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Background: Idiopathic granulomatous mastitis (IGM) is a challenging exclusion diagnosis for breast lesions, manifested as benign, chronic inflammation of the breast tissue. Although some evidence suggest that IGM cases are not uniformly distributed worldwide, few investigations have specifically addressed this topic. This study aims to examine the distribution of IGM cases among countries and races/ethnicities based on reported cases. Methods: A review of studies with a report of at least one IGM patient published from 2011 to 2020 inclusive was conducted. The search was performed in MEDLINE, and citations were filtered in two stages by title/abstract and full text. Those cases with a positive growth of pathogens, male granulomatous mastitis and review articles were excluded. Results: Among 365 retrieved publications, 218 were finally included based on the inclusion and exclusion criteria, comprising 7161 patients from 34 different countries. Turkey, the United States, and China were the countries where the most publications (including case reports) originated. Considering the number of patients within papers, Turkey, Iran, and China were the pioneers. Conclusion: Based on the published literature, some populations seem to be more prone to IGM. Further investigations may reveal the genetic and environmental factors associated with this disease in different geographic areas. [ABSTRACT FROM AUTHOR]

Aim: Botulinum toxin injections are an important issue that is widely used, and many scientific articles have been published in patients with temporomandibular joint disorders (TMD). The aim of this study was to evaluate the status of activity the use of botulinum toxin in TMD during the period 1978-2023. Material and Methods: Articles published until April 1, 2023 were searched in Web of Science. The top 50 articles with the highest citations and suitable for the study topic were selected among the totally 299 articles. Results: Even though the articles published about botulinum injection in TMD have increased in recent years, there is no regular increase over the years. The most cited article was published in 2015 and the number of citations in Web of Science was 194. While there was no difference in productivity among the authors, the most productive country was the United States. Türkiye was found to be above the average among other countries. Conclusion: This bibliometric study of the top 50 most-cited papers in Web of Science the use of botulinum toxin in TMD recognized a quantitative and qualitative analysis of this very favorable research field. [ABSTRACT FROM AUTHOR]

BACKGROUND: Work-related musculoskeletal disorders (WRMSDs) and ergonomic risk factors are very common in bakery workers. OBJECTIVE: The purpose of this study is to (1) assess the prevalence of musculoskeletal disorders among bakers because they use automated machines or traditional baking, and (2) to determine the strategies to prevent musculoskeletal disorders in bakers. METHODS: A systematic review of PubMed, Scopus, and Web of Science was conducted from the beginning to February 4, 2022, based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Mesh keywords and phrases were used to execute the search strategy. Information on MSDs and ergonomic risk factors in bakery workers was collected. Two reviewers worked independently on study selection, data extraction, and paper quality ranking. RESULTS: This study identified 14 papers from seven countries. Although the prevalence of MSDs in bakery workers has been studied, only a handful of them have been studied ergonomic risk factors, and the findings have been very limited. The association between different risk factors and MSDs seemed significant compared to many other occupational diseases. The traditional bread-baking system and lack of mechanization may increase the risk of MSDs in bakery workers. CONCLUSION: WRMSDs for bakery workers have been less studied than other occupational diseases. Our systematic review found several significant relations between the factors influencing the prevalence of MSDs. This study also showed the comparison of traditional and modern cooking systems with diseases of the upper limbs, shoulders, and back pain as possible fields for future research. [ABSTRACT FROM AUTHOR]

Background: Human communities suffered a vast socioeconomic burden in dealing with the pandemic of coronavirus disease 2019 (COVID-19) globally. Real-word data about these burdens can inform governments about evidence-based resource allocation and prioritization. The aim of this scoping review was to map the cost-of-illness (CoI) studies associated with COVID-19. Methods: This scoping review was conducted from January 2019 to December 2021. We searched cost-of-illness papers published in English within Web of Sciences, PubMed, Google Scholar, Scopus, Science Direct and ProQuest. For each eligible study, extracted data included country, publication year, study period, study design, epidemiological approach, costing method, cost type, cost identification, sensitivity analysis, estimated unit cost and national burden. All of the analyses were applied in Excel software. Results: 2352 records were found after the search strategy application, finally 28 articles met the inclusion criteria and were included in the review. Most of the studies were done in the United States, Turkey, and China. The prevalence-based approach was the most common in the studies, and most of studies also used Hospital Information System data (HIS). There were noticeable differences in the costing methods and the cost identification. The average cost of hospitalization per patient per day ranged from 101$ in Turkey to 2,364$ in the United States. Among the studies, 82.1% estimated particularly direct medical costs, 3.6% only indirect costs, and 14.3% both direct and indirect costs. Conclusion: The economic burden of COVID-19 varies from country to country. The majority of CoI studies estimated direct medical costs associated with COVID-19 and there is a paucity of evidence for direct non-medical, indirect, and intangible costs, which we recommend for future studies. To create homogeneity in CoI studies, we suggest researchers follow a conceptual framework and critical appraisal checklist of cost-of-illness (CoI) studies. [ABSTRACT FROM AUTHOR]

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This paper provides an analysis of key stakeholders' internationalization experiences in selected universities in the United States (U.S.) and in Turkey. We used the phenomenological research methodology to understand internationalization experiences in two countries the conceptual framework for internationalization and analyzed the similarities and differences between higher education institutions in these two countries. The choice of the phenomenological research design was set to gain a detailed understanding of the internationalization experiences of key stakeholders. The findings shall be beneficial for both countries' university stakeholders who are interested in gaining a better understanding of the internationalization in their respective institutions as well as of the goals and outcomes of the strategies currently being employed. This paper contributes an intercultural perspective to the body of literature on internationalization. We have further shown how broad analyses of internationalization can be filtered down into localized contexts and specific institutional settings to illuminate the mechanisms behind the curtain. [ABSTRACT FROM AUTHOR]

Jean Raspail's controversial 1973 novel The camp of the saints predicts mass migration to Europe that will destroy European civilization. Decades later, the book has accurately predicted the hundreds of thousands of refugees arriving in Europe annually, prompting a continent-wide crisis. From Lesbos and Lampedusa to the Canary Islands and Calais, no one seems to know how to stem the flow of humanity. Borders are being resurrected, despite Schengen and European Union (EU) agreements, in an effort to control the movement of populations. European governments disagree on how to proceed and some are suggesting that the EU could be torn apart by differing approaches to the problem. But does this have to be the response to the migration crisis? This paper compares the predictions of The camp of the saints to events in Europe today and critiques the book's conclusions with regard to what is an ancient phenomenon: movements of migrants from surplus to deficit labor settings. The paper will also evaluate the response to migrants in the United States under its populist president, Donald Trump, and will review related issues in other parts of the world: Turkey, Russia, and Canada. Contrary to Raspail's predictions, world leaders will need to accept what has already become a de facto reality: large scale admission of migrants and refugees to the EU and North America, as full citizens, will be the only realistic way to preserve prosperity in the years to come. [ABSTRACT FROM AUTHOR]

Purpose: Microteaching is a teacher training method based on microclasses (groups of four or five students) and microlessons lasting no more than 5-20 min. Since it was first explored in the late 20th century in experiments at Stanford University, microteaching has evolved at the interdisciplinary level. The purpose of this paper is to examine the networks found via an analytical bibliometric study of the scientific output related with microteaching in teacher training, through a study and examination of the Web of Science database. Design/methodology/approach: This research was conducted with the VOSviewer tool for content analysis through data mining and scientific network structure mapping by means of the normalisation technique. This technique is based on the association strength indicator, which is interpreted as a measurement of the similarity of the units of analysis. Findings: Two hundred and nine articles were thus obtained from the Web of Science database. The networks generated and the connections among the various items, co-authorship and co-citation are presented in the results, which clearly indicates that there are significant authors and institutions in the field of microteaching. The largest cluster is made up of institutions such as Australian Catholic University. The most often-cited document is by Rich and Hannafin. Allen (1968), who defines microteaching as a technique based on microclasses and microlessons, is the author most often cited and has the largest number of connections. Research limitations/implications: This research's limitations concern either aspects that lie beyond the study's possibilities or goals that have proved unattainable. The second perspective, which focuses on skill transfer, contains a lower percentage of documents and therefore has a weaker central documentary structure. Lastly, the authors have also had to bear in mind the fact that the scientific output hinges upon a highly specific realm, the appearance and/or liberalisation of digital technologies and access to those technologies in the late 20th century. Originality/value: This research shows that microteaching is a promising area of research that opens up vast possibilities in higher education teacher training for application in the realm of technologies. This paper could lead to several lines of future research, such as access to and the universal design of learning from the standpoint of different communication and pedagogical models based on microteaching.

Initiatives aimed at improving STEM education have largely focused on school-based programs, with the majority of STEM professional development targeting primary and secondary school educators. However, there is growing interest in STEM education in the early childhood years. This paper reviews the available evidence to explore the extent to which early childhood STEM professional learning programs are represented in the research literature. The review examines: 1. The emergence of research focused on STEM professional learning for early childhood educators; 2. The characteristics of these professional learning programs; and 3. The research evidence for the efficacy and impact of these programs. Using a scoping review methodology, our search yielded only 22 papers for analysis, with most of the studies published in the last seven years of the review period. Different views and definitions of STEM were evident across the studies, with few explicitly describing the integration of the four STEM disciplines. The majority of papers reported a workshops/in-service training approach. Unanimously, the 22 studies reported positive outcomes from the participants' engagement with early childhood STEM professional learning. However, the small number of research papers available for review confirms the need to build the evidence base for early childhood STEM professional learning.

Higher education informatization (HEI) is an interdisciplinary field that examines the use and integration of information and communication technologies (ICTs) in higher education. This paper provides a bibliometric and visual analysis of the research trends, patterns, and topics in this field. Using the Web of Science database, the authors selected and analyzed 199 SCI and SSCI papers on HEI published from 2000 to 2023 by VOSviewer and CiteSpace software. The results indicate that the publication volume of HEI research has grown significantly in recent years. The author network shows the collaboration and contribution of different researchers and institutions, while the journal network reveals the multidisciplinary nature and scope of the field. The keyword network and the burst keyword analysis identify the main research themes and the emerging hot topics in HEI. The co-citation network of sources illustrates the theoretical and methodological foundations and influences of the field. The paper concludes with some implications and suggestions for future HEI research.

In this paper, we test the validity of the purchasing power parity (PPP) hypothesis between Türkiye and its trading partners - the European Union, China, and the US - for the period from January 2001 to January 2020. We test the stationarity of the real exchange rates for the validity of the PPP hypothesis by applying linear and nonlinear unit root tests. We also employ Fourier-based tests to account for the structural changes that occurred in the considered period. Test results indicate that shocks are temporary, and the PPP hypothesis is valid for Türkiye. [ABSTRACT FROM AUTHOR]

The aim of this study is to identify the most prolific countries in the field of special education and to discuss the widespread impact of their papers by taking into account the country's h-index. Through a bibliometric analysis, the data were collected in the Web of Science Core Collection category "Education, Special" in the Social Science Citation Index during 2011-2020. The 25 most prolific countries in the field of special education were determined in terms of paper productivity, and it was seen that the leading country was undisputedly the USA (54.42%). Meanwhile, a strong positive correlation was found between the h-index and the number of papers published by the countries (r=0.864). On the other hand, when the ranking in terms of the number of papers was reconfigured by the h-index, it was relatively changed. The possible reasons for this change for the countries with the most changing rankings were discussed by considering some definitive criteria such as the journal quartiles, the percentage of international and domestic, and the percentage of open access papers. This study reports a positive correlation between the quality and quantity in the field of special education for the publications of countries. It has been shown that where the positive correlation deviates, then especially, the journal quartiles, the percentage of international collaboration and the percentage of open access papers have a significant effect. The bibliometric findings may be useful to enrich the discussion about the widespread impact of papers and debate whether the use of h-index is acceptable for cross-national comparisons.

The study aims to understand the foremost challenges in the transition to online teaching and learning during the COVID-19 pandemic. The study adopts the PRISMA approach to screening the selection of journal articles and review papers according to the research aims and the inclusion criteria. The journal articles and review papers were extracted and stored in Microsoft Excel and Google Scholar, Academic. Microsoft, Semantic Scholar, Elsevier, and Emerald Insight databases searched relevant documents using formulated keywords. A statistical technique was applied using the M.S. Excel analysis tool (PivotTable and an independent t-Test) to analyze data and determine the differences between teachers and students. The review revealed the evidence that the majority of the studies were primarily focused on the individual developing countries and results from other developing countries were not considered. In addition, the foremost challenges in the transition to online teaching and learning during the COVID-19 pandemic were inadequate skills and training, inadequate Internet/Infrastructure, lack of supporting resources and lack of online student engagement and feedback. Finally, the independent t-test reveals there is no statistically significant difference in challenges in the transition to online teaching and learning during the COVID-19 pandemic. Both teachers and students encounter similar challenges. The systematic review raised concerns that higher learning needs to effectively implement long term strategies and support teachers and students in getting into online teaching and learning.

The higher education efficiency evaluation model using the data envelopment analysis method has interested many researchers. This paper uses bibliometric analysis on publications extracted from the Scopus database to provide a comprehensive overview of research publications on the measurement of higher education efficiency based on data envelopment analysis: its growth rate, major collaboration networks, the most important and popular research topic. A total of 169 related publications were collected and analyzed from 1988 to 2021. The analysis results show that: Publications published every year have increased sharply in the last six years; The quality of publications is relatively high as publications tend to be published in journals with high-ranking indexes; Countries with the most influence in studies on this topic are: Italy, China, Spain, the USA, and the United Kingdom; Authors with the most influence in this research direction are Agasisti T., Abbott M., Doucouliagos C., Avkiran N.K., and Johnes J.; The research cooperation among countries and among affiliations is not strong. Finally, the paper has provided recommendations for future studies based on the findings.

This paper offers an analysis of key stakeholders' internationalization experiences in a selection of three leading universities in the United States and three in Turkey. We used phenomenological research methodology to understand the mechanisms behind internationalization in each setting, and a research design that allowed us to engage in a detailed analysis of the decisions made by some of the key university figures in each country. The findings will be useful for higher education institutions that seek to better understand the myriad ways that internationalization goals can become operationalized, and the impact of particular goals and strategies in two contrasting settings. By illustrating one way that internationalization as a broad trend becomes implemented in local contexts and filtered down for use in six distinct institutions, this paper adds a new intercultural perspective to the existing literature.

In this paper, we focus on the situatedness of teacher identity and agency within sociopolitical contexts dominated by neo‐nationalist discourses and rely on data from online conversations among preservice and in‐service teachers of English in Türkiye and the United States (US). We report on data constructed in a telecollaboration (a.k.a., virtual intercultural exchange) that we, four TESOL teacher educators, designed for teachers to discuss issues of social justice (particularly for minoritized immigrant students) and to have a discursive and experiential space in which to negotiate their language teacher identities (LTI). Gathering 117 teachers from five universities (three in Türkiye, two in the US) and underserved school districts in both contexts, this telecollaboration is our pedagogical, agentive response to dominant neo‐nationalist discourses in the two countries. To make quantities of data more manageable, we analyze interactions from one‐third of those 117 participants (five of 15 small groups) to address this research question: How do preservice and in‐service teachers from Türkiye construct their teacher identities in response to neo‐nationalist discourses in their sociopolitical context? In particular, how do they engage in this identity work through asynchronous small‐group discussions in a social justice‐focused telecollaboration with teachers from the US? Findings indicate that participants from Türkiye discussed teacher agency, conservatism and cultural difference in the society, and discrimination/xenophobia against refugees as important factors that shape their work with minoritized English language learners. They experienced tensions in their identity construction between their desire to advocate for their students and the external forces coming from meso‐ and macro‐level policies that impact their instruction and assessment procedures. We discuss our findings in relation to previous research on language teacher identity and social justice in sociopolitical contexts shaped by neo‐nationalist discourses. We also share the implications of our study for pedagogizing identity in teacher education. [ABSTRACT FROM AUTHOR]

This study aims to identify the literacy skills of individuals whose highest level of education was in the field 'teacher training and educational sciences'. The study sample comprised 10,618 individuals in the field of teacher training and educational sciences, selected from 31 countries (participating in the International Adult Skills Assessment Programme during the 2014-2015 survey) using a multi-stage sampling method. The study employed multi-level latent class analysis and three-step analysis in order to determine both the number of multi-level latent classes of educators' literacy scores as well as the selected independent variables' success in predicting those latent classes. The analysis revealed that educators in Germany constituted the group with the highest literacy skills while educators from Singapore comprised the group with the lowest literacy skills. [This study was presented at the 9th International Congress of Educational Research. Ordu University, Ordu, Turkey.]

The paper argues that contemporary test validity theory places the consequences of testing on the lives of all college applicants at the back of the test validation argument. It introduces the notion of test efficacy as a process to gather evidence on claims on consequences of testing on all college applicants that can be traced back to validity. The paper proposes a test efficacy framework to evaluate test efficacy claims on the impact of admission examinations on all college applicants (not just those attaining the admission standard).

Purpose: Developmental language disorder (DLD) is a common childhood disorder that hinders children from functioning in other developmental areas, such as social--emotional and cognitive domains. Consequently, a comprehensive speech and language assessment of children is of great importance. Of concern, however, is the challenge for speech and language pathologists to assess the speech and language skills of bilingual children. This article aims to inform clinicians, researchers, and other experts working with bilingual Turkishspeaking children with DLD about bilingual language assessment. Method: The current literature on Turkish--English bilingual language acquisition and bilingual language assessment is reviewed, and the general characteristics of bilingual development are reported. In order to understand how the first language affects the second language, a contrastive analysis of the Turkish and English languages is summarized. A case study is described to highlight essential factors to take into account when creating a comprehensive language assessment battery for Turkish, covering all areas impacted by DLD. Results: The results of the proposed language assessment protocol are analyzed, and its practical use is discussed. Additionally, the case study child's strengths and the skills requiring support are interpreted with regard to their implications for daily life activities and prospective academic requirements. Conclusions: This tutorial highlights the importance of comprehensive language assessment for the differential diagnosis of DLD in bilinguals as the most essential step to develop an appropriate intervention program and counseling procedures. Such assessment considers individual as well as cultural differences of children and their family members. [ABSTRACT FROM AUTHOR]

Purpose: This study aimed to investigate the attitudes of speech-language pathology--related specialists (SPs) and speech-language pathology (SLP) students toward stuttering. Furthermore, we identified the factors that influence changes in the attitudes of SLP students and SPs in various countries. Method: Using a search formula, the PubMed and ScienceDirect databases were used to conduct primary and secondary screening for analysis. All previous studies included in the systematic review focused on SPs or SLP students and were published in English. Studies were collected and screened independently by the first and second authors and then discussed between them. Twenty-two studies with varying research designs and sample sizes were included in the systematic review. Finally, information on authors, publishing year, participant, country or region, assessment materials, and the results were extracted and organized before analysis. Results: Twenty-two articles from eight countries and one region (Middle East) were extracted. The results showed that SLP students and SPs in different countries have different attitudes toward stuttering depending on their education, experience, geographic location, cultural status, and societal development, but stereotypes of people who stutter (PWS) persist (e.g., nervous), and the attitudes toward the clinics appear to be more negative in Western countries. Conclusions: Negative attitudes toward PWS remain among both SLP students and SPs. Thus, the factors that may influence the attitudes of SLP students and SPs should be taken into account in academic and clinical education in fluency disorders, and the education content must be structured to improve the quality of education and the attitude toward PWS. [ABSTRACT FROM AUTHOR]

The knee, low back, and shoulder account for most overuse injuries in volleyball. Previous researchers have used methodology that did not examine the extent of injury burden and effect on performance. To develop a more accurate and complete understanding regarding the weekly prevalence and burden of knee, low back, and shoulder problems within the highest levels of men's volleyball, including the role that preseason complaints, match participation, player position, team, and age have on complaints. Descriptive epidemiology study. Professional volleyball clubs and the National Collegiate Athletic Association Division I program. A total of 75 male volleyball players, representing 4 teams playing in their country's respective premier league (Japan, Qatar, Turkey, and the United States), participated over a 3-season period. Players completed a weekly questionnaire (Oslo Sports Trauma Research Centre Overuse Injury Questionnaire) reporting pain related to their sport and the extent to which knee, low back, and shoulder problems affected participation, training volume, and performance. Problems leading to moderate or severe reductions in training volume or performance or the inability to participate were considered substantial problems. The mean weekly prevalence of knee, low back, and shoulder problems based on 102 player-seasons was 31% (95% CI = 28%, 34%), 21% (95% CI = 18%, 23%), and 19% (95% CI = 18%, 21%), respectively. Most players (93%, 95/102 player-seasons) reported some level of knee (79%, n = 81/102 player-seasons), low back (71%, n = 72/102 player-seasons), or shoulder (67%, n = 68/102 player-seasons) complaints during the season. Most players (58%, n = 59/102 player-seasons) experienced at least 1 episode of substantial problems affecting the knee (33%, n = 34/102 player-seasons), low back (27%, n = 28/102 player-seasons), or shoulder (27%, n = 28/102 player-seasons). Players with preseason complaints had more in-season complaints than teammates without preseason problems (mean weekly prevalence: knee, 42% versus 8%, t49 = −18.726, P <.001; low back, 34% versus 6%, t32 = −12.025, P <.001; shoulder, 38% versus 8%, t30 = −10.650, P <.001). Nearly all included elite male volleyball players experienced knee, low back, or shoulder problems, and most had at least 1 bout that substantially reduced training participation or sport performance. These findings suggest that knee, low back, and shoulder problems result in greater injury burden than previously reported. [ABSTRACT FROM AUTHOR]

While ChatGPT has recently become very popular, AI has a long history and philosophy. This paper intends to explore the promises and pitfalls of the Generative Pre-trained Transformer (GPT) AI and potentially future technologies by adopting a speculative methodology. Speculative future narratives with a specific focus on educational contexts are provided in an attempt to identify emerging themes and discuss their implications for education in the 21st century. Affordances of (using) AI in Education (AIEd) and possible adverse effects are identified and discussed which emerge from the narratives. It is argued that now is the best of times to define human vs AI contribution to education because AI can accomplish more and more educational activities that used to be the prerogative of human educators. Therefore, it is imperative to rethink the respective roles of technology and human educators in education with a future-oriented mindset.

This paper is a systematic literature review of works focused on user-centred design practices and their potential application in pedagogical contexts in design and technology (D&T) education. It is a response to the increasingly complex demand of allowing students to develop so-called 21st-century skills within a D&T curriculum, which is often constrained by time, resources, and policy restrictions. This review highlights a range of studies that have been completed in various countries and phases of education, which enabled students to develop empathy with end-users whilst designing specifically for (and in some cases with) them. A Preferred Reporting Items of Systematic Reviews and Meta-Analyses (PRISMA) model was used to extract works published concerning established inclusion criteria. The articles were analysed according to their relation to user-centred design in a formal education setting and categorised based on the focus of each study. NVIVO was used to code the included literature to establish themes and to support analysis. The literature highlights many advantages to students in engaging in user-centred practices, both contributing towards improved design outcomes as well as improved social and emotional skills. It presents a need to further explore user-centred design methodologies in schools, feasibly through the lens of 21st-century skill development.

The study of variables related to the use of ICT in the classroom is a topic of interest that has been frequently researched. In this paper, after examining the importance of teacher training in explaining the use of ICT in the classroom, we focused on analysing the weight of variables related to teaching practices and the organisational context of schools, which are variables that are less frequently addressed in the literature. To do so, a secondary analysis was carried out using data provided by the Teaching and Learning International Study (TALIS 2018). Specifically, we worked with a sample of 3,918 principals and 64,899 teachers from a total of 3921 schools in 21 countries. A multilevel binary regression model with random intercept, fixed coefficients and a two-level structure with teachers at level 1 and schools at level 2 was used. The results indicate that the presence of ICT in the classroom is associated with self-efficacy in teaching and the cognitive activation of students and with the organisational aspects of the school, which are scarcely addressed by the existing literature on this topic of interest, such as school climate, educational innovation and cooperation among teachers. Based on these results, we reflect on possible ways to promote the use of ICT in the classroom.

This article analyses the transformation of Robert College, the first American college founded abroad, from 1923 to 1970. Based on a careful investigation of Robert College archives and personal accounts of the College staff, it contends that the school's missionary character acquired a new identity after the foundation of Republican Turkey. Robert College gradually abandoned its missionary tradition to become an institution of liberal learning in the service of westernizing Turkey. The College presidency and trustees have long elaborated on the new context and trends in liberal education in the United States. At the same time, the Turkish officers and graduates quickly adjusted to this new character immersed in secular values. The College's transition involved a shared commitment going beyond political partnership, reflecting an intellectual vision that came out of long years of negotiations within the College establishment. [ABSTRACT FROM AUTHOR]

The COVID-19 has had an impact on almost every aspect of life throughout the world. The quarantine, limited social life, and fear of contamination have triggered psychological symptoms in societies. The need for mental health services has increased, and online psychological counselling, which provides psychological help with no risk of infection, has become more popular. The purpose of this study was to examine the impact of the COVID-19 on psychological counselling services and compare the general situation of publications on online psychological counselling before and during the pandemic. For this purpose, 463 publications related to online psychological counselling in the Web of Science (WoS) database were examined. The results were discussed in the context of trends and differences before and during COVID-19. [ABSTRACT FROM AUTHOR]

The aim of the study was to explore the association between Belief in Day of Judgment (BDJ) and belief in locus of control (LCS) in samples from three nations: Iran, Turkey and the USA. A scale devised by Beshai and Lester to measure Belief in a Day of Judgment (BDJS) and Multidimensional Locus of Control Scale (MLCS) for internal, powerful others, or chance loci of control were administered to 386 students. Age was not associated with BDJ in the American students, while sex was not associated with BDJ for any of the three samples. The Iranian sample had higher scores for internal control, while the Turkish sample had higher scores for BDJ. In addition, belief in an internal locus of control predicted BDJ, but only for the Iranian sample. Thus, there were differences between these three cultures in their mean score for BDJ and LCS and the associations between the scale scores. [ABSTRACT FROM AUTHOR]

In this paper, the author analyzes 89 studies published from 1990 through 2020 that focused on literacy preservice teachers' involvement in action research as part of learning to teach. In doing so, the author provides an example of why critical reflexivity is necessary in qualitative literature review methods. The author relies on a social practice view of race and uses activity theory to answer the questions: How have researchers considered race as a factor in research on literacy preservice teacher education? How can preservice teachers' experience with research be (re)designed to help develop their racial literacy? Findings demonstrate that in the reviewed studies, 51% of researchers addressed preservice teachers' race, and 34% addressed K-12 students' race. Far fewer studies, however, acknowledged their own race or that of field supervisors and mentor teachers, which ultimately minimized their roles. Findings also emphasize four design principles for literacy teacher education programs that aim to include research: collaboration between K-12 partners and universities; selective teacher educator scaffolding; engagement with diverse communities; and extensive time spent as part of the pathway toward racial literacy. The implications and uses of an existing literature base that reflects shifting reporting standards related to race are also examined.

The research presented in this article is a systematic review of the literature on the assessment of mathematical modeling in the setting of mathematics education published in the previous five years. This research has compiled the current best information from around the world to offer an overview of the assessment of mathematical modeling for pre-service mathematics teachers or mathematics teachers. We followed the approach used in Joklitschke et al. (2021), which involved 10 steps in systematic literature review (SLR). We accessed using Web of Science (WoS), Scopus, and mathematics education journals that are ranked 1-10. Based on a full-text analysis of 18 peer-reviewed papers published in English, most of the research was conducted among pre-service mathematics teacher and most of the studies were conducted in Turkey, United States, and Germany. The future trends and opportunities were also discussed. We also found that most test types employed for measuring modeling competency were project, cognitive dimension, holistic approach, and the tests utilized more qualitative approach.

In this paper, we focus on the situatedness of teacher identity and agency within sociopolitical contexts dominated by neo-nationalist discourses and rely on data from online conversations among preservice and in-service teachers of English in Türkiye and the United States (US). We report on data constructed in a telecollaboration (a.k.a., virtual intercultural exchange) that we, four TESOL teacher educators, designed for teachers to discuss issues of social justice (particularly for minoritized immigrant students) and to have a discursive and experiential space in which to negotiate their language teacher identities (LTI). Gathering 117 teachers from five universities (three in Türkiye, two in the US) and underserved school districts in both contexts, this telecollaboration is our pedagogical, agentive response to dominant neo-nationalist discourses in the two countries. To make quantities of data more manageable, we analyze interactions from one-third of those 117 participants (five of 15 small groups) to address this research question: How do preservice and in-service teachers from Türkiye construct their teacher identities in response to neo-nationalist discourses in their sociopolitical context? In particular, how do they engage in this identity work through asynchronous small-group discussions in a social justice-focused telecollaboration with teachers from the US? Findings indicate that participants from Türkiye discussed teacher agency, conservatism and cultural difference in the society, and discrimination/xenophobia against refugees as important factors that shape their work with minoritized English language learners. They experienced tensions in their identity construction between their desire to advocate for their students and the external forces coming from meso- and macro-level policies that impact their instruction and assessment procedures. We discuss our findings in relation to previous research on language teacher identity and social justice in sociopolitical contexts shaped by neo-nationalist discourses. We also share the implications of our study for pedagogizing identity in teacher education.

Although it has been widely discussed in the literature, no scale has yet been developed to measure the consumption aspect of death. This study aims to develop a domain-specific death-related status consumption (DRSC) scale to bridge this gap in the field. Results reveal the following three dimensions of the scale: conspicuousness, planning, and showing respect. In four studies, which collate the views of 1,302 participants, both students and adults, the DRSC demonstrates internal consistency and validity across cultures (Turkey, the U.S., and culturally diverse sample). The importance of such a scale for the field is discussed. [ABSTRACT FROM AUTHOR]

Collective future thinking, namely the anticipation of events for a group, is a relatively new research area in memory studies. Research to date with predominantly Western populations suggests that people tend to expect negative events for their country's future. In two studies, we investigated the emotional valence and perceived control of anticipated future events of one's country and examined the roles of country identification and national well-being in collective future thinking. US and Chinese college students (Study 1) and US, Chinese, and Turkish adults of a community sample (Study 2) imagined events that could happen to their respective countries in 1 week, 1 year, and 10–15 years. Participants rated each event on emotional valence and perceived control. They also completed measures for their country identification and perceived national well-being. Chinese participants imagined future events for their country to be more positive than did the US and Turkish participants, whereas US participants reported higher perceived control by their country for the future events than did Chinese and Turks. Country identification and national well-being predicted more positive future thinking and also mediated cultural differences in future-event valence and perceived country control. These original findings shed critical light on the characteristics of collective future thinking that are shaped by societal-cultural factors. [ABSTRACT FROM AUTHOR]

A quality preschool education plays a key role in achieving its objectives. To benefit from this effect of preschool education in a positive way, countries should investigate education systems and the educational methods and practices of other countries so as to understand the problems of education and the factors affecting it. This brings about the need to examine the indicators in regard to processes and structural elements in preschool education institutions. This paper focuses on examining the quality of preschool education classes in Turkey and in the United States comparatively. Descriptive research method was used in the research. Data were collected with ECERS-R in each three classes selected with convenience sampling from three kindergartens in Turkey and three kindergartens in the US. Total score achieved in this instrument and individual scores for seven subscales were examined. In line with the data obtained in this study, the total score of the three classes in kindergartens in the US was found to be higher than those in Turkey. As for the subscales, the classes of the kindergartens in Turkey were found to have higher scores of Language-Reasoning and Program Structure which are two subscales of the instrument. The findings were discussed in the light of the related literature.

Previous research has indicated that witnessing gender discrimination may instigate women's participation in collective action for gender justice. However, relatively little is known about the role of perceived female support in motivating collective action among women who witness gender discrimination in public life. This study aims to analyse whether and when perceived support from feminist‐minded women moderates the association between women's witnessing gender discrimination and their willingness to engage in collective action for gender justice. We argue that the association between witnessing gender discrimination and willingness to engage in collective action depends on the support women perceive from their female friends and family members. In studies of women in the U.S. (Study 1; N = 271) and Ukraine (Study 2; N = 256), witnessing gender discrimination predicted greater willingness to participate in collective action for gender justice, and this association was stronger when female support was perceived to be lower. Study 3 (N = 1,304) replicated the findings of Studies 1 and 2 with self‐identified feminist women in Turkey. Our research offers novel insights regarding why perceived lack of female support may encourage women to engage in collective action for gender justice. [ABSTRACT FROM AUTHOR]

Purpose: To systematically assess the effectiveness of breast cancer (BC) interventions in improving breast self‐examination (BSE), clinical breast examination (CBE), mammogram screening rates, and preventive activities in Muslim refugee and immigrant women. Design Guided by the Health Belief Model, a mixed method systematic review and meta‐analysis was performed using a sequential design. Methods: This study followed the Preferred Reporting Items for Systematic Reviews and Meta‐Analysis statement (PRISMA), the Critical Appraisal Skill Program Checklists, and the Joanna Briggs Institute (JBI) methodology for systematic review and meta‐analysis. A systematic search of English‐language peer‐reviewed articles was undertaken in multiple health and social sciences databases from January 1, 2015, to March 31, 2022. Randomized clinical trials and quasi‐experimental studies focused on the uptake of BSE, CBE, and mammograms were selected. Results: Fourteen articles were included in the review. Most of the studies relied on quasi‐experimental designs and were carried out in the United States of America. The qualitative analysis of BC screening interventions generated three themes: (1) education, (2) access‐focused, and (3) cultural and faith‐based. The meta‐analysis included three randomized control trials and two quasi‐experimental studies. The meta‐analysis demonstrates the effectiveness of community‐led cultural and faith‐based interventions in facilitating the completion of CBE and mammography screening. Education on BC and patient navigator interventions are more effectively used in conjunction than standalone interventions, yet community‐based cultural and faith‐based interventions are the most effective. Conclusion: This systematic and meta‐analysis review provides evidence on the effectiveness of access‐focused and cultural and faith‐based interventions in improving BC screening in Muslim refugee and immigrant women. Future research should focus on designing and measuring the effectiveness of cultural and faith‐based interventions to increase Muslim refugee and immigrant women's BC screening knowledge and practices. Clinical Relevance: This systematic and meta‐analysis review demonstrates the need to explore Muslim refugee and immigrant women's cultural contexts for developing culturally sensitive BC screening interventions. Knowledge and practice of BC and religiosity intersect with financial, geographic, and linguistic barriers to decrease participation in screening and preventive activities in Muslim refugee and immigrant women. [ABSTRACT FROM AUTHOR]

Background: The COVID-19 pandemic has affected education at all levels in various ways. This paper provides a review of the literature on the challenges of online learning for children with special educational needs and disabilities (SEND). Method: In total, 17 studies from nine countries were analysed. The challenges of online learning for children with SEND reported by teachers and parents and the strategies applied to overcome the challenges were identified. Results: The challenges of online learning were the need of parental support, routine change, inequities of resources and access to technology, lack of accommodations, and social isolation. There was a considerable lack of interventions aimed at promoting the educational outcomes of children with SEND. Conclusions: The findings emphasise the importance of parent-teacher collaboration and communication. Suggestions for strategies to address challenges as well as for further research are also discussed.

Although the importance of developing students' academic literacies has been well-established, academic oracy has been forgotten. There is a paucity of attention to oracy in higher education, despite the key role played by students' oral communication in academic achievement and graduate employability. This study offers a scoping review of the international scholarly literature that does exist, to explore how oracy has been framed and discussed in higher education, and whether connections have been made with the equity agenda to widen participation to traditionally under-represented groups. Following Arksey and O'Malley's framework for scoping studies, the 31 papers reviewed suggest that oracy is framed in disparate ways, reflecting disconnected understandings of the range, breadth and possibilities for oracy teaching. An oracy as product perspective prevails in the studies, with oracy predominantly explored through monologic, monoglossic activities, assessments, and graduate attributes. The review has highlighted the need to recognise an "oracy for learning" perspective; to establish shared understandings of the features of oracy; and to embed the teaching of oracy practices that support all students, regardless of linguistic and educational background, within their disciplinary learning.

Teacher wellbeing is important, not least for the role teachers play in supporting students' social, emotional, physical and academic wellbeing. Effective teachers need to remain both physically and mentally healthy. This paper examines how teacher wellbeing is conceptualised through research to identify the influential ecological influences that support and sustain teachers. Through a scoping review methodology, this examination starts with a conceptualisation of teacher wellbeing, and is then organised into three interrelated themes. This thematic approach provides a basis to examine, first, the influential individual factors shaping teachers' wellbeing; second, the relational factors that characterise teachers' work; and, third, the contemporary contextual factors associated with enhancing or eroding teacher wellbeing. These themes highlight that many approaches to enhancing teachers' wellbeing are often short-term "band-aid fixes," and the authors argue that attention must be given to longer-term "bridge-building" strategies that place teacher wellbeing at the heart of teaching.

Objectives: Parental burnout is a prevalent condition that affects parents' functioning and health. While various protective factors have been examined, little is known about their interplay. In the current study, we examined the joint effect of two protective factors against parental burnout (one external—social support and one internal—cognitive reappraisal). We were specifically interested in whether the presence of one factor could compensate for the lack of the other. Methods: To address this question, 1835 participants were drawn from five countries: United States, Poland, Peru, Turkey and Belgium. Results: Results suggested that both social support and cognitive reappraisal were associated with lower parental burnout. An interaction was also found between the resource factors, such that the presence of cognitive reappraisal compensated for the absence of social support. Conclusions: These findings point to ways in which parental burnout could be reduced, especially in situations where social support is not easily available. [ABSTRACT FROM AUTHOR]

The personality trait of openness has been shown to contribute to a person's ability to function effectively. Additionally, scholars have suggested that openness to experience and foreign language experience were related to music preference. Extending from earlier scholarship, this study examined the relationship between openness to experience and the various types of musical and language experiences reported by undergraduate music majors in Turkey and the United States. Participants (N = 380) were surveyed using the Openness to Experience domain of the NEO-PI-R and an author-designed survey with questions about participants' musical backgrounds and interests, foreign language abilities, age, and sex. Results showed that U.S. students rated significantly higher in four of the five dimensions of the Openness domain than their Turkish counterparts (Wilks'λ =.57; F (5, 374) = 55.37, p <.001). Factor analysis results showed that (a) experiences in foreign languages, (b) listening to Turkish traditional, pop, and folk music, and (c) listening to American (pop and folk) and Western classical music cumulatively explained 68.49% of the variance in openness. Correlation analyses suggested that listening to Western classical, American folk, and American pop music was associated with higher openness scores, and listening to Turkish traditional, folk, and pop music was associated with lower openness scores. Additionally, the number of foreign languages participants studied correlated with four of the dimensions. Results suggest that both groups could benefit from increased, broader, and deeper exposure to different musical genres from diverse cultures. [ABSTRACT FROM AUTHOR]

With Russia's invasion of Ukraine in late February 2022, Türkiye's role in NATO has once again become a topic of intellectual discussion, with many observers arguing that a revival of Russian power would lead to Türkiye's return to the alliance as a good-standing member, while others questioned the likelihood of such a scenario due to the country's political transformation. This is not the first time Türkiye's role within the alliance has become a subject of debate. Türkiye is often described as a valuable and dedicated partner of NATO. Yet, since the beginning of its membership, the country's role in the alliance has been questioned more than that of any other member state. This article seeks to analyse NATO's relations with Türkiye and the country's role within the alliance from a historical perspective. It aims to understand the debates on Türkiye's role within NATO by focusing on the moments of transformation in relations. The main assumption of this article is that, from the beginning of Türkiye's membership process, Turkish-American relations have been the main determinant of Türkiye-NATO relations. Türkiye's role, defence, and identity have always been questioned by European members. But these debates on Türkiye had, until as recently as the 2010s, been directed and/or suppressed by the US in accordance with its own interests. The US had been the main supporter of Türkiye in the alliance against the opposition and criticism of Europeans in exchange for Türkiye's commitment to US policies. While differences on interests and values between the US and Türkiye became more visible after 2010, Türkiye failed to secure the support of the alliance's European members to fill the gap left by the waning US support. Indeed, the differences between them grew from security-based issues, to wider, more major identity issues. [ABSTRACT FROM AUTHOR]

We investigate the climatic influence on COVID-19 transmission risks in 228 cities globally across three climatic zones. The results, based on the application of a Boosted Regression Tree algorithm method, show that average temperature and average relative humidity explain significant variations in COVID-19 transmission across temperate and subtropical regions, whereas in the tropical region, the average diurnal temperature range and temperature seasonality significantly predict the infection outbreak. The number of positive cases showed a decrease sharply above an average temperature of 10°C in the cities of France, Turkey, the US, the UK, and Germany. Among the tropical countries, COVID-19 in Indian cities is most affected by mean diurnal temperature, and those in Brazil by temperature seasonality. The findings have implications on public health interventions, and contribute to the ongoing scientific and policy discourse on the complex interplay of climatic factors determining the risks of COVID-19 transmission. [ABSTRACT FROM AUTHOR]

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This study examined individual influences on child empathy, the relationship between child and parent empathy, and the relationship between empathy and prosociality across seven countries. A large sample of children (N = 792, 49% female) from the ages of 6–10 years completed a situational empathy task, as well as a dictator game to assess prosociality. The questionnaire of cognitive and affective empathy was used to assess parents' and children's empathic dispositions. Children participated from Canada, China, Colombia, Jordan, South Africa, Turkey, and the United States. Situational empathy, empathic disposition, and prosociality were all positively associated with age. Boys displayed less situational empathy and lower empathic disposition than girls. Parental empathic disposition predicted the same dispositions in children but were not related to children's situational empathy or prosociality. No association was found between child prosociality and child empathic disposition. Overall, the results suggest similar ontologies of empathic disposition and situational empathy across countries. [ABSTRACT FROM AUTHOR]