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This study aims to determine the possible relationship between professionalization levels and self-efficacy perceptions in teachers. The research was carried out using the relational model, one of the quantitative research methods. Participants of the study were 439 teachers working in a district of Kahramanmaras, Turkey who were selected through stratified sampling. The data were collected using "Teacher Professionalization Scale" and "Teacher Self-Efficacy Scale" and analyzed through the SPSS 22.0 statistics package program. The Pearson correlation coefficient was calculated to determine the possible significant relationship between teachers' professionalization levels and their self-efficacy, and a multiple regression analysis was conducted to determine whether their self-efficacy level predicted their professionalization level. The research findings demonstrated that they had a "high" level of professionalization and a "quite sufficient" level of self-efficacy. In addition, a positive and medium level relationship was found between these two variables. In other words, their self-efficacy significantly predicted their professionalization explaining 22% of the total variance. Based on these results, the study concludes that policies that improve teachers' self-efficacy should be developed and implemented.

The aim of this study is to examine the effect of the 5E learning model designed in accordance with a techno pedagogical lesson plan on student success and attitude in a Turkish course. The research is quantitative and uses a quasi-experimental model with pre-test/post-test control groups. The universe of this study consisted of 8th grade students studying in the Onikisubat district of the province of Kahramanmaras in the 2019-2020 academic year. The sample of the study consisted of 110 students studying in four different classes from within this same population. The lessons in the experimental group were taught using a 5E learning model designed in accordance with a techno pedagogical lesson plan, while the lessons in the control group were based on the methods described by the Turkish lesson curriculum. In this study, the "Attitude Scale Towards Turkish Lessons" (ASTTL) and "Turkish Course Academic Achievement Test" (TCAAT) were used as data collection tools. In the analysis of the data obtained in the study, the independent sample t-test and the correlated sample t-test were used. As a result of the research, a statistically significant difference was found in favor of the experimental group between the average achievement scores of the students in the experimental group and those of the students in the control group. However, a statistically significant difference was not found between the average attitude scores of the experimental group versus the control group.

The present study aims to investigate the emotions students experience in the school environment and the reasons for experiencing these emotions. This research was conducted using the case study method, one of the qualitative research designs. The study group of this study consisted of 24 eighth-grade students studying at a public school in the province of Kahramanmaras in 2019-2020 academic year and 11 teachers from different branches. The findings obtained in this study showed that the students experienced positive emotions, such as happiness, excitement, curiosity and wonderful. However, it was observed that students also experience negative emotions, such as stress, sadness, unhappiness, boredom, anger and fatigue. It was determined that students experienced more positive emotions than negative emotions in Turkish, Mathematics and Science classes. It was determined that he experiences negative emotions close to positive emotions in classes, such as Visual Arts, Physical Education, Technology and Design. Students experienced positive emotions when they were active in lessons, solved questions, communicated with their friends, and used different methods and techniques in classes. Students experienced negative emotions when teachers got angry with them, fail, insomnia, had family problems and uncertainty.

This study was conducted with the aim of identifying reflections of bilingualism on preschool education. Ethnographic case study design was adopted in this descriptive research. It was carried out with the participation of eight preschool teachers who were teaching at different village schools and 13 pre-school students in the Southeastern Anatolia during the educational year of 2019-2020. The research data were collected using observation, interview, document analysis and researcher's diary and analysed through content analysis. The research results showed that bilingualism at school, in the classroom and among peers was adopted as a culture. It was seen that bilingualism had negative reflections on the exercise of the preschool educational programme in terms of subjects such as understanding of activities and following of instructions and completing them. It was determined that bilingualism reflected on the teacher as making more effort and feeling incapable in some situations. Bilingualism has been shown to make some students popular among peers.

This research primarily aims to examine project-based STEM training implemented in a state primary school in Turkey regarding teachers' and students' views. The phenomenological design, which is one of the qualitative research designs, was exclusively adopted in the study. The research sampling consisted of 18 students and 2 teachers working at a state primary school located in an Anatolian province during the 2017-2018 academic year. The research data were collected through interviews some of which were voice-recorded and analyzed through content analysis. Research findings revealed that successful implementation of STEM practices necessitates a systematic working plan consisting of preparation, implementation and evaluation stages. Besides, it was revealed that STEM training practices facilitate unearthing students' talents and developing their critical thinking and problem-solving skills as well as manual dexterity. The research findings also suggested that these practices increase cooperation among students, help them develop a positive attitude towards the lesson and behave more carefully during the classes. Nonetheless, various problems such as inadequate space, teaching materials and group-work driven problems were observed during STEM practices. Based on the research findings, it is suggested that STEM training should be separately implemented without being included in a single discipline.

The present research aims to develop a valid and reliable instrument to measure teachers’ observation skills. The research was conducted during the 2023-2024 academic year with 651 teachers. Data were collected through online survey methods. Expert opinion was consulted for the content and face validity of the scale in the research. Exploratory (EFA) and confirmatory factor (CFA) analyses were performed to assess the scale's construct validity. Based on the results, it was found that the scale had a structure consisting of two dimensions and 18 items. It was determined that the factor loadings of the items in the scale were between .70 and .93. Considering the relevant literature, it was decided to name these dimensions as "natural observation skill" (NOS) and "scientific observation skill" (SOS). The Cronbach Alpha for the scales were both .95. The research developed a valid and reliable scale that can determine the level of teachers’ observation skills. [ABSTRACT FROM AUTHOR]

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

The purpose of this study was to investigate how preschool instructors use social media for professional development. Explanatory sequential design, one of the mixed research methods, was used in the research. The quantitative study group of the research consists of 213 preschool teachers working in Kahramanmaraş province in the 2020-2021 academic year, and the qualitative study group consists of 16 preschool teachers. "Social Media Usage Questionnaire" and semi-structured "Interview Form" were used as data collection tools in the research. For the analysis of quantitive data in the study, frequency, percentage and arithmetic avarages were calculated using the SPSS 21 package program. Content analysis was used in the analysis of qualitative data. It was determined that teachers find Instagram, Youtube, Whatsapp and Pinterest useful in terms of their professional development. It has been found that social media helps teachers to see things from multiple viewpoints, keep up with innovations, access diverse activities, advance their knowledge and abilities and access activities for all developmental domains. It has been determined that teachers share their posts on social media in order to be useful for their collegues and for informational purposes It was concluded that the use of social media facilitated the implementation of the preschool education program and enriched the learning environment. [ABSTRACT FROM AUTHOR]

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

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

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

The aim of this study is to examine the effect of the 5E learning model designed in accordance with a techno pedagogical lesson plan on student success and attitude in a Turkish course. The research is quantitative and uses a quasi-experimental model with pre-test/post-test control groups. The universe of this study consisted of 8th grade students studying in the Onikişubat district of the province of Kahramanmaraş in the 2019-2020 academic year. The sample of the study consisted of 110 students studying in four different classes from within this same population. The lessons in the experimental group were taught using a 5E learning model designed in accordance with a techno pedagogical lesson plan, while the lessons in the control group were based on the methods described by the Turkish lesson curriculum. In this study, the "Attitude Scale Towards Turkish Lessons” (ASTTL) and "Turkish Course Academic Achievement Test” (TCAAT) were used as data collection tools. In the analysis of the data obtained in the study, the independent sample t-test and the correlated sample t-test were used. As a result of the research, a statistically significant difference was found in favor of the experimental group between the average achievement scores of the students in the experimental group and those of the students in the control group. However, a statistically significant difference was not found between the average attitude scores of the experimental group versus the control group. [ABSTRACT FROM AUTHOR]

This research aimed to explore the characteristics of the teachers who make a difference along with the activities they did, the actions they took and the contributions they made to society. Having a qualitative research design, this research utilized a phenomenological design. The working group of the research consisted of 12 volunteer teachers who completed their master degree at the department of Educational Sciences in Kahramanmaraş Sütçü İmam University during the 2018-2019 academic year and who had teaching experience. The research employed semi-structured interview form prepared by the researchers. Content analysis was used during data analysis. The teachers making a difference were found to differ from their colleagues with these characteristics such as taking responsibility in the solution of the social problems, producing practical solutions to problems, being open to criticism, having a unique personality. The teachers were determined to make a difference by doing social activities, solving social problems, guiding the society and bringing innovation. Besides, they demonstrated some behaviours like breaking out of the routine and not following the procedures. Various recommendations were provided in order to raise teachers who make a difference. Formal procedures should be reduced and free/democratic environment should be created during in-service training, while teachers should be specifically selected for the profession and faculty members should be role models during pre-service training. The teachers who make a difference contributed to the social integrity, development, meeting the needs of the society, bringing individuals into society and making individuals gain values. [ABSTRACT FROM AUTHOR]

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

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

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

This research aims to explore how the changes made in the curricula are perceived by teachers, the reasons for the changes and their reflections on education. This study utilized "explanatory design" one of the mixed research models. The research sample held a total of 449 teachers working at primary, secondary and high schools located within the province of Kahramanmaraş during the 2017-2018 academic year. For the qualitative phase of the study, the working group of the study consisted of 11 teachers who were selected bythe criterion sampling method. The study employed Curriculum Change Perception Scale (CCPS) which was developed by the researchers and semistructured interview form. The quantitative research data was analyzed through the use of SPSS 21.0 package program, while content analysis for the qualitative data analysis. Research findings revealed that teachers' perceptions towards the changes in the curriculum are at the level of "Not sure", and that no significant difference was identified across teachers' perceptions towards the curriculum changes in terms of gender, teaching level and educational status, yet a statistically significant difference was found across seniority. The research also suggested the reasons for the changes in the curriculum as political reasons, the shortcomings arising from the previous curricula, adapting to the change and improving the education system. The considerations that should be paid attention in the implementation of the changes in the curriculum were determined as acting in accordance with the instructions and diversifying the teaching methods and techniques; whereas those by administrators were identified as preparing and implementing the changing plan, preparing material in accordance with the change and ensuring cooperation. [ABSTRACT FROM AUTHOR]

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

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

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

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

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

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

Background: Thyroid carcinoma in pediatric patients continues to be a rare albeit significant condition because local recurrence or distant metastases may be revealed during its diagnosis, or even years after completion of treatment. Methods: This study was prepared by retrospective analysis of patient files to focus on the clinical presentation of thyroid carcinoma in pediatric patients, and proposes to investigate the clinical parameters that differ from, or that correspond to, those in adult patients. Subjects: A total of 108 patients, of whom 22 were children and adolescents and 86 were adults, and who were operated on for differentiated thyroid carcinoma during the period 2001-2009, were included in the study. Results: The rate of large thyroid, multinodular goiter, or tumor >1 cm was significantly higher in the adult group than in the pediatric group. Our analysis also revealed that that the frequency of lymph node metastasis was significantly higher in the pediatric group than in the adult group. Moreover, the frequencies of total lymph node and positive lymph node presentations were significantly higher in the pediatric group than in the adult group. Conclusion: Although thyroid carcinoma has a good prognosis in young patients, one must stress that late diagnosis and ineffective treatment are the main criteria for poor prognosis and, most important, that it is advisable to keep the management of thyroid carcinoma on a path that differs from the management of adult thyroid carcinomas, in nearly all aspects from presentation to treatment. [ABSTRACT FROM AUTHOR]

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

The main purpose of this study was to investigate the effects of students' teams - achievement divisions, team assisted individualization and traditional instruction on students' conflict resolution and empathic tendencies. 240 5th grade students from three different schools participated in the study. To investigate the effect of different teaching approaches on 5th grade elementary school students' conflict resolutions and empathic tendencies, conflict resolution (CRS) and empathic tendencies scales (ETS) were applied to the groups as pre - and post-tests. Students who experienced students' teams - achievement divisions and team assisted individualization showed significantly higher mean scores in the dimension of problem solving in post-CRS and for post-ETS and low scores in the dimension of aggression in post-CRS than students who experienced traditional instruction. [ABSTRACT FROM AUTHOR]

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

We aimed to investigate the correlation between quantitative CerbB-2 expressions with conventional prognostic factors, and distinct nodal involvement in patients with invasive breast carcinoma. One hundred fifty seven consecutive breast carcinoma patients were retrospectively analysed. Level I–II, Level III, and Rotter (Interpectoral) group lymph nodes were separately examined and recorded. For each patient estrogen receptor (ER), progesteron receptor (PR), CerbB-2, P53 status were defined using immunohistochemistry. Age, tumor localisation, menopausal status, grade and the presence of intraductal component were also recorded. CerbB-2 expression did not correlate with age, localisation and menopausal status. There was a reverse, but weak correlation with tumor size and CerbB-2 expression (p=0.034). In subgroup analysis of CerbB-2 positive cases, the magnitude of CerbB-2 positivity did not correlate with tumor size (p=0.551). In univariate analysis CerbB-2 expression did not correlate with nodal involvement in Level I-II, and Rotter. In subgroup analysis of patients with positive CerbB-2, positivity of CerbB-2 linearly increased with the number of positive lymph nodes in Level I-II, and this difference was significant (p=0,039). There was a significant correlation between CerbB-2 expression and Level III nodal metastases (p=0.005). But this correlation was not significant among CerbB-2 positive patients (p=0.82). P53, PR positivity and the presence of intraductal component did not differ according to oncogene expression. We detected a reverse correlation with ER positivity and CerbB-2 positivity (p=0.011). It is concluded that quantitative expression of CerbB2 positivity increases with nodal involvement in Level I–II axillary lymph nodes, and ER. Also, CerbB-2 positivity is more common among patients with Level III lymph node metastases. [ABSTRACT FROM AUTHOR]

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

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

Objective: The aim of this study is to investigate the complication rates between thyroidectomy procedures in order to help optimizing the surgical management of malignant and benign thyroid diseases with minimum complication rates. Material and Method: During the period from 2004 to 2009, 417 thyroidectomies were performed in Ankara Oncology Hospital at Department of Is' General Surgery. 181 were total and 120 were near-total thyroidectomies. During this same period 116 completion thyroidectomy performed. The complications investigated are tracheostomy performed due to recurrent laryngeal nerve palsy, temporary hypocalcemia, permanent hypocalcemia, temporary vocal cord dysfunction, permanent vocal cord dysfunction, postoperative hematoma and postoperative death. Results: In our study analysis between total ve near-total thyroidectomy groups in respect to tracheostomy (1.10%/ 0.8%; p=0,81), temporary hypocalcemia (8.84%/10%; p=0.734), permanent hypocalcemia (0.55%/0.8%; p>0.05), temporary vocal cord dysfunction (9.94%/11.7%; p=0.635) and permanent vocal cord dysfunction (p>0.05) showed no statistically significant difference. On the other hand, analysis between total and completion thyroidectomy groups in respect to tracheostomy (1.10%/15.5%;p<0.001), temporary hypocalcemia (8.84%/46.6%; p<0.001), temporary vocal cord dysfunction (9.94%/37.9; p<0.001) and permanent vocal cord dysfunction showed statistically significant difference. There was no statistically significant difference between groups in respect to permanent hypocalcemia (p>0.05). Evaluation could not be performed in respect to postoperative hematoma and death due to absence of those. Conclusion: This data suggest that total thyroidectomy is a safe procedure in the hands of experienced surgeons. Based on our study we think that it may be safer to prefer total thyroidectomy to near-total thyroidectomy when there is a thyroid disease which effects the whole gland in order to avoid the high complication risk of the reoperative thyroid surgery. [ABSTRACT FROM AUTHOR]