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Copyright of Sakarya University Journal of Education Faculty (SUJEF) / Sakarya Üniversitesi Eğitim Fakültesi Dergisi is the property of Sakarya University Journal of Education Faculty (SUJEF) 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.)

The Ministry of National Education implemented the "Family School Project" in 2022. With this project, familyschool cooperation, parent-child relationship, family relations, peer relations are tried to be made healthier and more graphic. The project process consists of three main trainings. With this research, he takes the semi-obtained interview formula by using his study from the qualitative study patterns to take the project towards the project and the education-through-training to examine the taught education field included in the project. Data were collected from 12 teachers who took part in the Family Project-trained education in the 2022-2023 academic year. After the collected data was written down, themes and codes were created and analyzed through MAXQDA 2018. According to the results of the research, the teacher stated that with this project, the reasoning of the families towards their children could increase, social and individual development could occur, and communication could develop within itself. They stated that they continue to save and personal progress depending on the content and importance of the project together with the educational training. Project teaching is those who have negative opinions about the lack of training of trainers and appropriate special training for parents and students. At the end of the study, suggestions were put forward such as incentives to increase the expectation of parents and use, saving the education period, and the differentiation of the project content according to the age groups of the people. [ABSTRACT FROM AUTHOR]

The aim of the research is to examine the views of teachers on virtual classroom practices. The research was designed in qualitative research design and case study model. The study group consists of 75 teachers working in Istanbul in the 2020-2021 academic year. According to the findings, traditional and virtual classrooms are similar in terms of teacher and student, course content, communication, purpose, cooperation, willingness to teach, and time. However, there are differences between traditional and virtual classrooms in terms of communication and interaction, assessment, classroom management, participation in classes, inequality of opportunity, socialization, methods and techniques used, technological tools, attention and motivation, control and comfort. In the virtual classroom environment, there are problems such as class participation, classroom management, technological factors, lack of attention, communication, time and planning, reluctance, inequality of opportunity, evaluation, feedback and lack of resources. It can be suggested to provide technological support for the effectiveness of virtual classroom training, to train teachers, students, school administrators and parents, to develop activities and materials for the virtual classroom, and to organize course hours and durations. [ABSTRACT FROM AUTHOR]

Copyright of INES Journal: The Journal of International Education Science / Uluslararası Eğitim Bilimleri Dergisi is the property of INES Journal: The Journal of International Education Science 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.)

The issue of university-industry cooperation, which has been on the agenda for a long time, is extremely important in terms of adaptation to technological changes. As it is known, the importance of technical equipment and talent is increasing day by day with all the innovations brought by the information age and the diversified ways of accessing information. This is the reason why universities, which are composed of academicians who have developed themselves scientifically, work together with industrial organizations. In this study, it is investigated what the expectations of industrial organizations are in the university-industry cooperation process, which cannot be established at a good enough level in our country. It is aimed to reveal the expectations of Sivas Cumhuriyet University, which was chosen as the sample, from Sivas Cumhuriyet University, which is one of the two universities in the city and the most rooted one. As a result of the research, it was concluded that a more technological and contemporary education should be given to the young people studying at the university, that more students should come to the workplaces for internships in applied fields such as fashion design and tourism, that the academicians at the university should provide more frequent training to the personnel working in the sector, that information and information from the university to the field should be given. It has been determined that there are also expectations in terms of expanding the educational activities towards this problem, raising students in terms of foreign trade, and increasing joint activities with the university, since the flow of technology increases, academicians visit workplaces in the field more often, and students experience employment difficulties due to their insufficient foreign language. [ABSTRACT FROM AUTHOR]

Copyright of Inonu University Journal of the Faculty of Education (INUJFE) is the property of Inonu University Journal of the Faculty 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.)

Copyright of Mehmet Akif Ersoy University Journal of Education Faculty is the property of Mehmet Akif Ersoy Universitesi Egitim Fakultesi Dergisi 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.)

Copyright of Turkish Journal of Social Research / Turkiye Sosyal Arastirmalar Dergisi is the property of Turkish Journal of Social Research 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.)

Copyright of NEU Journal of Faculty of Architecture (NEU-MFD) / YDÜ Mimarlık Fakültesi Dergisi is the property of NEU Journal of Faculty of Architecture (NEU-MFD) 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.)

Copyright of Journal of Social Sciences Research / Sosyal Bilimler Arastirmalari Dergisi is the property of ODU Journal of Social Sciences Research 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.)

Copyright of Journal of Design Architecture & Engineering (FBU-DAE) / Tasarım, Mimarlık ve Mühendislik Dergisi is the property of Journal of Design Architecture & Engineering 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.)

Copyright of Turkish Studies - Educational Sciences is the property of Electronic Turkish Studies 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.)

In the last period of the Umayyads, some clerks of mawālī origin began to have a voice in the administration and to draw attention to their intellectual aspects. These people, culturally equipped and experienced in administrative life, provided the emergence of the adīb (enlighted writer/man of letters) bureaucrat typology in the Islamic world. One of them, ʿUmāra b. Ḥamza (d. 199/814-15 [?]) came forward as a high-level clerk and statesman during the establishment years of the Abbasids. ʿUmāra has an extremely arrogant aspect, which was the subject of idioms. The Abbasid caliphs put up with this feature because of his usefulness and ability. ʿUmāra’s official and personal letters were highly appreciated; for this reason, he was mentioned among the top ten masters of eloquence in the 3-4th/9-10th century of the Islamic world. Many anecdotes have been recorded about him due to the various events he experienced as a clerk, tax administrator, governor and diplomat, and his interesting personality. Issues such as being a mawālī, being accused of zindīq, ungrateful attitudes towards the caliphs, haughty attitude, wealth, generosity, his duties such as being an ambassador to Byzantium, and the nature of his writings shed light on the first period of the Abbasids in many ways. In this article, ʿUmāra b. Ḥamza’s life and personality are discussed, together with the conditions of the period and prominent figures. In addition, the position and activity of the mawālī class in the early Abbasid period are explained through the example of ʿUmāra. [ABSTRACT FROM AUTHOR]

Copyright of Cumhuriyet International Journal of Education is the property of Cumhuriyet University, Faculty 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.)

High school projects are mostly carried out to contribute to the development of qualified manpower. Regardless of the field, it is of great importance for students to recognize, use and reflect the researches done through universal values and criteria on their own projects. One of the main objectives of BİLSEMs, which provide support training to specially talented individuals in our country, is to provide these individuals with a scientific study discipline and to carry out their own projects. While students studying in the field of general mental ability at BİLSEM can prepare their projects in accordance with the content of a scientific research and participate in qualified competitions, it has been observed that the projects prepared by visual arts talent field students are far from scientific research content. In this study, it has been tried to identify the views of five students in the visual arts field project program in the 2018-2019 academic year at Izmit Science and Art Center regarding the projects they prepared according to scientific or visual research methods. Qualitative research method was used in this study and it was designed with phenomenology. Interview consisting of semi-structured questions, one of the data collection tools, was used. The answers given by the students to these questions were analyzed with content analysis. The data, together with the codes and themes, were tabulated and included in the findings. Through research questions; the findings regarding the contribution of the prepared projects to the students, the strengths and weaknesses of the students in the process of preparing the project, the factors in determining the project subjects and the factors that students will pay attention to in case they prepare a new project were interpreted. It was observed that each of the students, who were also the participants of the study, both produced qualified project studies and accomplished important achievements in this process. [ABSTRACT FROM AUTHOR]

Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) 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.)

In this study, the moderating effect of collective gratitude on the effect of perception of innovation on perceived organizational support has been examined. In this context, the perception of innovation, perceived organizational support and the mediator role of collective gratitude have been examined within the scope of social exchange theory and it is aimed to contribute to the literature. The population of the research consists of 154 teachers working in five project high schools which have successful students in Kars. Questionnaire technique has been used in data collection tools. The data collected by the survey technique have been analyzed with SPSS program. In the study setup, it was predicted that the perception of innovation of Kars project schools’ teachers created by the Ministry of Education’s FATİH project would affect the perception of organizational support and collective gratitude would mediate this effect. The findings of the study have a statistically significant positive effect on the perception of innovation and perceived organizational support. In addition, collective gratitude has a partial effect on this effect. As a result of the research, suggestions have been made to the public and private institutions and organizations, administrators, managers and practitioners. [ABSTRACT FROM AUTHOR]

The aim of this research is to determine teachers’ virtual classroom management competences. The research is designed in general survey model. The population of the research consists of teachers working in the center and districts of Kırklareli province in the 2020-2021 academic year. The sample of the study consists of 329 teachers. The data of research was gathered with “the scale of teachers’ virtual classroom management competences” developed by Can and Gündüz (2021). The scale is in 5-point Likert type and consists of 24 items. The sub-dimensions of the scale are "relations with students", "virtual classroom activities" and "virtual classroom management". According to the findings of research, most of teachers do not have virtual classroom experience. Teachers consider themselves competent in regard to virtual classroom management in all sub-dimensions of the scale. Female teachers' competences to manage "virtual classroom activities" is significantly higher than male teachers’. Relating to “the scale of teachers’ virtual classroom management competences”, general and sub-dimension total arithmetic averages of teachers having virtual classroom experience previously are significantly higher than those not having. The results of research put forward that teachers' virtual classroom management competences are generally at high level. [ABSTRACT FROM AUTHOR]

Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) 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.)

Copyright of Journal of Kirsehir Education Faculty is the property of Journal of Kirsehir Education Faculty 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.)

Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) 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.)

Copyright of Cumhuriyet International Journal of Education is the property of Cumhuriyet University, Faculty 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.)

Copyright of Journal of Turkish Educational Sciences is the property of Journal of Turkish Educational Sciences 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.)

Copyright of Itobiad: Journal of the Human & Social Science Researches / İnsan ve Toplum Bilimleri Araştırmaları Dergisi is the property of Itobiad: Journal of the Human & Social Science Researches 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.)

Copyright of Journal of the Faculty of Theology / Kilis 7 Aralik Universitesi Ilahiyat Fakultesi Dergisi is the property of Kilis 7 Aralik Universitesi Ilahiyat Fakultesi 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.)

Copyright of Balkan & Near Eastern Journal of Social Sciences (BNEJSS) is the property of Balkan & Near Eastern Journal of Social Sciences (BNEJSS) 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.)

The main purpose of this research is determine the thoughts of 5 year old children about the activities implemented in preschool education instutions and to determine the needs of children through these thoughts. The case study pattern was used from qualitative research patterns in accordance with the purpose of the research. The study group was formed the principle of easy accessibility in mind and included 42 children, 19 of whom were girls and 23 of whom were boys, who attended preschool education in Göztepe district, Kadıköy district, İstanbul province during the fall-spring semester of the 2017-2018 academic year. The data was collected through a semi-structured interview form created by the researchers. Descriptive analysis was used in the analysis of the data obtained at the end of the data collection process and frequency and percentage values were determined in order to express the data obtained with numerical values. As a result of the study, children's favorite activities were art, play, math, movement, science, and drama respectively. Close to all of the children involved in the research have their favorite activities in the classroom. A few of the children wanted to do their favorite activities in the classroom, while more than half said they wanted to do their favorite activities in garden, outside of classroom. When children asked to design their own day, it is determined that the passive-active balance naturally arises in the activities and that they plan a day that allows them to be more active in their design. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Higher Education & Science / Yüksekögretim ve Bilim Dergisi is the property of Zonguldak Bulent Ecevit Universitesi 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.)

Copyright of Mersin University Journal of the Faculty of Education / Mersin Üniversitesi Eğitim Fakültesi Dergisi is the property of Mersin University Faculty 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.)

Copyright of Mersin University Journal of the Faculty of Education / Mersin Üniversitesi Eğitim Fakültesi Dergisi is the property of Mersin University Faculty 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.)

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies 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.)

The aim of this study is to examine the writing activities in Turkish textbooks in terms of process-oriented writing approach. Basic qualitative research, one of the qualitative research methods, was used in the study. The criterion sampling method was used in determining the study material subject to the study. Accordingly, six Turkish textbooks and 198 writing activities form the material of the study. The research data were collected through document review. The obtained data were analyzed through descriptive analysis. As a result of the research, it was found that the prewriting phase of the writing process was not included in most of the activities (% 41.92) in the examined textbooks. It was observed that the activities in the prewriting phase included the production of ideas based on the sample text, idea generation based on other parts of the text, idea generation based on visuals, sample text analysis and research. It has been observed that determining the topic, determining the main idea, using the graphic organizer, question-answer, classroom discussion, brain storming, and concept map/clustering studies were used to a very limited extent. In addition to this, it was determined that drafting (% 89.90), revising (% 99.5), editing (% 83.84), and publishing (% 79.80) stages of the activities were not included. It was revealed that the most important stages in the writing process were preparation and sharing, and the least involved stages were reviewing the draft and drafting. Accordingly, it was seen that writing took place as a one-time action in most of the activities and a more product-oriented writing approach was adopted. [ABSTRACT FROM AUTHOR]

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies 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.)

Copyright of Journal of Art History / Sanat Tarihi Dergisi is the property of Ege University 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.)

Copyright of Hacettepe University Journal of Education is the property of Hacettepe University 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.)

Copyright of Journal of Theory & Practice in Education (JTPE) / Eğitimde Kuram ve Uygulama is the property of Journal of Theory & Practice in 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.)

Copyright of Pamukkale University Journal of Education is the property of Pamukkale University 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.)

Copyright of Turkish Journal of Religious Education Studies / Türkiye Din Eğitimi Araştırmaları Dergisi is the property of Turkish Journal of Religious Education Studies 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.)

The purpose of this study was to investigate the effect of argument-based learning applications on the development of preservice science teachers' student comprehension knowledge about socioscientific issues. The sample of the study consisted of 60 senior preservice science teachers (control group, n=30; experimental group, n=30) in a state university in the fall semester of 2017-2018 academic year. The research was carried out based on the mixed method, where both quantitative and qualitative methods were used. The design of study was a quasi-experimental design in which control and experimetanl grup were randomly assinged. The application process of the research consists of 8 weeks, 2 hours per week. The research was conducted during Special Teaching Methods-II course, one of the undergraduate courses of science teacher preparation program. During process, preservice science teachers in the experimental group worked on argumentation scenarios that were prepared for the understanding of student understanding about socioscientific issues. On the other hand, preservice science teachers in the control group worked on socioscientific issues through lecture presentations and classroom activities. The data of the study were collected with "Knowledge of Student Understanding Efficacy Scale (Socioscientific Issues)","Knowledge of Student Understanding Representation Form (Socioscientific Issues)" and 'Unstructured Interview Form'. The ANOVA was used to analyze the quantitative data. For qualitative data, content anaysis were used. The results of the study indicated that argument-based learning practices were more effective than the current teaching approach for improving student understanding about socioscientific issues. The results obtained from the analysis of qualitative data showed that the argumentation based learning practices has positive effect on student understanding knowledge about socioscientific issues and contributed to the awareness of this professional knowledge field of teaching. [ABSTRACT FROM AUTHOR]

This research aims to determine the effective school characteristics of project schools. It has been tried to determine whether the structural and administrative characteristics of the project schools make a difference compared to other schools and whether they create effective schools. The research was conducted according to the quantitative research method. Although the teachers in the research have the same characteristics in terms of their professional qualifications and personal rights, the type of school in which they work is differentiated within the scope of the project. In this way, it was possible to make comparisons between schools. The research was conducted in 2019 with 603 teachers working in 24 schools, 15 of which are in the scope of the project and 9 of them are not in the project. The Effective School Scale prepared by Balcı was used. According to the results of the research, it was seen that project schools were more effective in terms of all dimensions of effective school features than schools non-project. The project schools is considered to be fully effective tarafından by teachers in all factors dimensions: schools, administrators, teachers, the school environment, students andd parents. It is seen that the project schools are perceived by the participants as more effective schools with their educational facilities, physical infrastructure facilities, rich educational tools and the opportunity to make lessons with smaller groups. It can be said that working time in project schools is limited to eight years, which increases the effectiveness of these schools. In particular, the principal's authority to establish his / her own team, good school image, professional development opportunities and diversity of programs have been identified as the elements that make these schools more effective. As a result, it has been determined that the structural and administrative characteristics of the project schools play an important role in gaining effective school features of these schools. [ABSTRACT FROM AUTHOR]

Copyright of Ilkogretim Online is the property of Ilkogretim Online 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.)

Copyright of Journal of Theory & Practice in Education (JTPE) / Eğitimde Kuram ve Uygulama is the property of Journal of Theory & Practice in 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.)

Copyright of Journal of Turkish Educational Sciences is the property of Journal of Turkish Educational Sciences 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.)

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies 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.)

Copyright of Journal of Faculty of Educational Sciences is the property of Ankara University, Faculty of Educational Sciences 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.)

Copyright of International Online Journal of Educational Sciences is the property of International Online Journal of Educational Sciences 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.)

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies 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.)