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It was aimed in this study to reveal the general tendency of studies in the field of education by examining the papers in the high-impact A-class SSCI journals, to which qualified papers are accepted from all around the world, in terms of their dependent-independent variables, sample or study groups, research designs, data collection instruments, and data analysis techniques. The descriptive survey model was used in the research. The population of the research was all the journals surveyed in the field of educational sciences by SSCI. The journals and papers examined were selected with the purposive sampling method. 169 papers from six journals were subjected to examination within the scope of the research. Descriptive analysis and content analysis methods were used for analyzing the data. It was consequently seen that the papers used dependent variable of "student" the most which was followed by "teacher." The most studied variable along with "student" was "academic performance." It was found that a quite large number of dependent variables were used in the papers examined. It can be understood that studies on students among all study groups occupied the largest place, which was followed by teachers. It was seen that quantitative data analyses and experimental research studies was addressed more in the papers. Several documents and tests were mostly preferred as data collection instruments. It was noticed that the most used data analysis method was the regression analysis. Finally, some recommendations were developed in accordance with the research results.

Background: An estimated 11 million individuals are released from U.S. jails and prisons each year. Individuals with a history of incarceration have higher rates of cardiovascular disease (CVD) events and mortality compared to the general population, especially in the weeks following release from carceral facilities. Healthy sleep, associated with cardiovascular health, is an underexplored factor in the epidemiology of CVD in this population. Incarcerated people may have unique individual, environmental, and institutional policy-level reasons for being sleep deficient. The social and physical environment within carceral facilities and post-release housing may synergistically affect sleep, creating disparities in sleep and cardiovascular health. Since carceral facilities disproportionately house poor and minoritized groups, population-specific risk factors that impact sleep may also contribute to inequities in cardiovascular outcomes. Methods: This study is ancillary to an ongoing prospective cohort recruiting 500 individuals with known cardiovascular risk factors within three months of release from incarceration, the Justice-Involved Individuals Cardiovascular Disease Epidemiology (JUSTICE) study. The Sleep Justice study will measure sleep health among participants at baseline and six months using three validated surveys: the Pittsburgh Sleep Quality Index (PSQI), the STOP-Bang, and the Brief Index of Sleep Control. In a subsample of 100 individuals, we will assess sleep over the course of one week using wrist actigraphy, a validated objective measure of sleep that collects data on rest-activity patterns, sleep, and ambient light levels. Using this data, we will estimate and compare sleep health and its association with CVD risk factor control in individuals recently released from carceral facilities. Discussion: The incarceration of millions of poor and minoritized groups presents an urgent need to understand how incarceration affects CVD epidemiology. This study will improve our understanding of sleep health among people released from carceral facilities and its potential relationship to CVD risk factor control. Using subjective and objective measures of sleep will allow us to identify unique targets to improve sleep health and mitigate cardiovascular risk in an otherwise understudied population. [ABSTRACT FROM AUTHOR]

Background: Advances in medicine and public health mean that people are living longer; however, a significant proportion of that increased lifespan is spent in a prolonged state of declining health and wellbeing which places increasing pressure on medical, health and social services. There is a social and economic need to develop strategies to prevent or delay age-related disease and maintain lifelong health. Several studies have suggested links between the gut microbiome and age-related disease, which if confirmed would present a modifiable target for intervention development. The MOTION study aims to determine whether and how changes in the gut microbiome are associated with physical and mental capacity. A comprehensive longitudinal multiparameter study such as this has not been previously undertaken. Methods: MOTION is a longitudinal prospective cohort study with a focus on gut health and cognitive function. 360 healthy individuals aged 60 years and older, living in East Anglia, UK will be recruited to the study, stratified into one of three risk groups (cohorts) for developing dementia based on their cognitive function. Participants will attend study appointments every six months over four years, providing stool and blood samples and a health questionnaire. Participants will also undergo physical measurements and cognitive tests at alternating appointments, and undergo Optical Coherence Tomography scans at 3 timepoints. Two subgroups of participants in the study will provide colonic tissue biopsies (n = ≥30 from each cohort), and brain imaging (n = 30) at two timepoints. Discussion: This study will provide new insights into the gut-(microbiota)-brain axis and the relationship between age-associated changes in gut microbe populations and cognitive health. Such insights could help develop new microbe-based strategies to improve lifelong health and wellbeing. Trial registration: This study is registered in the ClinicalTrials.gov Database with ID: NCT04199195 Registered: May 14, 2019. [ABSTRACT FROM AUTHOR]

None of the currently available parameters allow for a direct and objective measurement of vaginal moisture. We used a calibrated filter paper strip as a measurement tool for the quantification of vaginal fluid, in a similar manner as the ophthalmic "Schirmer test" (used for eye moisture measurement). The study aimed to evaluate the validity of this new, objective tool, to measure vaginal moisture. We compared vaginal moisture measurements using the "modified Schirmer test" in symptomatic women with genitourinary syndrome of menopause to those of women without vaginal dryness. The mean "modified Schirmer test" measurement in the control group was 21.7 mm compared to 3.3 mm in the study group, yielding a statistically significant difference (p < 0.001). Strong correlations were found between "modified Schirmer test" measurements and pH (correlation coefficient −0.714), Vaginal Health Index [VHI (0.775)], and Visual Analogue Score (VAS) of dryness during intercourse (−0.821). Our findings suggest that the "modified Schirmer test" can be used as an objective measurement for the assessment of vaginal fluid level. This test may also prove useful for evaluation of non-hormonal treatments aimed to treat vaginal dryness. [ABSTRACT FROM AUTHOR]

Educational outcomes are mostly studied in the short term (i.e. during the same phase of schooling). This paper focuses on the longitudinal monitoring of the mathematical knowledge of the same generation of pupils. At the school level, this can be performed by teachers, and at the state level by relevant institutions or experts in the field. Monitoring the progress in pupils' attainments is one way of determining and assuring the school's quality educational work. At the state level, pupils in Slovenia take National Assessments of Knowledge which can be used to monitor progress within the same generation of pupils. The introduction explains the difference between internal and external assessment and presents studies that focus on comparing the attainments in both types of assessment. This study focuses on the same generation of pupils, monitoring their attainments in mathematics in the 6th and the 9th year of schooling. The aim was to determine whether there was a gap between internal and external assessment. The research into external assessment was based on the attainments on the National Assessment of Knowledge in Mathematics, while the research into internal assessment was based on the pupils' final school grades in the same subject. It has been determined that more than half of the pupils would have the same final grade in the internal and external assessment; less than a fifth of the pupils would have received a lower grade in the external assessment, and just over a quarter would have received a higher grade in the external assessment, compared to the internal assessment.

This paper examines the graduation rates between 2000 and 2015 of United States colleges and universities at the national, state, and institutional levels. This research focuses on two-year and four-year programs. Rates are investigated longitudinally along with variables that distinguish between public/private institutions, percentages of full-time and part-time enrollments, a variety of completion times, and levels of academic achievement at entry that include SAT scores and high school GPAs. The paper uses a logistic growth function that has been used by other researchers to model four-, five-, and six-year graduation rates of individuals and selected cohort groups; graduation rate trajectories for students of differing academic achievement backgrounds are projected into the future to demonstrate maximum graduation rates expected for entering cohorts. Included is the analysis of national, state, and institutional graduation-rate results in four-year institutions of the 50 states; examples from 14 public colleges and universities in Indiana and several surrounding states are also considered. In addition to fitting their graduation rates to the logistic function and extracting associated growth variables, we use percentages of part-time students to predict two- and four-year graduation rates at the national, state, and institutional levels in the 50 states. The analysis examined the graduation rates between 2000 and 2015 of United States colleges and universities and showed no correlation between a state's two-year and four-year cohort graduation rates; verified an inverse mathematical relationship between graduation rates and percentage of part-time students; confirmed that for median SAT scores of 800 or lower one expects very low on-time graduation rates.

Poor research reporting is a major contributing factor to low study reproducibility, financial and animal waste. The ARRIVE (Animal Research: Reporting of In Vivo Experiments) guidelines were developed to improve reporting quality and many journals support these guidelines. The influence of this support is unknown. We hypothesized that papers published in journals supporting the ARRIVE guidelines would show improved reporting compared with those in non-supporting journals. In a retrospective, observational cohort study, papers from 5 ARRIVE supporting (SUPP) and 2 non-supporting (nonSUPP) journals, published before (2009) and 5 years after (2015) the ARRIVE guidelines, were selected. Adherence to the ARRIVE checklist of 20 items was independently evaluated by two reviewers and items assessed as fully, partially or not reported. Mean percentages of items reported were compared between journal types and years with an unequal variance t-test. Individual items and sub-items were compared with a chi-square test. From an initial cohort of 956, 236 papers were included: 120 from 2009 (SUPP; n = 52, nonSUPP; n = 68), 116 from 2015 (SUPP; n = 61, nonSUPP; n = 55). The percentage of fully reported items was similar between journal types in 2009 (SUPP: 55.3 ± 11.5% [SD]; nonSUPP: 51.8 ± 9.0%; p = 0.07, 95% CI of mean difference -0.3–7.3%) and 2015 (SUPP: 60.5 ± 11.2%; nonSUPP; 60.2 ± 10.0%; p = 0.89, 95%CI -3.6–4.2%). The small increase in fully reported items between years was similar for both journal types (p = 0.09, 95% CI -0.5–4.3%). No paper fully reported 100% of items on the ARRIVE checklist and measures associated with bias were poorly reported. These results suggest that journal support for the ARRIVE guidelines has not resulted in a meaningful improvement in reporting quality, contributing to ongoing waste in animal research. [ABSTRACT FROM AUTHOR]

This paper explores families' investment in skills development through education in a high-inequality, low-education quality country such as Mexico, comparing it to a lower-inequality, higher-quality education country such as the United States. The paper uses a series of Household Income and Expenditure Surveys for both countries spanning around 20 years and different methodological approaches. Of particular interest is the analysis of education expenditure patterns along the income distribution. Policy implications for both cases are discussed. While in Mexico stimulating private spending in education through public resources might be regressive, the contrary might be the case in the United States.

Podcasts are a useful tool for developing speaking skills in language acquisition settings, particularly within the context of the emerging Mobile Assisted Language Learning (MALL). While much research has emphasized the effectiveness of teacher-produced podcasts, this study seeks to address the gap in knowledge on student-generated podcasts in language learning. In addition to highlighting some of the main pedagogical considerations of using podcasts in language learning, this paper explores students' perceptions of podcasts as a learning tool. To this end, this study describes the results of two surveys which were conducted with two different student cohorts over the course of two years. The surveys explored the students' levels of acceptance and enjoyment of activities in which they had to produce their own podcasts, as well as the perceived learning benefits. The discussion section describes a range of positive learning outcomes and highlights the pedagogical implications of using podcasts in class. The paper concludes with some practical suggestions for the effective use of student-generated podcast activities in the language classroom.

Advancements in science and technology have created problems for some people who have difficulties adapting to the new environment. Improving problem solving skills of these people is very important for them to so have the ability to cope with new problems. From the education perspective, it is believed that teachers should help students by not only giving them information on how to solve certain problems but also how to assimilate problem solving skills. Teachers should first and foremost have these problem solving skills so that they can help their students. In this context, the aim of the current work is to study pre-service science teachers' problem-solving skills and to determine the effect of science teacher training program on pre-service science teachers' problem solving skills based on their grade levels. 76 freshmen, 81 sophomores, 117 juniors and 69 seniors (that is, 343 pre-service science teachers in total) of the Department of Science Teacher Education in 2012 to 2013 academic year participated in this study. In order to measure their problem solving skills, problem solving inventory (PSI) which was developed by Heppner and Petersen and adapted into Turkish by Sahin, Sahin and Heppner was used. In the data analysis procedure, One-Way ANOVA was used to determine whether there is any statistically significant difference among grades, scores of problem solving skills, and its dimensions. According to the findings, significant differences were found between sophomores and juniors; and also between sophomores and seniors. As for the sub dimensions, there was only found a significant difference according to "impulsive style" and "avoidant style" dimensions among grades. [This study was presented as a research paper at the International Conference on Education in Mathematics, Science and Technology (ICEMST-2014) organized on 15-19 May 2014, Konya, Turkey.]

The rising costs of recruiting and hiring workers and the seismic shift of age demographics in the United States workforce has created much stir around the concept of generational cohorts. Although much has been done by researchers and practitioners alike to attempt a better understanding of each generational group's leadership preferences, confusing and contradictory results has attracted much criticism. This critique has inspired efforts to look at the concept of leadership and followership preference through an alternative lifespan developmental lens. Because leadership influences are inherently social influences, a person's overall lifespan development level may potentially provide a deeper perspicacity of the phenomenon than examining it from the more conventional generational cohort perspective. However, specific research into this area is lacking. This paper adds to the literature by uncovering what we are missing in research and practice when we look at age-related leadership phenomena solely from a generational cohort perspective. A review of the contradicting literature on generational cohorts and leadership is offered. Next, specific lifespan developmental theories are examined, and propositions and implications of such research are extended.

Over the last few decades, the institutionalisation of quantitative research evaluations has created incentives for scholars to publish as many papers as possible. This paper assesses the effects of such incentives on individual researchers’ scientific impact, by analysing the relationship between their number of articles and their proportion of highly cited papers. In other words, does the share of an author’s top 1% most cited papers increase, remain stable, or decrease as his/her total number of papers increase? Using a large dataset of disambiguated researchers (N = 28,078,476) over the 1980–2013 period, this paper shows that, on average, the higher the number of papers a researcher publishes, the higher the proportion of these papers are amongst the most cited. This relationship is stronger for older cohorts of researchers, while decreasing returns to scale are observed for recent cohorts. On the whole, these results suggest that for established researchers, the strategy of publishing as many papers as possible did not yield lower shares of highly cited publications, but such a pattern is not always observed for younger scholars. [ABSTRACT FROM AUTHOR]

Is it possible to track the revitalization of the Maori language statistically? Different large-scale statistical collections (censuses and surveys) in New Zealand effectively have different definitions of speaker because they ask different questions. This paper compares trends in numbers of Maori speakers as estimated from responses to questions about conversational ability, first language, and level of speaking proficiency, with particular reference to the 2013 Census and Te Kupenga (Maori social survey) 2013. One might expect estimates based on these responses to align closely, but they do not. This paper explores the relationships between the different estimates for different birth cohorts. Data on first language from at least four surveys provide strong evidence of a resurgence in intergenerational language transmission, which is not clearly apparent from the other indicators. Patterns of response to conversational ability and speaking proficiency questions are found to vary according to first language and birth cohort. It is argued that the apparent inconsistencies between the indicators reflect the real complexity of revitalization processes, as well as varying interpretations of the language questions, and that the New Zealand census language question on conversational ability is of questionable value as an indicator for tracking Maori language revitalization.

This paper explores the factors of freshman year college retention by using a unique data set tracking the participation of a cohort of 1,800 students in a public state college system through 2011 from their freshman enrollment at a community college in 2006. The focus is on prevalent factors in the college retention literature, including demographics, high school characteristics, placement test scores, freshman year performance and remedial course work. The results in this paper add to the understanding of how these factors help predict freshman year retention in order to aid administrators and legislative policy makers interested in affecting college retention. The results indicate that while action can be taken to affect retention once students arrive in their freshman year, some obstacles towards retention must be addressed while the students are still in high school.

Background: Chronic fatigue, depression, burnout syndrome, and alcohol addiction have been identified as significant mental health problems in young medical doctors. Given the lack of prospective studies in this area in Poland, the POLski LEKarz (POLLEK) cohort study was created. The goal of the POLLEK study is to assess the quality of life and health status (including mental health) of medical students and young physicians. The aim of the presented paper was to assess the reliability and compatibility of paper and electronic versions of the POLLEK questionnaire. Methods: Between 1 October 2019 and 28 February 2020, all medical students (N = 638) of the first year in the Medical University of Silesia were invited to participate in a cross-sectional study. Three hundred and fifty-three students (55.3%) who accomplished both versions were included in the current analysis. Results: Values of Cronbach's alpha >0.7 proved both modes of delivery to have good internal consistency, except for the individual Alcohol Use Disorder Identification Test (AUDIT) domains and the Environmental domain of the WHOQOL-BREF (paper version). Similarly, interclass correlation coefficients equal to or greater than 0.9 denoted an excellent reproducibility. Conclusions: We documented very good accordance and reproducibility of POLLEK questionnaire (both paper and electronic versions). These findings legitimize the use of the questionnaire interchangeably. [ABSTRACT FROM AUTHOR]

Background: Diagnosis of life threatening childhood illness or injury can lead to significant distress reactions in parents, with many experiencing clinically significant levels of post-traumatic stress symptoms. These symptoms can have long-term adverse impacts on parent mental health, family functioning, and the adjustment of the ill child. Independent studies have found such reactions in several different illness groups. However, very little research has systematically compared the prevalence, impact and trajectories over time of post-traumatic stress symptoms in parents across different childhood illness groups with an acute life threat. The current study seeks to map the course of post-traumatic stress reactions in parents of children with various life threatening illnesses over an 18 month period, and identify factors that predict successful adaptation in families. Method/Design: The current study described is of a prospective, longitudinal design. The sample included parents of children admitted to four major hospital departments at the Royal Children's Hospital, Melbourne, Australia, for a life threatening illness or injury. Eligible parents were those who were caregivers of children aged 0-to 18-years admitted to the Oncology, Cardiology, Neurology and Pediatric Intensive Care Unit. Parents were recruited acutely, and completed self-report questionnaires at four time-points: within the first 4 weeks (T1:); then at 4 months (T2); 7 months (T3); and 19 months (T4) after admission. Questionnaires assessed parent and child mental health and wellbeing, and a number of risk and reliance factors such child illness factors, parent demographic factors, and psychosocial factors. Discussion: This study is one of the first to document the trajectory of post-traumatic stress responses in parents of very ill children, across illness groups. Given that it will also identify risk and resilience factors, and map the course of parent outcomes over an 18 monthperiod, it has the potential to inform novel strategies for intervention. [ABSTRACT FROM AUTHOR]

The paper explores the opportunities and challenges of combining media literacy and social-emotional literacy to promote mental health and well-being in school curricula. It describes the implementation of an experimental module within the program "Crescere insieme What's Up" (Growing up together What's Up). This upstream prevention and health promotion program, from the Friuli-Venezia Giulia region (north-eastern Italy) is designed to harness the protective effects of developing and strengthening life skills to move beyond risk factors to prevent youth suicide, fostering connections and support between school and mental health institutions, peers and adults. The program activities involved role plays and reflection activities, collaborating in project group work, consulting and producing media (such as articles, YouTube videos and PowerPoint presentations) for peer-to-peer education. It adopted an experiential approach enabling active engagement of high school students, their parents and teachers, and 'learning by doing' with agency and responsibility. Qualitative feedback from students and teachers, study limitations and further implications are discussed.

In 2010, McCracken County, Kentucky implemented the Community Scholarship Program (CSP) to provide graduates of high schools in the county an opportunity to receive a tuition-free community college education. Quantitative data was collected throughout the various stages of student progress through the program. As the first cohort of CSP students approached graduation from West Kentucky Community and Technical College (WKCTC) in Spring 2016, we initiated a qualitative study. We interviewed 19 of the 88 continuously enrolled students from the first CSP cohort in a series of three focus groups in February and March of 2016. Those group interviews focused on addressing the impact of CSP, from a student perspective, on enrollment, persistence, and completion of a credential at WKCTC. Key issues that emerged include the importance students place on (a) having every high school senior complete the FAFSA® and a WKCTC first-semester schedule; (b) building relationships with college personnel, especially success coaches, who provide both academic and personal advice and encouragement; (c) providing a clearer explanation of what a gap-funded scholarship program covers; and (d) restructuring the program to cover more college-going expenses. This paper presents several implications for practice.

The nature and significance of students' informal peer feedback networks is an under-explored area. This paper offers the findings of a longitudinal investigation of the informal peer feedback networks of a cohort of student teachers [n = 105] across the three years of a UK primary education degree programme. It tracked the dynamic nature of these networks through the use of Social Network Analysis and gained qualitative insights into the significance of informal peer feedback through diaries and interviews of a smaller student group [n = 12]. The research found that students were actively engaged in informal peer feedback networks from their first year of study. Where some students found strength within feedback 'cliques', others preferred the fluidity of relationships that were based upon identified needs and changing circumstances. The inter-connections between students' personal (ego) networks offered access to information flow across and beyond the cohort. Identified levels of informal peer feedback ranged from proof-reading aspects of assignment completion to the development of conceptual understanding that drew upon shared analysis of tutor feedback, assignment briefs and assessment criteria. While aspects of informal peer feedback built upon examples from tutor-led scenarios, trust and reciprocity were fundamental to the success of these informal peer feedback relationships.

During the past three decades, the student populations of Australian universities have become more heterogeneous as the higher education sector expanded and new alternative entry pathways were established. Broadening access to university study and, therefore, to professional and semi-professional occupations, provides avenues for social mobility. In this paper, we examine whether students entering university via alternative entry pathways, and in particular, on-campus tertiary preparation programs, have similar levels of achievement and attainment as students who entered via the more traditional pathway after completing Year 12. Our analysis is conducted on data from one regional university and our results show that students who were not eligible to enrol on the basis of their secondary school results were no more likely than traditional students to discontinue their studies.

Generation Z, also known as the Homeland Generation, is the most recent generational cohort to enter the university setting. As with other generational cohorts, various shaping factors have impacted this group contributing to its unique and defining characteristics. When carefully considered, these characteristics may provide insight into how to meet the learning expectations of this generational cohort. Therefore, the purpose of the present paper is to examine the unique shaping factors, characteristics, and learning expectations of Generation Z and to provide recommendations concerning how colleges of education can leverage these aspects to better prepare these future education professionals.

This longitudinal study at a large public university surveyed students of the 2008 freshmen cohort over four years about their use of websites and library resources for their research papers. The three goals of the study were to track changes in reported research behavior over time, to see if students' reported source choices were associated with librarian instruction and/or if they were associated with instructors' source requirements. The study found that, as students matured, they used library resources more frequently. Librarian instruction and faculty source requirements both were associated with increased use of library resources. [ABSTRACT FROM AUTHOR]

This paper tests the hypothesis that stream placement influences teacher judgements of pupils, thus investigating a route through which streaming by "ability" may contribute to inequalities. Regression modelling of data for 800+ 7-year-olds taking part in the Millennium Cohort Study examines whether teachers' reported perceptions of "ability and attainment" correspond to the stream in which a pupil is situated. Children with similar characteristics, who perform equivalently on recent, independent, salient cognitive tests, and who have equal prior attainment, are compared. As predicted, stream level is associated with teachers' perceptions. The hypothesis that there is a relationship from stream placement to teacher judgement is supported.

The author believes that the principles of statistical methods for vaccine safety can be divided into three categories: comparison of adverse event incidence rates between vaccinated and unvaccinated groups, analysis of incidentality in the vaccinated group, and a combination of both. The first category includes the cohort study; the second, the self-controlled risk interval design (SCRI); and the third, the self-controlled case series method. A single p-value alone should not determine a scientific conclusion, and analysis should be performed using multiple statistical methods with different principles. The author believes that using both the cohort study and the SCRI for analysis is the best method to assess vaccine safety. When the cohort study may not detect a significant difference owing to a low incidence rate of an adverse event in the vaccinated group or a high one in the unvaccinated group, the SCRI may detect it. Because vaccines must have a higher level of safety than the pharmaceuticals used for treatment, vaccine safety is advisable to be assessed using methods that can detect a significant difference even for any value of the incidence rate of an adverse event. The author believes that the analyses of COVID-19 vaccine safety have areas for improvement because the proportion of papers that used the cohort study and the SCRI was negligible. [ABSTRACT FROM AUTHOR]

Being responsive to the substance of students' disciplinary thinking is central to current visions of reformed science teaching. Studies of classroom practice, however, show that this kind of teaching is relatively rare. In this paper, we use data from one cohort of university physics Learning Assistants (LAs) to illustrate what it looks like for teachers to sense-make about being responsive to student thinking. We draw on the theoretical lens of sense-making--including Spillane et al.'s (2002) notion that teachers need opportunities to sense-make not only about the substance of new instructional approaches but also their own relationship to these approaches--to unpack the central questions that LAs asked about being responsive. We give evidence from course assignments that these LAs' extended sense-making was productive both (1) for their attention to the substance of student thinking and (2) to their identification with responsiveness as a central facet of good instruction, Our case study highlights the tensions that teachers may experience as they enter this instructional space and what "resolution" of such tensions can look like.

The objective of this paper is to examine competencies in classroom management of teacher candidates. Research design was determined as pre-experimental research design. Research was conducted with 388 teacher candidates. In this research, these were found; Attitudes of students about competencies in classroom management differ according to gender. Male students have higher competencies of classroom management scores than female students before application; but, male students have lower competencies of classroom management scores than female students after application. Attitudes of students about competencies in classroom management differ according to class significanly. Fourth class students have higher competencies of classroom management scores than third class students before application And, Fourth class students have higher competencies of classroom management scores than third class students after application. Attitudes of students about competencies in classroom management differ according to education type significanly. Daytime education students have lower competencies of classroom management scores than evening education students before application. And, daytime education students have lower competencies of classroom management scores than evening education students after application. Attitudes of students about competencies in classroom management differ according to field of study significantly. There are differences between classes of primary school tecaher education with Turkish teacher education, social sciences teacher education, science and technology teacher education.

This short address by Hunter McEwan provides a background to what a professional practice degree is and discusses some of the accomplishments of the very first group of graduates of the new EdD--the Doctorate in Professional Educational Practice--at the College of Education (COE) at the University of Hawai'i. The COE aimed at building a challenging doctoral degree in the EdD that would be professionally transformative and that could be completed in a reasonable amount of time by people who were also in full-time professional work. An important guiding principle in the planning for this professional practice degree was the preparation of quality educators in professional practice. The work for this program could not have been done without partnering with experts in the community. University of Hawai'i faculty advisors and field mentors teamed up to support students in their project work. One of the great strengths of the program is the cohort model and its diverse make up. The diverse group brought a range of experience into working relationships that was synergistic, and this created a high degree of critical reflection in small group sessions.