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Copyright of Journal of Turkish Educational Sciences is the property of Journal of Turkish Educational 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.)

The purpose of this study was to explore elementary and middle school students' perceptions of art and meanings attached to it, and identify their opinions on art education. The subject group consisted of 154 students attending two different elementary and middle schools at the center of Trabzon Province. In order to collect data, the students were given an interview form comprised of 15 questions and asked to reply the questions. Descriptive analysis was used as a method of qualitative analysis. Although the number of students and questions was limited, the findings of the study revealed the opinions of elementary and middle school students' on art and art education. In conclusion, it was found that today's art education at the primary and secondary levels in our country was superficial and inadequate. [ABSTRACT FROM AUTHOR]

Copyright of Planlama is the property of TMMOB Sehir Plancilari Odasi 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 Trakya Journal of Education is the property of Trakya 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 Eurasian Journal of Educational Research (EJER) is the property of Eurasian Journal of Educational Research 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.)

Purpose: The aim of this study was to investigate the water/fluid intake patterns of students and affecting factors. Materials and Methods: In this cross-sectional study, water/fluid intake and affecting factors among 4922 students studying in primary, secondary and high schools in Ortahisar district of Trabzon province in 2017-2018 academic year were investigated. As the data collection tool, a questionnaire form evaluating sociodemographic characteristics and water/fluid consumption patterns was used. Results: The plain water intake of the students was determined as 1199 ± 572 mL/day and the total fluid intake was found as 1611 ± 688 mL/day. In addition, it was revealed that daily fluid intake of 2098 (62.6%) of the students was below the sufficient amount advised by National Academy of Medicine (NAM). It was found that the amount of daily fluid intake of boys, older children, those whose maternal education level is high school or low, those who have maximum two siblings, and those who are not engaged in sportive activities was inadequate. Conclusion: Daily fluid intake of more than half of the students is below the amount advised by NAM for children by age and gender groups. Considering the possible adverse consequences of this situation on health, it is suggested that appropriate interventions should be made to increase fluid intake of children. [ABSTRACT FROM AUTHOR]

The present study aims to examine the role of metacognitive awareness of reading strategies, reading motivation and reading engagement in predicting secondary school students' perceptions of creative reading. The study group consists of 501 students (Female= 48.3%, Male= 51.7%) attending public secondary schools in Trabzon, located in the Eastern Black Sea Region of Turkey. Demographic Information Form, Creative Reading Perception Scale, Reading Motivation and Reading Engagement Scale and Metacognitive Awareness of Reading Strategies Scale were used as data collection tools. In the regression model, it was seen that the variance explained for creative reading perception was 40%. While affirming motivation, supporting reading strategies and general reading strategies variables predicted the perception of creative reading positively, undermining motivation predicted it negatively. However, it was determined that reading engagement and problem-solving strategies were not significant predictors of students' perceptions of creative reading. As a result of the study, the importance of reading motivation and metacognitive awareness of reading strategies in predicting the creative reading perceptions of secondary school students was revealed. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Social Sciences Research / Sosyal Bilimler Arastirmalari Dergisi is the property of ODU Journal of Social Sciences Research 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.)

As the technologies in the field of education are becoming more and more sophisticated, continuous professional development for teachers is gaining increasing importance. Therefore, teachers need to improve themselves to grow more competent professionally, to adapt to innovations in their field and to be aware of their competencies throughout their professional careers. A support for professional development can be given to teachers through inservice training programs or mentoring practices. This study aims to improve chemistry teachers' adaptation to the renewed curriculum with a group mentoring program and to determine the effects of this program on professional development of teachers by individually and as a group. The study group consists of four (three males, one female) chemistry teachers working in the central districts of the province of Trabzon in Turkey. A Course Evaluation Form developed by the researchers was used to examine the effect of the teachers' mentoring support experiences on their classroom practices. Each teacher was observed before, during and after the mentoring. Every one of the classroom teaching practices was video-recorded. The video recordings were analyzed according to the themes and codes in the course evaluation form. The findings show that there is a change in teachers' in-class practices before, during and after the mentoring, and while this change shows continuous improvement in some cases, it is variable or stationary in some others. [ABSTRACT FROM AUTHOR]

Copyright of Global Journal of Economics & Business Studies is the property of Gumushane University 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 Electronic Turkish Studies is the property of Electronic Turkish Studies 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 Erzincan University Journal of Education Faculty / Erzincan Üniversitesi Egitim Fakültesi Dergisi is the property of Erzincan University 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 Marmara University Journal of Turkology / Marmara Türkiyat Araştırmaları Dergisi is the property of Marmara University 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 Alternative Politics / Alternatif Politika is the property of Alternatif Politika 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 Turkish Journal of Education is the property of Mehmet Tekerek 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 Gümüshane University Electronic Journal of the Institute of Social Science / Gümüshane Üniversitesi Sosyal Bilimler Enstitüsü Elektronik Dergisi is the property of Gumushane University Electronic Journal of the Institute of Social Science 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 Accounting & Auditing Perspective Magazine / Muhasebe ve Denetime Bakış is the property of Union of Chambers of Certified Public Accountants of Turkey (TURMOB) 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.)