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This study aims to determine whether there is a relationship between prospective teachers' beliefs about the need for multicultural education and their self-efficacy perceptions about multicultural education. Descriptive and correlational survey models were used in the research. The research sample composed of 251 prospective classroom and social sciences teachers at a state university in Turkey participated in the study. The research sample was obtained using the convenience sampling method. Data collection tools consisting of the Personal Information Form, Self-Efficacy Perceptions for Multicultural Education and Beliefs about the Necessity of Multicultural Education scales were used. Descriptive statistics, correlation analysis, multivariate variance analysis and path model were used to analyse the research data. The findings show that prospective teachers have a high level of participation in their beliefs about the self-efficacy and necessity of multicultural education. In addition, there was no significant difference between prospective teachers' beliefs about the need for multicultural education and their self-efficacy perceptions of multicultural education in terms of gender and department. A moderate positive relationship was found between prospective teachers' beliefs regarding the necessity of multicultural education and their self-efficacy perceptions toward multicultural education. The prospective teachers' beliefs about the need for multicultural education significantly predicted multicultural education self-efficacy perceptions.

This study aims at analyzing primary school teachers' classroom management styles in terms of some variables. The cross-sectional survey model, one of the survey types, was used in the current study. The target population of the study consisted of the primary school teachers working in Isparta. The sampling held a total of 515 primary school teachers who were selected by the stratified sampling method. This study deployed Classroom Management Styles Scale as a data collection tool. Descriptive statistics and multivariate analysis of variance (MANOVA) were used during data analysis. The findings indicated that primary school teachers had a high level of participation in authoritative and laissez free classroom management styles, and a medium level of participation in authoritarian and indifferent classroom management styles. The findings also revealed a significant difference across primary school teachers' authoritarian classroom management style in favor of male teachers and across authoritative style in favor of females. No significant difference was identified across teachers' classroom management styles in terms of their grade level to teach, seniority, school type, graduation faculty and educational status.

This research attempts to analyze the pre-service teachers' digital literacy self-efficacy in terms of various variables. The research used descriptive survey model, one of the survey models. The participants of the research consisted of 251 pre-service teachers learning at the departments of classroom teaching and social sciences teaching at a state university in Turkey. The participants were selected by convenience sampling method. The research employed Personal Information Form and Digital Literacy Self-Efficacy Scale as data collection tools. Descriptive statistical, t-test, one-way analysis of variance were used during data analysis. The research results revealed that the pre-service teachers' digital literacy self-efficacy levels significantly differed across their gender, department, the presence of computer and internet at home; whereas, no significant difference was identified across the pre-service teachers' digital literacy self-efficacy levels in terms of their class level, university entrance score type and the purposes of using technology.

This study aims to analyze the effect of the flipped classroom model on the pre-service social studies teachers' digital literacy and digital pedagogical competencies. The study employed one group pretest-posttest design, one of the weak experimental models. The working group of the study consisted of 28 sophomore studying at the department of social studies teaching in a Turkish state university during the 2019-2020 academic year. This study employed "Digital Literacy and Digital Pedagogic Competency Scales" as data collection tools. Descriptive statistics and multivariate variance analysis (MANOVA) were used during data analysis. The study results revealed that the flipped classroom model based activities had a significant impact upon the digital literacy and digital pedagogical competences of the participants. The study also examined whether there was a significant difference in pre-service teachers' pre-test and post-test scores with regards to gender. A significant difference was identified across the pre-service teachers' digital literacy post-test scores in favor of females. Based on the results, various recommendations were provided.

This study attempts to depict the secondary school eighth grade students' epistemological beliefs and their critical reading in terms of several variables and to examine the relationship between them. Descriptive and relational survey models were used within the scope of the study. The population of the study consisted of the secondary school eighth grade students studying in Istanbul. The participants were selected by convenience sampling method. The study deployed personal information form, scientific epistemological belief and critical reading scales. Descriptive statistics, multivariate analysis of variance (MANOVA) and correlation analysis were used during data analysis. The study results concluded that the eighth grade students' epistemological beliefs and their critical reading levels were at a moderate level. While no significant difference was identified across the students' epistemological beliefs in terms of their gender, academic achievement, socio-economic level and book reading, a significant difference was noted across their critical reading levels in terms of gender, academic achievement and book reading, but that was not the case for their socio-economic level. The results of the research have useful implications for teachers. While teachers develop students' epistemological beliefs in the teaching environment, they will also develop their critical reading skills.

This research aims to examine the current situation of multicultural education in elementary schools. Therefore, the views of the classroom teachers on multicultural education have been examined and multicultural education activities have been observed in the classes. Having a case study research method which is considered as one of the qualitative research designs, the study hosts a total of 15 classroom teachers who worked in the province of Elazig during the 2016 and 2017 academic year. The maximum variation sampling method has been used in the research. The research has employed semi-structured interview and observation forms. The research data has been analyzed through content analysis. Research results have revealed that most of the teachers perceive multicultural education as education presented to the individuals with different ethnic identities. Teachers' perceptions towards multicultural education have been identified to be similar in terms of their gender, seniority and educational status. Teachers mostly do student-centred activities related to multicultural education, use drama and case studies in their classes. While practising multicultural education, teachers mostly encounter with student-related problems. The majority of the people have recommended that parents be trained on the relevant subject. Similar results have emerged in the observations made by the researcher. Based on the research findings, several recommendations have been provided. Primary school curricula should be organized taking multicultural education into consideration, and the problems identified by teachers should be eliminated by those concerned.

This research aims to explore secondary school students' views regarding basic democratic values in terms of several variables. The research has utilized the cross-sectional survey model, which is one of the descriptive survey models. The population of the research consists of secondary school students studying at schools located within the province of Elazig. The research sample holds a total of 440 secondary school students studying at secondary schools located within the province of Elazig during 2016-2017 academic year. The participants have been selected by stratified sampling method. This research has deployed personal information form and basic democratic values as data collection tools. Descriptive statistics and multivariate analysis of variance (MANOVA) have been used during data analysis. Research results have suggested that secondary school students have a "high" level of participation regarding basic democratic values scale. While a significant difference has been identified across the dimensions of the basic democratic values in terms of gender, class level, academic achievement and socio-economic levels of the schools, parents' educational status is free from any significant difference. Based upon the research findings, various recommendations have been provided. Future studies may be conducted on parents' views regarding basic democratic values. Basic democratic values adopted by the students studying at schools with different socio-economic levels should be sought through observations.

This research aims to explore the relationship between critical thinking skills and democratic attitudes of 4th class primary school students. The research used a relational screening model, which is one of the screening models. The sample consisted of 221 4th class students who were selected by the simple random sampling method. The study has employed the 'Critical Thinking Scale' and the 'Democratic Attitude Scale'. Descriptive statistics, multivariate analysis of variance (MANOVA), Pearson product-moment correlation analysis and simple linear regression analysis were used to analyse the data. The results have revealed that 4th class primary school students have a high level of critical thinking skills and democratic attitudes. No significant difference has been determined between students' critical thinking skills in terms of gender, while a significant difference has been identified for democratic attitudes in favour of female students. The results also have suggested a medium-level relationship between students' critical thinking skills and their democratic attitudes, and that critical thinking skills significantly predict democratic attitudes.

This present study aims to describe the classroom teachers' views towards the conformity of elementary school 4th grade social studies textbooks to the critical thinking standards. A descriptive study, this research is a screening model. The sample of the study constitutes 122 classroom teachers. As a data collection tool; a scale was developed with a view to determining the compliance of elementary school 4th grade social studies textbooks with critical thinking standards. Multivariate analysis of variance (MANOVA) along with descriptive statistics was used to analyze the data. Whether the conformity of elementary school 4th grade social studies textbooks to the critical thinking standards differ by gender was examined, it was found that the difference was statistically significant in favor of male teachers; moreover, it does not show a significant difference in terms of gender and seniority, gender and participation in-service training regarding the examination of textbooks, gender and participation in course/seminar on critical thinking, gender and faculties they graduated.