support. The data was obtained from 826 secondary school students in Düzce in 2017-2018 academic year. The School Engagement Scale, the Educational Motivation Scale, and the Perceived Social Support Scale were used in the study. T-test, ANOVA, Pearson Correlation Analysis, and Stepwise Multiple Regression were used to analyze the data. According to the findings, there isn't a statistically significant difference between educational motivation and the gender of the students. However, there is a significant difference in the peer support sub-dimension of perceived social support. The peer support average score of female students is higher than that of male students. There is no significant difference in commitment to school when the gender of the students considered. However, the psychological commitment of male students is higher than female students. Also, there is no significant difference in educational motivation among students. There is a significant difference in peer support sub-dimension of perceived social support according to the grades of students. There is also a significant difference in the sub-dimension of psychological commitment in regards to school commitment. Commitment to school amongst 12th-grade students is higher than others. The results of the correlation showed that when educational motivation increases, students' perceived social motivation increases, too. Moreover, there is a positive correlation between perceived social support and school engagement. Furthermore, regression results revealed that social support predicts school commitment. [Note: The page range (469-508) shown via the PDF is incorrect. The correct page range is p469-507.]

The drudgery means forced labor without any money. In social and organizational environments, it is used in the sense of non-functional, needless and vacant jobs. Social club activities in schools, specific days and weeks, coaching practices, etc. perceiving the issues as a drudgery chore may adversely affect the quality of the performance of the teacher, who is responsible for these activities and the quality of the individual and organizational outputs expected from these activities. However, carrying out these activities has very important individual and organizational consequences. In the study conducted in Düzce province with the participation of thirteen teachers in the 2018-2019 academic year, maximum diversity sampling method was used. Content analysis technique was used to analyze the data. In the study, interpretive phenomenological pattern was used including questions about the meaning that teachers put on the drudgery concept and how they experienced it. At the end of the research, it was found that there were many drudgery tasks that were loaded on teachers and school administrators; performance is not used effectively in carrying out these tasks; therefore, it was found that the expected quality of the work outputs could not be achieved. In line with the results of the research, suggestions were made for the termination of the drudgery practices and the participation of the employees in the decision. [Note: The page range (692-744) shown on the PDF is incorrect. The correct page range for this article is p693-744.]

In this study, the levels of mathematical literacy and visual math literacy self-efficacy perceptions of middle school students and the relationship between them were investigated. For this aim, the study was desgined as a correlational research model. The study group was determined according to convenience sampling. 328 middle school students (5th, 6th, 7th, and 8th graders) participated in this study with this sampling. In order to collect data, first, "Mathematical Literacy Scale" was developed. It was seen that the scale has just one dimension according to the exploratory factor analysis. It was found that the ratio X [superscript 2]/df of the scale was found as 2.16 according to confirmatory factor analysis. This value showed that the scale indicates perfect fit. Besides, "A Visual Math Literacy Self-Efficacy Perception Scale" was used in order to measure the visual math literacy self-efficacy perceptions of middle school students. As a result, it was determined that middle school students' mathematical literacy levels and their visual math literacy self-efficacy perceptions' level are high. It was found that there is a high positive significant relationship between middle school students' mathematical literacy and their visual math literacy self-efficacy perceptions.

This study investigated classroom management, the implementation process and problems experienced by teachers in Indonesian schools in accordance with the latest 2013 Indonesian curriculum (K-13). This study was a mix-method study with a sequential exploratory approach. The main data were obtained qualitatively from thirty interview sessions with 15 teachers followed by quantitative data collection, survey with 452 teachers. The sites of the study were fifteen national senior high schools of one province located in the southern part of Indonesia. To assess the trustworthiness or reliability and validity of the study, we did triangulation, member checking and reflexivity in the qualitative phase and content validity and measured the survey Cronbach Alpha in the quantitative phase. The findings informed teaching standards, rules and procedures, classroom condition and situation, and timetable or schedule as the theme of the study in relation to the implementation process of K-13 in the research sites. Problems such as large class, teachers' lack of technology competence, and schools' lack of facilities as well as lack of discipline were elaborated. Furthermore, policy recommendations are proposed based on the findings of the study.

The purpose of the study was to examine the relationship between the exam anxiety level of middle school students, their academic expectations stress, and level of motivation to study lesson. The study group consisted of 364 (184 female and 180 male) 7th and 8th grade secondary school students. Three instruments were used for data collection; Academic Expectations Stress Inventory, Motivation to Study for Adolescences Scale and Exam Anxiety Scale. Exam anxiety was chosen as dependent variable while academic expectations stress and motivation to study lesson were set as independent variables. In the current study, the relationship between variables was examined by Pearson correlation coefficient and whether independent variables predict dependent variable or not was tested by multiple regression analysis. As a result of correlational analysis, a positive and significant relationship was observed between teacher/parental expectations, self-expectations, amotivation and exam anxiety. On the other hand, intrinsic motivation and extrinsic motivation were not associated with exam anxiety. As a result of regression analysis, it was concluded that family/teacher expectations, self-expectations, amotivation, and extrinsic motivation significantly predicted exam anxiety.

The aim of this study is to examine how parents' support for their children's science homework and the goal orientation of students in science homework predict their deep learning and management strategies that students use when doing homework. For this purpose, among quantitative research approaches, correlational method was used in the study. The sample of the study consisted of 328 middle school students enrolling in public schools in Erzurum. As data gathering tools, the Parental Homework Support Scale, Homework Goal Orientation Scale and Homework Strategy use Scale were used. The results of the hierarchical regression analysis revealed that the content- and autonomy-oriented support of the parents were positive predictors of deep learning and management strategies. The mastery and performance goal orientation predicted the management strategy positively, whereas the work-avoidance negatively predicted it. Among the goal orientations, it was seen that only the mastery goal orientation predicted the deep learning strategy and the relationship was in positive direction. The parental homework support and students' goal orientation in homework explained 61.00% of the variance in the homework management strategy and 53.00% of the variance in the deep learning strategy.

The purpose of this research is to examine the views of middle school mathematics teachers about the usability of VUstat and TinkerPlots software in data processing learning in the Curriculum of Mathematics Teaching in Middle School (5th, 6th, 7th and 8th grades). In the study, the phenomenology design from qualitative research patterns was employed. The study group was determined by maximum variation sampling method of purposeful sampling methods. The number of middle school mathematics teachers in the study group is 14. Pre-Interview Form, Activity Forms, Software Evaluation Forms and Focus Group Interview Form were used as the data collection tool in the research. The analysis and interpretation of the data was done by content analysis. The results of the research show that teachers have some problems regarding the use of technology in teaching mathematics and that VUstat and TinkerPlots software can be used in statistical teaching even though they have certain deficiencies. Some suggestions were made according to the results of the research.

The purpose of this research is to determine the relationship between teachers' perceived organizational justice and job satisfaction. This quantitative study is designed in relational survey model. The sample of the research consists of 396 teachers working in the public high schools located in four central provinces of Mersin city. Organizational Justice Scale and Job Satisfaction Scale were used as data collection tools in the study. Arithmetic mean, standard deviation, t test, ANOVA and correlation analysis were performed by using SPSS 21 package program. According to the findings, the level of perception of teachers' organizational justice and job satisfaction is high. Of the demographic variables, only professional tenure caused meaningful differentiation at job satisfaction. Other variables did not cause meaningful differences at organizational justice and job satisfaction perceptions. There is a meaningful, low level and positive relationship between organizational justice and job satisfaction perception levels.

The aim of this study is to develop a valid and reliable data collection tool that teachers can evaluate the ability of principals to manage generational differences in the schools. The study was conducted with 380 teachers who work in Nigde. In this context, item pool was created and presented to the experts. According to expert's opinions and pre-application, the last version of scale was created and applied to 380 teachers. Based on the KMO and Bartlett values, the data set was found suitable for Exploratory Factor Analysis. The number of factors was determined as one, based on eigenvalues and scree plot. According to the factor loadings of the items, values ranged from 0.871 to 0.722. As a result, a structure consisting of 19 items and one factor. Based on the fit indices obtained from Confirmatory Factor Analysis, the model was found perfectly compatible with the model. The structure found with EFA was confirmed by CFA. The Cronbach alpha value calculated as 0.971 which indicates that the scale is reliable. As a result, it can be said that "Managing Generational Differences in Schools Scale" which composed of 19 items and one dimension is a valid and reliable data collection tool.

The aim of this research is to analyse the levels of ethical dilemmas that the school administrators and the teachers experience, and to document their ethical dilemmas according to demographic variables. In this study, 540 teachers, 60 principal assistants and 30 school principals who participated in the sampling were chosen from public middle schools in Ankara by stratified sampling method. The data were collected by "Ethical Dilemmas Scale at Schools". The results of the research revealed that school administrators and the teachers experience ethical dilemmas mainly at medium level. Although school administrators' and teachers' ethical dilemmas do not change according to their gender, on the part of teachers ethical dilemmas change in relations to their position. Besides, the analyses pointed out that the teachers in the middle-age group experience more ethical dilemmas. According to these results, principal assistants who are mid-senior experience more ethical dilemmas related to behavioural and systemic aspects, mid-senior teachers experience more behavioural and structural ethical dilemmas. The research results are discussed in terms of the situations that cause ethical dilemmas in the context of preventing them.

The purpose of the present study was to develop a reliable and valid scale that assesses teachers' classroom leadership. Based on interviews with students and teachers and a review of literature, scale items were created for teachers' roles and responsibilities in leading students. Two independent samples participated in the study: 407 high school students during item generation and 594 high school students during scale validation. A principal component analysis revealed that the scale's 25 items contained four factors (i.e., interaction, motivation, in-class processes, and out-of-school processes) and explained over 54% of the total variability. Confirmatory factor analyses indicated acceptable fit and reliability coefficients were also found to be acceptable. It was concluded that the TCLS is a valid and reliable instrument in assessing teachers' classroom leadership. [Paper presented at the International Congress on Educational Administration (13th).]

The purpose of this study was to determine the predictive value of classroom justice perceptions and school engagement for academic success of high school students. The sample of the study consisted of 650 high school students studying in Istanbul City in the 2018-2019 academic year. The study was designed as a correlational survey study. The data were collected by classroom justice perception of students and the school engagement scales. The data were analyzed by independent t-test, one-way analysis of variance (ANOVA), correlation and regression analyses. The results suggest that there is a significant difference between high school students' perceptions of justice in classroom management and their school engagement levels according to their gender, class levels and the types of schools they were educated. Besides, positive and low correlation was found between school engagement levels with distributive and awarding justice. It was concluded that the teachers should be fair in evaluating the students while ensuring fair classroom conduct. [Note: The page range (621-662) shown via the PDF is incorrect. The correct page range is p621-658.]

This study aims to determine the main problems faced in administration by the school principals of kindergartens, primary, secondary and high schools, stemming from teachers, school personnel other than teachers, students, parents, etc.; and to identify the solutions proposed for these main problems. The research is a qualitative research modeled in the screening model and case study. Study group of the research consisted of 12 school principals selected through maximum sampling method, and working in state kindergartens, primary, secondary and high schools in the central district of Siirt in 2017-2018 school year. Research data was analysed through descriptive analysis and content analysis by utilizing semi-structured interview method. According to the research results, it was found out that school principals face with problems such as "teachers' disregard and negligence of their tasks, low qualifications of the school personnel other than teachers, disobedience to school and classroom rules by the students, accusatory and biased attitudes of the parents, under-allocation of funds to schools". Moreover, it was determined that in relation to these main problems, school principals suggested to "introduce a payment system based on performance and career, to outsource cleaning services, to make home visits to meet the parents, to organize guidance and training activities for parents, and to allocate a separate budget for each school", as solutions proposed.

This study aims to investigate the factors affecting teacher leadership in high schools. This study was designed as a qualitative case study and a total of 21 teachers employed in high schools in Karabuk province participated in the study. Participants of the current study were chosen through maximum variation, convenient and criterion sampling which are among purposeful sampling methods. A semi-structured interview form developed by the researchers depending on both the related literature and expert opinions was used to gather data. Content analysis was performed to analyze the data. The findings of the study were gathered under four themes entitled the purpose of teacher leadership, the factors that impact teacher leadership, the problems encountered by teacher leaders and the proliferation of teacher leadership. Results revealed that teachers reported supporting each student's learning, improving teaching in the school, and building an effective school culture have been among the primary purposes of teacher leadership. According to the results principal leadership, school climate, and school culture are the leading factors that affect teacher leadership. Results also revealed that teacher leaders encountered problems depending on insufficient support of school administration for teacher leadership, egalitarian norms among colleagues and exam-oriented education system and that they thought teachers' career opportunities should be expanded, an adequate increase in their salaries should be supported and practices ensuring teacher autonomy should be performed in order to expand teacher leadership practices.

In this study, the relationships between high school teachers' perceptions of spiritual leadership, organizational culture, organizational silences and academic success of the school were tested. The population of the research, which is designed with causal model, consists of a total of 2,791 teachers working in public high schools in a province in Central Anatolia, whereas the sample consisted of 457 teachers working in 24 high schools determined by the proportional cluster-sampling method. The primary data of the research were obtained using the Spiritual Leadership Scale, School Culture Inventory and Organizational Silence Scale, whereas the secondary data were obtained using the average scores of the school from the Higher Education Entrance Examination (YGS) and the Undergraduate Placement Examination (LYS). The data were tested using correlation analysis, multiple regression analysis and structural equation model. The findings of the research showed that teachers' perceptions about the spiritual leadership behaviors of the principals affected their organizational culture perception positively; the perception of the organizational culture affected the school's YGS average score positively and LYS average score negatively.

This qualitative single holistic case study is the analysis of students' views and experiences during the argumentation based teaching process which can potentially provide insights on developing further argumentation based teaching designs. The participants of this study were fourteen students at 11th grade at a state school in the Marmara Region. The data were gathered through semi-structured interview form and teaching journal. In this study, it was determined that the opinions of participants about argumentation based teaching were generally positive. They mainly described argumentation based learning as fun and effective and that it enabled them to learn without having to memorize. On the other hand, the inadequacy of the duration of the lessons and some conflicts among the students have been noted as the negative aspects by the participants.

The purpose of the present study was to develop a reliable and valid scale that assesses teachers' classroom leadership. Based on interviews with students and teachers and a review of literature, scale items were created for teachers' roles and responsibilities in leading students. Two independent samples participated in the study: 407 high school students during item generation and 594 high school students during scale validation. A principal component analysis revealed that the scale's 25 items contained four factors (i.e., interaction, motivation, in-class processes, and out-of-school processes) and explained over 54% of the total variability. Confirmatory factor analyses indicated acceptable fit and reliability coefficients were also found to be acceptable. It was concluded that the TCLS is a valid and reliable instrument in assessing teachers' classroom leadership. [This study is presented in both English and Turkish.]

The purpose of this study is to develop a valid and reliable measurement tool determining teachers' self-efficacy regarding rubrics. Especially in educational environments, rubrics are measurement tools used in the assessment phase of student products usually based on higher-order thinking skills. Determination of teachers' self-efficacy regarding rubrics can give researchers an idea on how often and how accurately teachers use such tools. For this reason, the existence of a tool accurately measuring self-efficacy variable is necessary. This study's sample consists of 641 elementary, middle and high school teachers. To determine teachers' self-efficacy levels regarding rubrics, 47-item draft was developed. As a result of validity and reliability analyzes, a 28-item measurement tool with a four-factor structure was obtained. The total scale's and sub-factors' internal consistency is quite high. Using this scale, researchers can examine the relationships between teachers' self-efficacy and various variables that play an important role in education. In addition, comparative studies on the intended use of rubrics can be conducted by determining teachers' self-efficacy levels regarding rubrics. [Article contains a questionnaire.]

The purpose of this study was to examine the relationships among trust in administrator, distributed leadership and a school academic optimism based on teachers' perceptions and to examine the mediator role of distributed leadership in the relationship between the levels of trust in administrator and the school academic optimism. The participants were a total of 540 teachers employed in elementary, middle and high schools located in the Kadikoy district of Istanbul. The data were gathered through the "Trust in Administrator Scale", the "Distributed Leadership Scale" and the "School academic optimism Scale". Arithmetic mean, the Pearson Product-Moment Correlation Coefficient, and regression analysis were used for data analysis. The results showed that trust in administrators predicted the distributed leadership and the school academic optimism, while distributed leadership also predicted the school academic optimism. Additionally, distributed leadership was found to have a partial mediator role in the relationship between trust in administrator and school academic optimism.

This study investigated whether sensitivity to punishment that students develop in the academic context is a predictor of school burnout syndrome, and whether students' sensitivity to punishment show a significant difference based on their feelings toward school and sense of belonging. The present study employed a correlational research model. The participants of the study were 243 5th, 6th, 7th and 8th graders studying at three state middle schools in the city of Eskisehir. For analysis, Multiple Regression Analysis and One-Way ANOVA for Unrelated Samples were employed. In the regression analysis, the factors of punishment sensitivity together were moderately and significantly related to the students' burnout scores, and these three variables together explained 40% of the variance in the students' school burnout. ANOVA and Shefee test results showed that the punishment sensitivity of the students who had positive feelings towards school and those who felt they belong in the school were higher than the students who had negative feelings and did not feel they belong in the school. This study also shows parents, teachers and school administrators that they should not be deceived by the short-term and temporary benefits of punishment. [Paper presented at the International Eurasian Educational Research Congress (2nd, Ankara, Turkey, June 8-10, 2015).]

The purpose of this study is to determine the factors that cause students drop out of school in secondary education. This is a descriptive survey study and the quantitative research method was employed. 2985 secondary school dropouts participated in the study and the data was collected through "Secondary School Dropout Questionnaire". According to the findings, participants had to drop out because of financial problems, failure, absenteeism, enrolling to open education, family problems, disliking the school, having problems with teachers and administrators, studying for university entrance exam, health problems, marriage, the idea that attending the school is unnecessary, migration, having to take care of parents in need, and disciplinary penalties. Based on the findings, it is suggested that especially school administrators and teachers, all practitioners and decision-makers need to give priority to school dropout problem. In addition, for student, teacher and administrators, curricular and extracurricular activities and programs to reduce school dropout should be prepared and put into practice.

This study aims at exploring the relationship between teachers' organizational justice and work engagement level and reveal whether teachers' perception of organizational justice and work engagement differs across various demographic characteristics. The study utilized the survey design, one of the quantitative research methods. The research population consists of teachers working at primary, secondary and high schools located within the central districts of Kahramanmaras. The sample is composed of 476 teachers. The data were analyzed by t-test, ANOVA, correlation and regression analyses. Research results have revealed that teachers' views on organizational justice and work engagement are at a high level. Besides, teachers' views on organizational justice and work engagement significantly differ across their branches and school types. A significant, positive and medium level of relationship has been identified across teachers' organizational justice and work engagement levels. It has also been found that organizational justice is a significant predictor of work engagement.

The main purpose of this study is to investigate the effect of the textbook written according to the principles of prose learning on the student achievement. Pre-test - post-test controlled group design was used in the study. The study was conducted on 3 groups, each composed of 38 2nd grade medical vocational high school students. "Impact" is limited by the didactic quality of two separate sections of the psychology textbook and it was practiced with the traditional text book and the textbook which is organized in two separate ways as including questions and not. The data were analysed by one-way analysis of variance and t test. It was determined that there is a significant difference in favour of the group who studied the textbook with questions prepared according to the principles of prose learning compared to the group which the traditional textbook was implemented in terms of total achievements regarding knowledge, comprehension and practice levels and retention of the learned knowledge within the cognitive domain.

The aim of this study was to explore if there is a significant difference between preservice teachers' academic self-efficacy perceptions and their gender, fields of study in high school and departments at their university. The study was carried out through descriptive survey model, one of quantitative research models. The sample of the study consisted of 653 freshmen preservice teachers in the Faculty of Education at Gazi University. Convenience sampling method was used in the study. Percentage, frequency, arithmetic mean, standard deviation, Kruskal-Wallis and t test were used in the analysis of the data collected via "Academic Self-Efficacy Scale". Findings reveal that there is no significant difference between preservice teachers' academic self-efficacy levels and their gender, fields of study in high school and departments at their university. Findings also indicate that preservice teachers' academic self-efficacy levels are in "partly sufficient" range. [Paper presented at the International Curriculum and Instruction Congress (6th, Kars, Turkey, October 11-13, 2018).]

In this study, it was aimed to determine the relationship between teachers' leadership and emotional labour behaviours. The study was designed using correlational survey model. The sample of the study consists of 340 teachers working in primary, secondary, high and vocational high schools within the provincial capital of Mugla, Turkey, during the 2014-2015 academic year. The data was collected through application of the "Teacher Leadership Scale" and the "Emotional Labour Scale." For the analysis of the data, descriptive statistics, t-test, ANOVA and multiple regression analysis were used. According to the results of the study concerning the leadership behaviours, teachers think that the leadership behaviours of teachers are importantly necessary and that they frequently exhibit these behaviours. The results of the study concerning emotional labour indicate that teacher's exhibit naturally felt emotions dimension the most. This is followed respectively, by deep acting and surface acting dimensions. The views of teachers regarding emotional labour significantly differ according to gender, field and school type variables. Teachers' exhibition levels of leadership behaviours explain 4% of the total variance of their surface acting and deep acting behaviours, and 6% of their naturally felt emotions. [This article is presented in both English and Turkish.]

When the changes in the educational system of this country during the recent years are considered, it is observed that the most fundamental change has been the transition to the non-continuous compulsory education system under the title 4+4+4. Success of the changes made in the educational systems is closely related to various matters, such as correct understanding and application of the mentioned change by teachers, informing of them about the made change and their participation in decision making processes about the change. In this context, the purpose of this research is to determine the opinions of Social Studies teachers serving in state schools connected to the Ministry of National Education regarding 4+4+4 education system. Based on this purpose, opinions of Social Studies teachers about materialization of 4+4+4 education system, and problems encountered during implementation by these teachers and their solution proposals regarding the problems were attempted to be determined by a study group made of 198 Social Studies teachers. In the research, a Likert type measuring tool was used made of 21 articles that were prepared by the researcher as a data collection tool and whose validity and reliability study was made. Furthermore, in order to determine the problems of Social Studies teachers in the implementation of 4+4+4 and their solution proposals, content analysis was made on data gathered by semi-structured, open-ended questions prepared by the researcher. It was observed that Social Study teachers featured problems including the intensity of educational programs, infrastructure deficiency, and politicizing of teacher staffing and education.

As a result of scientific and technological developments in today's world, global education has started to take its place in the educational systems throughout the world and become more significant in recent years. Since global education has multiple effects on societies, it is also crucial in helping students to become informed, active, and global citizens. This study employs document analysis, a qualitative research method, in order to examine how the themes regarding global education are shaped in the Citizenship and Democracy Education textbook and curriculum designed for the eighth grade students. Findings of the study showed that some themes, regarding global education, are embedded into the curriculum only to provide knowledge without any emphasis on necessary skills and values, and other sub-themes completely ignored along with the global dimension of citizenship education.

Copyright of Trakya Journal of Education is the property of Trakya Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)