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This research aims to reveal the subjective well‐being levels of classroom teachers with the explanatory sequential design method of mixed method research. In the quantitative part of the study, the subjective well‐being levels of the classroom teachers were analysed according to the variables of gender, age, region of employment, professional experience, educational status and grade level taught, and the qualitative part was designed with the phenomenology method and examined according to the sub‐dimensions of school engagement and teaching efficacy. In the quantitative part of the study, there were 340 participants, and the Teacher Subjective Well‐being Questionnaire was used, while in the qualitative part, 27 participants were included, and the subjective well‐being level was examined according to the sub‐dimensions of school engagement and teaching efficacy. While the subjective well‐being levels of the participants did not differ significantly according to the variables of the region of employment, educational status and grade level taught, they differed significantly according to the variables of age and professional experience. In addition, the participants stated that the factors affecting school engagement were professional commitment, responsibility, working environment, being valued, being respected, belonging and conscience, respectively. The areas that positively affected their teaching eff icacy were field and pedagogical knowledge, communication, technology and classroom management, respectively, and those that negatively affected their teaching efficacy were pedagogical knowledge, communication, classroom management and lesson planning. [ABSTRACT FROM AUTHOR]

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.)

AbstractThe aim of this study is to examine the contribution of out-of-school learning environments to the teaching of 4th grade social studies course according to the views of classroom teachers. The study group of the research consists of 13 classroom teachers in Turkey determined according to the criterion sampling method. The data were collected using a semi-structured interview form developed by the researchers. The data obtained were analyzed by content analysis method using NVivo 12 computer package program and then interpreted. Accordingly, it was determined that students learned the subject by doing-living through out-of-school learning environments, their academic achievement increased, and they were motivated in these environments. In these environments, it was found that students established a serious connection between the past and the future, learned about their own culture, communicated with each other, socialized, gained knowledge of responsible citizenship, realized interdisciplinary learning and developed independent thinking skills in students. Various suggestions were made based on the findings. [ABSTRACT FROM AUTHOR]

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.)

The aim of this study is to examine the activities carried out by primary school classroom teachers to develop students' language skills. Case study method was used in the study conducted according to the qualitative research model. The study group of the research was determined according to the convenience sampling method. In the study, Turkish lessons of 7 classroom teachers teaching at different grade levels were observed. Observation form and researcher diary were used in the study. The research data were analysed according to descriptive and content analysis methods. As a result of the research, while colouring and line studies, dictation studies were carried out in the first grade, activities such as visualising events in the mind, using a dictionary, and writing greeting cards were carried out in the second grade. In the third grade, free writing and summarising the text were carried out, while in the fourth grade, debate, preparing a poster about the subject and making inferences from the text were carried out. It was observed that speaking skills were not sufficiently included in the classroom practices of primary school Turkish lessons. [ABSTRACT FROM AUTHOR]

This study aimed to evaluate the mathematics textbooks taught in primary schools in Northern Cyprus according to teachers' opinions. For this purpose, 304 classroom teachers working at different grade levels were reached in the 2023-2024 academic year using the convenient sampling method. The questionnaire form was applied to classroom teachers by survey method. Statistical software SPSS 24 was used to analyze the data. According to the results of the research, it was seen that classroom teachers frequently use mathematics books in the course planning phase, when doing activities when explaining the subjects, and when giving homework, and they recommend that students use them while studying. However, it has been determined that classroom teachers “sometimes” prefer to use mathematics books in mathematics projects and performance tasks. In addition, classroom teachers stated that they always keep the mathematics book at hand and use it while solving questions. In addition to all these, classroom teachers stated that they mostly, "always" and "often" use mathematics books for each grade level. However, the presence of classroom teachers who use the mathematics book "sometimes" also draws attention. [ABSTRACT FROM AUTHOR]

Copyright of International Anatolian Journal of Social Sciences / Uluslararasi Anadolu Sosyal Bilimler Dergisi is the property of Uluslararasi Anadolu Sosyal Bilimler 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 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.)

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In this study, the relationship between classroom teachers' professional commitment and career satisfaction was analysed. The research was conducted using relational survey model. The data were obtained with career satisfaction scale, professional commitment scale and information form for classroom teachers. The research was limited to the 2022-2023 academic year. The sample of the study is 290 classroom teachers working in public schools in different cities of Turkey. The data were analysed using ANOVA, t-test, correlation and regression tests. According to the results of the analyses, it was seen that there was a significant difference in the professional commitment of classroom teachers in terms of gender, years of service, place of work and educational status variables. It was concluded that career satisfaction of classroom teachers did not show a significant difference in terms of gender, years of service and place of work variables, but showed a significant difference in terms of educational status variable. It was found that there was a moderate, positive and significant relationship between professional commitment and career satisfaction of classroom teachers. According to the results of the regression analysis, it was determined that approximately 22% of the change in career satisfaction was explained by professional commitment. The findings obtained in the study were discussed and some suggestions were made on the subject. [ABSTRACT FROM AUTHOR]

Copyright of Buca Faculty of Education Journal / Buca Egitim Fakültesi Dergisi is the property of Buca Faculty of Education Journal 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 Anatolian Journal of Language & Education (AJLE) / Anadolu Dil ve Eğitim Dergisi (ANADED) is the property of Anatolian Language, Culture & Education Association 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.)

An individual who has the ability to speak from birth continues the development of this skill in education and training environments after the family. In this regard, teachers have great responsibilities for the speaking skills to be acquired in educational environments. Teachers are expected to know about the development of children's speaking skills in order to transfer these skills to students. In addition, having a high level of knowledge about speaking skills is an indispensable element of effective teaching. Elementary school teachers, who spend the most time with students in the classroom, have a key role in helping students develop their speaking skills and easily transfer what they have learned to daily life skills. The study aims to determine the knowledge levels of elementary school teachers regarding speaking skills. The study was carried out with the survey model, one of the quantitative research methods. The study group of the research consists of 302 elementary school teachers. The data were collected with the "Knowledge Level Test on Speaking Skills" and analyzed with descriptive statistics, Independent Samples t-Test, One-way ANOVA. According to the results of the research, the arithmetic average of the elementary school teachers' knowledge of speaking skills was found to be 13.74 out of 18 total questions. In addition, while elementary school teachers' knowledge of speaking skills did not differ significantly according to the variables of gender, graduation, and location of the school, it showed a significant difference according to the professional experience variable. [ABSTRACT FROM AUTHOR]

Copyright of Social Sciences Studies is the property of Social Sciences 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 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.)

Copyright of Ozel Egitim Dergisi 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 Buca Faculty of Education Journal / Buca Egitim Fakültesi Dergisi is the property of Buca Faculty of Education Journal 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 Educational Academic Research is the property of Ataturk University Coordinatorship of Scientific Journals 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 Social Sciences Studies is the property of Social Sciences 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 Social Sciences Studies is the property of Social Sciences 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 Social Sciences Studies is the property of Social Sciences 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 Bolu Abant Izzet Baysal University Journal of Faculty of Education / Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi is the property of Bolu Abant Izzet Baysal University Journal of 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 Rumelia Journal of Educational Studies is the property of Rumelia Journal of Educational 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 International Journal of Social Science Research (2146-8257) is the property of International Journal of Social Science 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 International Journal of Education Technology & Scientific Researches is the property of Ayse Burcu Ulusoy 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 the current study is to examine the competency perceptions of classroom teachers with respect to different variables (district centre or village, age and seniority in the profession), both in general and in terms of dimensions (knowledge, application, aesthetic perspective) in the fields of art and aesthetics in classroom practices. The study, based on a descriptive survey model, was conducted with 222 classroom teachers serving in Hatay Reyhanlı district in the fall semester of the 2022-2023 academic year. “Art and Aesthetic Field Competency Scale” has been used for the collection of study data. Data are presented as percentage and frequency values. For comparisons based on gender and place of residence, a parametric technique, namely ttest for independent groups, was used, and for comparisons based on age and seniority, one-way analysis of variance [ANOVA] was used. Based on the findings, it was concluded that there are a number of self-perceived competence dimensions in the field of art and aesthetics among teachers. ANOVA results showed that there was a significant difference between the groups in the application dimension, but there was no significant difference in the knowledge, aesthetics and total dimensions. It was observed that the scores in the application dimension differed statistically significantly according to age. Tukey test was performed to determine the source of differences. As a result of this test, it was concluded that classroom teachers between the ages of 23-29 included more art and aesthetic practices in their lessons than classroom teachers aged 40 and over. [ABSTRACT FROM AUTHOR]

Copyright of Social Sciences Studies is the property of Social Sciences 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 Social Sciences Studies is the property of Social Sciences 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.)

This paper firstly researches the path to enhance the effectiveness of class teacher’s collaborative parenting in private colleges and universities, mainly studies the two collaborative parenting modes of “Counselor + Freshman Class Teacher” and “Class Teacher + Academic Mentor” and summarizes the roles and main links in the two modes. The two modes’ roles and subject connections are summarized. On the basis of the second decision tree, the C4.5 algorithm is used to calculate the sample data set and then get the results of student characteristic information gain, and then the decision tree is generated according to the results of student characteristic information gain, disaggregated attributes and split points. Then, the student characteristic information gain is used as the selection measure of attributes, and then the decision tree-based classroom teacher teaching and educating model is constructed, and the effectiveness of classroom teacher education in private colleges and universities is statistically analyzed. The results show that there are significant differences in the dimensions of caring for students [F(2, 86)=5.58, P=0.005] and instructing students’ ability [F(2, 86)=3.42, P=0.038] among classroom teachers of different classroom teacher’s tenure in private colleges and universities, and there are no significant differences in the other dimensions of educating people’s ability. This research knot promotes the improvement of classroom teachers’ parenting ability in private colleges and universities, which is important for the improvement of students’ learning ability.

In carrying out learning activities in class, a teacher is obliged to carry out learning administration. Learning administration equipment is very much needed for classroom learning. The implementation of teacher administration has become a polemic in schools. Teachers still experience problems in completing administration and carrying out administrative filling. This research aims to describe the problems of implementing class teacher administration at SD Negeri 1 Jatiroto. This research uses a case study perspective with a qualitative approach. This research uses data collection techniques in the form of interviews, observation and documentation. After the data acquisition process is complete, the data analysis techniques used are data reduction, data presentation, and data verification or drawing conclusions. Testing the validity of the data uses triangulation techniques, namely source triangulation, technique triangulation, and time triangulation. The results of the research show that class teachers have not carried out their administrative duties well because there are still several administrative tasks that have not been completed, such as determining KKM, improvement questions, enrichment questions and question grids. Apart from that, class teachers experience several obstacles in implementing class teacher administration, namely limited time, lack of effective archiving media, forgetfulness in archiving. Thus, to meet administrative needs and overcome obstacles to implementing administration, a more efficient form of administration is needed.

In a globalizing world, social imbalance has led to significant socio-economic differences between societies and countries. One of the indicators of this social imbalance is inequality in family income. This inequitable distribution of income has a negative impact on students' school life. Because students are fed, clothed and live according to their family income. The aim of this study is to examine the opinions of classroom teachers about the Ministry of National Education's "Free Meal Project for 5 Million Students". The research was designed according to the case study within the qualitative research approach. Thirteen classroom teachers who were selected according to the criterion sampling method participated in the study. The data in the study were obtained using a semi-structured interview form developed by the researchers. The data obtained from the research were interpreted by content analysis method using NVivo 9.2 computer package program. Accordingly, it was revealed that the project provided equal opportunities among students, the meals increased the appetite of the students, the project provided students with the habit of eating a balanced diet, communication between the students increased while eating, and the students were happy. On the other hand, it was revealed that there was a lack of personnel related to the project, some schools did not have cafeterias, school administrations were not sufficiently informed about the spending of school funds, some meals were not liked by students and there was a lack of supervision related to the project. As a solution, it was revealed that cafeterias should be built in schools and existing areas should be designed as cafeterias according to the characteristics of students, personnel should be employed in schools and tenders should be made by higher institutions. Various suggestions were made according to the results obtained. [ABSTRACT FROM AUTHOR]

The present study aimed to determine the views of classroom teachers on the inclusion or exclusion of current issues in classroom instruction, to investigate these views based on the definition of current issues, the methods and techniques employed in the instruction of current issues, the analysis of the instruction, and the positive and negative consequences of the instruction of these issues in the classroom. The present research was conducted with the case study method. The maximum diversity sampling method was employed to assign the study group members. The study group included 10 classroom teachers employed in seven primary schools in Battalgazi, Yesilyurt, Doğanşehir, and Hekimhan districts in Malatya province, Turkey. The study data were collected with a semi-structured interview form. Content analysis and continuous comparative data analysis were employed. The participants stated that the discussion of current issues in the classroom would lead to positive outcomes such as the development of student empathy, instruction of tolerance for different ideas, development of the problem-solving skills, sensibility, and communication skills, and negative outcomes such as problems in peer relations, behavioral disorders, negative reactions, and conflict. It was determined that classroom teachers mostly discussed controversial issues such as Covid 19, environmental pollution and natural disasters, and the student-initiated discussions on Covid 19 and natural disasters in the classroom. About 20% of the participating primary school teachers stated that the level of proficiency of their colleagues was low in the instruction of current events. Plain Language Summary: Teaching Current Issues The primary objective of this study was to explore the perspectives of classroom teachers regarding the incorporation or exclusion of contemporary issues in classroom instruction. The investigation aimed to scrutinize these views concerning the definition of current issues, the instructional methods and techniques employed, the analysis of the instructional process, and the positive and negative consequences associated with addressing these issues in the classroom. Utilizing the case study method, this research employed the maximum diversity sampling method to select participants. The study involved 10 classroom teachers from seven primary schools in the Battalgazi, Yesilyurt, Doğanşehir, and Hekimhan districts of Malatya province, Turkey. Data were collected through a semi-structured interview form and analyzed using content analysis and continuous comparative data analysis. According to the findings, participants expressed that discussing current issues in the classroom yielded positive outcomes, such as fostering student empathy, promoting tolerance for diverse ideas, enhancing problem-solving skills, sensitivity, and communication skills. Conversely, negative consequences included issues in peer relations, behavioral disorders, negative reactions, and conflicts. The study revealed that classroom teachers predominantly engaged in discussions on controversial topics like Covid-19, environmental pollution, and natural disasters. Notably, student-initiated discussions on Covid-19 and natural disasters were prevalent in the classroom. Additionally, 20% of the surveyed primary school teachers reported a perceived low proficiency level among their colleagues in instructing on current events. [ABSTRACT FROM AUTHOR]

Copyright of Social Sciences Studies is the property of Social Sciences 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.)

This research examines the current state of music lessons within the scope of subject knowledge courses in the Department of Elementary Education, classroom teacher education Branch. It uses the multiple case study pattern of case study methods. In the qualitative dimension of the study, the credit/hours allocated to music lessons in teacher training programs for classroom teachers in faculties of education from 1992 onwards were examined. The findings suggest that the credit/hours allocated to music lessons in teacher training programs for classroom teachers are adequate in the recent revisions. Similar to other disciplinary areas in universities, music lesson program designs are of a "descriptive" program nature. In the quantitative dimension of the study, a "knowledge" test (n=97) consisting of 20 questions was used to measure the students' level of entry to music lessons. It was determined that students' cognitive entry levels regarding fundamental music knowledge as outlined in the music lesson program design were insufficient. Moreover, there was no change in the "knowledge test" scores between 1997 and 2023 concerning cognitive entry levels for fundamental music knowledge. Consequently, recommendations for the improvement of music education were proposed to the teaching staff conducting music lessons within the Classroom Education Branch, the program development committees, and institutions affiliated with the Ministry of National Education. [ABSTRACT FROM AUTHOR]

The purpose of this study is to determine the good citizenship perceptions of prospective primary school teachers and examine their good citizenship perceptions based on demographic data. The sample for the study consists of 256 pre-service primary school teachers who are studying at Fırat University in the 2022-2023 academic year and were selected using the convenience sampling method. The data were collected with the "Good Citizenship Perception Scale" data collection tool developed by Çiçek (2018) in accordance with the purpose. The data obtained were analyzed using statistical software programs. While analyzing the data, "percentage", "frequency", and "arithmetic mean" were used. "Independent Groups T-Test" and "One-Way Analysis of Variance" were used when analyzing according to variables. The findings indicate that pre-service primary school teachers responded to the scale items related to good citizenship at the levels of completely agree and agree. Additionally, pre-service classroom teachers' perceptions of good citizenship were at a very high level, and when the perceptions of good citizenship were examined according to the sub-dimensions of the scale, it was seen that they were at a very high level. When prospective classroom teachers' perceptions of good citizenship were analyzed in terms of variables, differentiation was observed according to gender and grade level variables. This differentiation was found in favor of female pre-service classroom teachers according to gender and in favor of fourthgrade pre-service classroom teachers according to grade level. Furthermore, no difference was found in the perceptions of good citizenship of prospective classroom teachers according to the variables of the mother's education level, the father's education level, family income status, and place of residence before coming to university. [ABSTRACT FROM AUTHOR]

Copyright of E-International Journal of Educational Research is the property of E-International Journal of Educational 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 E-International Journal of Educational Research is the property of E-International Journal of Educational 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 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 Journal of Educational Sciences (GJES) is the property of Gazi Journal of Educational Sciences (GJES) 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 Social Sciences Studies is the property of Social Sciences 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 research is to determine the classroom teachers' opinions on museum education. The research was conducted by adopting the qualitative method and case study pattern. The study group of the research consisted of 17 classroom teachers working in public primary schools in the Esenyurt district of Istanbul in the second term of the 2020-2021 academic year. Data were collected with a semi-structured interview form prepared by the researcher. Content analysis technique was adopted in the analyzes and the data obtained from the opinions of the teachers were divided into codes and categories. As a result of the research, the definitions of the teachers for museum education have been divided into the categories of "Culture and Heritage Education", "Non-class Education", "Experience-Based Education", "Alternative Education", "Art Education" and "Creative Thinking Education". In addition, it has been determined that museum education is deemed necessary in terms of "Teaching and Awareness Raising", "Learning Environment and Experience" and "Development of Personal and Social Skills" categories. Opinions about the teachers' adequacy in museum education and their inadequacy have been expressed in similar numbers with the categories of "Being Adequate" and "Being Inadequate", and the opinions on the planning and implementation of museum education have been explained under the categories of "Designing and Implementing Activities", "Instructor and Planning", "Preparation and Evaluation before the Museum Visit" and "Innovative Approaches and Resources". [ABSTRACT FROM AUTHOR]

Copyright of Journal of Yüzüncü Yıl University, Faculty of Education is the property of Yuzuncu Yil 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 Global Sport & Education Research (JOGSER) is the property of Journal of Global Sport & Education Research (JOGSER) 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 Mediterranean Educational Research Journal / Akdeniz Eğitim Araştırmaları Dergisi is the property of Turkish Educational Research Association (TERA) 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 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.)

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Within the scope of the research, it was aimed to examine the opinions of classroom teachers about family school education implemented by the Ministry of National Education. For this purpose, the research was designed according to a qualitative case study. Twelve classroom teachers were included in the study according to the appropriate sampling method. The research data were collected with the interview form prepared by the researchers and the data were analyzed with the content analysis method. As a result of the analysis, three themes, five categories and related codes were obtained. According to these results, it has been determined that family school education will have very important gains for parents in general. In particular, topics such as communication, educational awareness, child development, guidance, gaining awareness of raising a child, spending time with the child, communicating with the child, positive behavior change, providing academic support, cooperation and communicating with the teacher have come to the fore. [ABSTRACT FROM AUTHOR]

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The aim of this study is to determine the social acceptance levels of classroom teachers with inclusive students according to different variables for students with special needs. This is a descriptive and quantitative study conducted in the research screening model. The sample group of the research consists of a total of 374 classroom teachers, 240 of whom are female and 134 are male. In the research, "Personal Information Form" and "Social Acceptance Scale" developed by the researchers were used as the data collection tools. Arithmetic mean, standard deviation, independent sample t test, Anova and Scheffe tests and Pearson's r test analyses were performed on the data. The level of p<.05 was considered sufficient for significance in differences and relationships. At the end, it was determined that the social acceptance levels of classroom teachers were generally good. On the other hand, the teachers' social acceptance levels differ significantly according to gender, professional seniority, marital status and the number of inclusive students in the classroom. In addition, significant relationships were observed between the number of inclusive students in teachers' professional seniority and classes and their social acceptance levels. These results were discussed in light of the literature and suggestions were made to increase the efficiency of inclusive education practice and to further improve teachers' social acceptance levels. [ABSTRACT FROM AUTHOR]

In the study, it was aimed to determine the digital profiles of classroom teachers working in private primary schools according to their digital culture perceptions. For this purpose, the effects of gender, age, professional seniority, and educational status variables on the digital profiles of classroom teachers were examined. In this study, a general survey model was employed as the quantitative research approach. The population of research includes 112 classroom teachers who work at private schools affiliated with the Ministry of Education in Battalgazi and Yeşilyurt district of Malatya during the 2020-2021 academic year. No sample was taken because the study's goal was to reach the entire population. Data were collected from 112 classroom teachers who participated in the study voluntarily. "Digital Native, Digital Immigrant and Digital Hybrid Teacher Scale" were used as data collection tools. The single sample chi-square test and the chi-square test for two variables were both employed in the data analysis. According to the study's findings, the majority of classroom teachers use digital resources and environments, and they also exhibit a hybrid digital feature that cannot depart from conventional teaching techniques. [ABSTRACT FROM AUTHOR]