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In this study, there were 3,335 football players from four continents from around the world formed a study universe in which the causes of athlete aggression. Also, the factors affecting athlete aggression were investigated with different variables. It has been observed that the levels of aggression of footballers are different according to the positions they play. As the number of matches that players participate in increases, aggression levels increase among the important results. A correlation was found between the ages of the footballers and their levels of aggression, but it was concluded that athletes born in December were more aggressive. Those born in January and those born in winter have shown minimal levels of aggression compared to other footballers. It has been interpreted as having higher levels of aggression, with football players born in December and winter receiving more penalties than other participants. In the continents where football players were born, the highest number of athlete aggression was observed in the participating football players from the continent of Europe, while the aggression of athletes born in the continent of Africa and Asia was found to be lower. Taking into account the data obtained from the research, it was concluded that the athlete's position, age, month, and season of birth and continent of birth are factors affecting athlete aggression.

The main purpose of this research was to reveal the opinions of prospective teachers of special education teacher education program about special education schools and the special education field. This study was used the phenomenological designed. It involved 14 special education teachers of Harbiye Selman Nasir Eskicak Secondary School. The collected data were subjected to data mining by content analysis. Some results had been obtained regarding the dreams and problems and solutions proposed by prospective teachers in a special education institution and special education. It had been found out that prospective teachers design student-centered and differentiate the disability differences among individuals-oriented design when designing special education schools. In addition, they pointed out that there were some problems related to teachers, teaching environment, curriculum, legislation and parents in the field of special education. It had been seen that prospective teachers who produce solutions to these problems have awareness about the field. With the help of the results obtained from the study, suggestions about the special education field were developed.

In the study, a mixed research method was used combining quantitative and qualitative data. The study group consisted of 302 school directors and deputy directors working in different schools within Hatay Province of Turkey. A data collection tool, developed according to the official standards of state schools, was used to collect quantitative and qualitative data together. In the quantitative dimention, we concluded that school administrators think that the music and fine arts classrooms, worship sections, sport fields, science laboratories, computer and technology laboratories were highly insufficient. The qualitative results also supported these findings. The participants stated that they wanted to expand the sport areas by adding indoor sports hall, football, basketball, volleyball and swimming pools. The participants also expressed that the physical deficiencies hinder the lessons being efficient, especially the lack of school gym, workshop and laboratory; moreover they stated that this situation turns the courses into more theoretical base than the practice, which are delimited between four walls of the classrooms. However, we have also observed some inconsistent findings between quantitative and qualitative dimensions of the study, as the results related to classrooms, heating and insulation were observed to be inconsistent when the qualitative and quantitative dimensions were compared.

Teaching programs are the basic elements and guides of the education-teaching processes. The correct understanding of the content of the teaching programs reveals the concept of the educational program literacy. The aim of this research is to study to identify the competencies of the educational program literacy of the pre-service teachers studying in the education faculties by arithmetic mean of the answers given to the scale items by department type, class level demographic variables and gender. In accordance with this purpose; a Teaching Program Literacy scale consisting of 29 items, developed by Bolat (2017) was used in the reading and writing dimensions about education programs and teaching literacy in order to collect data. In addition to the descriptive statistics of the collected data with the Education Program Literacy Scale, analyzes such as t-test, Tukey and Anova were also conducted. In the study, the general scanning model, which is one of the descriptive scanning methods, was used. The universe of the research is composed of all the pre-service teachers who are studying in different programs of Mustafa Kemal University Faculty of Education, the sample of the research constitutes a total of 785 pre-service teachers studying in Turkish Teaching, English Language Teaching, Science Education and Classroom Teaching programs of Mustafa Kemal University Faculty of Education. As a result of the research, the curriculum of the pre-service teachers has been differentiated in favor of female pre-service teachers in terms of literacy of writing by gender. However, gender change, from the general angle of the scale, did not cause any statistical differentiation. It has also been found that the opinions of pre-service teachers are close to each other on program literacy, depending on the program they are studying. It has been determined that there are statistically significant differences in favor of pre-service teachersstudying at the upper class among the class levels in which the pre-service teachers have studied. In addition, the results of the study showed that the pre-service teachers felt themselves sufficient in terms of understanding, interpreting and evaluation in terms of program literacy and felt themselves inadequate in terms of goals. Key words: Teaching program, teaching program literacy, teacher training.

Organizational culture is crucial for all living institutional structures and has become a critical research topic. Although different variables have been investigated in the literature as predictors of organizational culture, to our knowledge, the role of social values and life skills as mediators hasn’t been investigated before. This study, therefore, aims to investigate the role of social values and life skills as mediators of organizational culture. The hypotheses of the research were tested in the context of this research aim. The present study, which is in the relational survey model, included 370 participants consisting of teachers and school leaders working in 22 different educational institutions. The findings showed that teachers and school leaders had high levels of organizational culture, social values, and life skills. The relationship of organizational culture with social values and life skills is meaningful and high. Also, the findings indicate a partial effect on mediating organizational culture between social values and life skills.

Learner centered activities take an important place in modern learning approaches. These activities are both setting the student to work and increasing the teacher’s guiding properties in learning environment. Moreover the classes which have classically learning environment turn into training workshops. Reflection of technological improvements to education have an important place for being this approach is successful. In the reversed classes which have learner centered, there are accessorily used computer, printer, internet and internet based networks for providing students self-access. In Turkey, Education Information Network (EIN) which is developed by MEB contributes high for this issue to educators and students. But, there is a lack of knowledge in educators about filipped classrooms. And therefore, this research is that flipped classrooms and flipped learning on information while Education Information Network (EBA) provides location-based usage. This study is a qualitative research in education based on literature review. In this study was conducted literature review with the help of keywords. Sources achieved by this method was used to support the research and concluded. ÖzetModern öğrenme yaklaşımlarında öğrenen merkezli eğitim faaliyetleri önemli bir yer tutmaktadır. Bu faaliyetler öğrenciyi aktif olarak işe koştuğu gibi öğretmenin öğrenme ortamındaki rehberlik etme özelliklerini artırmaktadır. Ayrıca klasik anlamda öğrenme ortamı olan sınıflar, eğitim atölyesine dönüşmektedir. Bu yaklaşımın başarılı olabilmesinde ise teknolojik gelişmelerin eğitim alanına yansımaları önemli bir yer tutmaktadır. Öğrenen merkezli anlayışa sahip ters yüz edilmiş sınıflarda öğrencinin bireysel öğrenmesini sağlamak için; bilgisayar, yazıcı, internet ve internet tabanlı ağlar yardımcı olarak kullanılmaktadır. Türkiye’de MEB tarafından geliştirilen Eğitim Bilişim Ağı (EBA) bu konuda eğitimcilere ve öğrencilere önemli katkılar sağlamaktadır. Ancak ters yüz edilmiş sınıflar ve ters yüz öğrenme hakkında eğitimcilerde bir bilgi eksikliği bulunmaktadır. Bu nedenle bu araştırma ters yüz öğrenme ve ters yüz sınıflar hakkında bilgi vermeyi amaçlarken ters yüz edilmiş sınıfların Eğitim Bilişim Ağı (EBA) tabanlı kullanımına yer vermektedir. Literatür taramasına dayanan nitel bir eğitim araştırması olan bu çalışmada anahtar kelime yardımıyla literatür taraması yapılmıştır. Bu yöntemle ulaşılan kaynaklar, araştırmanın desteklenmesi ve sonuca ulaşmasında kullanılmıştır.

The purpose of this study is to adapt Digital Educational Games Usage Scale (DEGUS) that was developed byBonanno & Kommers (2008) to Turkish with the companion of a group of university students studying in departmentof English Teaching. In order for scale items to be the same in terms of language, firstly the translations of the itemswere carried out both from English to Turkish and Turkish to English, afterwards examining the forms gathered fromthe students, significant and positive correlations were detected among the data. Exploratory and confirmatory factoranalyses revealed that the scale had four dimensions. In item total correlation calculation of the scale it was observedthat all the items were above .40, item factor loads varied between .51 and .68, Cronbach Alpha internal consistencycoefficient was .78 and test retest correlation was .88. Significant relations were in the calculations regarding thecorrelation analyses of the scale.

It was aimed at this research to determine the student and teacher opinions relating to the monitorability of educational videos. The study group includes 202 teachers and 486 high school students who are studying totally 688 people at public school in the province center of Hatay in 2017-2018 academic years. The questionnaire form about the monitorability of education videos that was created by the investigators was used as the data collection tool. The answers for the items such as gender, age group, branch, time of the educational video were analyzed for the teachers. The answers for the items like gender, class, time of the educational video were analyzed for the students. Descriptive analysis technique was used in the analysis of the data. Moreover, percentage (%), frequency (f) values were also utilized. Teacher and students have generally mentioned that the items belong to personal characteristics, duties of video narrator and the specifications of the video are effective on the monitorability of the educational videos. According to another opinion, the time of the video should be between 5 and 10 minutes.

While philosophy has confronted us as a concept that has taken place in every age of the thinking adventure of the humankind, philosophical considerations have been influential on all elements of human creation. One of these influence areas is education studies. Education has been influenced by the philosophy of education, which has occurred more specifically than philosophy. Educational leaders and pre-service teachers should notice the availability of using this influence and the educational philosophy as a tool. This research was conducted in order to determine the perception of educational philosophy in the industrial age 4.0 and to find the educational philosophy productivity of pre-service teachers. The study group includes 111 pre-service teachers who take the training philosophy course in the 2nd class level in the Faculty of Education of Mustafa Kemal University in Turkey. 72 of these pre-service teachers are female, and 39 are male. This research where quantitative and qualitative data are used together is a mixed educational research. In the study, a 25-question test developed by the researcher and a semi-structured interview form consisting of 3 questions has been used to collect data. While the pre-test and post-test studies were conducted with the test which is the data collection tool, the data were analyzed by using the descriptive analysis and the content analysis of the data obtained from the interview form. When the findings of the study were taken into consideration, it was found that there was a significant difference between pre-test scores and post-test scores of the pre-service teachers participating in the research. The teaching process of the training philosophy course given has been found to be successful. It has been concluded that pre-service teachers have expressed the philosophy and education relationship with human-based views. It has been found that pre-service teachers prefer the "progressive training philosophy" if they want to make a new educational design. However, it has been determined that pre-service teachers did not have an idea about technology and technological developments in the industrial age 4.0.

The aim of this study is to define the points of view of the schools directors on administratorship CPD training course organized by local educational directorates. A mixed model was used in this study and related data was evaluated both at quantitative and qualitative dimensions. The sample group was formed by 174 participants among 567 school directors who participated to the administratorship CPD training course organized by Şanlıurfa Local Educational Directorate in Bozova, Haliliye, Siverek and Viranşehir districts in educational year of 2015 and 2016, and study group was formed by 149 school directors who participated the CPD training course in the same educational districts. Data was collected via a survey in quantitative dimension and by phenomenological interviewing technic in qualitative dimension. In the study, it was concluded that CPD course led the participants acquire new knowledge and skills, and have new perspective and understanding related to school management, the content of training course and qualification of the instructors were efficient enough according to the participant school managers, the CPD course was sufficient in terms of educational tools and equipment, school managers pay more attention to self-learning and find the CPD course sufficient enough in terms of self-learning opportunities, participants are concerned about the teaching methodology of the training course and they demand to have teaching methods which will depend on practical and operative activities rather than theoretical and academic information, the participants were not satisfied with the facilities supplied by the CPD organization, the timing of the CPD course was not welcomed and many participants stated their negative concern about the timing of the CPD course as it was held within educational year and as they had to manage their school simultaneously.

Bu calismanin amaci gelistirilen Cok Boyutlu Sosyal Degerler Olcegi icin yapilan olcek gelistirme, gecerlilik ve guvenirlik ile ilgili calismalari ve bu calismalardan elde edilen veriler isiginda ortaya cikan olcme aracini tanitmaktir. Arastirmadan elde edilen nicel verilerin analizinde betimsel istatistiklerin incelenmesinin yani sira, faktor analizi, korelasyon, guvenirlik, t testi, varyans, frekans, standart sapma, Bartlett Kuresellik Testi, Kaiser-Meyer-Olkin analizleri kullanilmistir. Olcme aracinin uygulanmasi ile elde edilen veriler isiginda yapilan hesaplamalarla aracin gecerlik ve guvenirlik test degerleri kabul edilebilir duzeyde oldugu gorulmustur. Bu arastirmada elde edilen bulgular, CBSDO’nin sosyal degerleri olcmede gecerli ve guvenilir bir arac oldugunu gostermektedir. 5’li likert tipinde hazirlanan olcme aracinda 42 adet sosyal degerler ifadesi yer almaktadir. Bu sosyal degerler olceginde 6 sosyal deger boyutu yer almaktadir.

The main points in reading education read it to understand. Learning happen in case of no meaningful reading is not possible. History lesson of reading skills must be improved in order to achieve success. The purpose of this study Turkish culture is the history lessons to improve reading comprehension skills by utilizing the basic resources. History of reading skills form the basis of the course is to provide education and training in the use effectively. In doing so our main source read in the past is to try to learn in light of our own resources. Pretest-posttest control group quasi-experimental research model is used in this study because of the purpose of evaluating the effect of teaching method based on the primary sources of Turkish culture on student success. In this study, the teaching based on the primary sources of Turkish culture is used as the independent variable, student success is used as dependent variable. Pretest and post test results applying the experimental and control groups were obtained. The experimental group subjects Kutadgu Bilig according to the results of teaching with the reading of selected sections has been found to be a significant difference in the final test. ÖzetEğitim-öğretimde en temel husus okuma, okuduğunu anlamadır. Anlamlı bir okuma yapılmadığı takdirde öğrenmenin gerçekleşmesi mümkün değildir. Tarih derslerinde başarı elde edebilmek için okuma becerisinin geliştirilmiş olması gerekir. Bu çalışmanın amacı; tarih derslerinde Türk kültürünün temel kaynaklarından yararlanarak okuma-anlama becerilerini geliştirmektir. Eğitim-öğretimin temelini oluşturan okuma becerisinin tarih derslerinde etkili bir şekilde kullanılmasını sağlamaktır. Bunu gerçekleştirirken de temel kaynaklarımızın okunmasını, geçmişi kendi kaynaklarımızın ışığında öğrenmeye çalışmaktadır. Bu araştırmada, Türk Kültürünün temel kaynaklarına dayalı öğretim yönteminin öğrenci başarısına etkisinin incelenmesi amaçlandığı için ön test-son test kontrol gruplu yarı deneysel araştırma modeli kulla­nılmıştır. Araştırmada, Türk kültürünün temel kaynaklarına dayalı öğretim bağımsız değişken, öğrenci başarısı bağımlı değişken olarak kullanılmıştır. Deney ve kontrol gruplarına ön test ve son test uygulanarak bazı bulgular elde edilmiştir. Deney grubuna Kutadgu Bilig’den ders konusuna uygun olarak seçilen bölümlerin okunması ile gerçekleştirilen öğretim sonucu son testte anlamlı bir farklılık olduğu tespit edilmiştir.