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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 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.)

Copyright of International Journal of Field Education (IJOFE) is the property of International Journal of Field Education (IJOFE) 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 E-International Journal of Educational Research is the property of E-International 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.)

Copyright of Journal of Ahmet Kelesoglu Educational Faculty is the property of Journal of Ahmet Kelesoglu Educational 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 Mersin University Journal of the Faculty of Education / Mersin Üniversitesi Eğitim Fakültesi Dergisi is the property of Mersin 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 Pamukkale University Journal of Education is the property of Pamukkale 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 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.)

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.)

In the process of acquisition of writing skills, writing autonomy is the self-learning responsibility of the student and the student's ability to conduct self-learning in this context. The aim of the present study was to determine the writing autonomy levels of the middle school 7th grade students and the differences between these levels based on various variables. The study group included 527 seventh grade students attending secondary schools in Efeler district in Aydın province, Turkey during the 2018-2019 academic year. The study was conducted with the general survey model. The study data were collected with the "Writing Autonomy Scale". The study findings demonstrated that the general average writing autonomy score of the students was 46.059 ± 9,370 (Min = 22; Max = 66). While there were no significant differences between the writing autonomy scores of the students based on parental education level and attending preschool education; however, there were significant differences based on the number of books read the previous year, final Turkish course grade and gender variables. [ABSTRACT FROM AUTHOR]

Problem: Throughout history, Muslims have given great importance to memorizing the Qur'an. Memorizing the Qur'an in the Republic of Turkey, the responsibility of the Presidency of Religious Affairs (DİB) has continued in the Qur'an courses. With the new arrangement, the project of memorizing the Qur'an with formal education is implemented in Imam-Hatip Secondary Schools. The aim of the project is to help students complete and strengthen the Qur'an memorization without interrupting formal education. In addition, the Presidency of Religious Affairs has been trying to develop different Qur'an memory projects in recent years. One of these is the practice of memorizing the Qur'an with theology education at the university. In this project, students can receive Hifz education without interrupting their undergraduate education. In this study, it was aimed to evaluate the two project mentioned above through the eyes of administrators, teachers and students. The analysis of the Qur'an memorization projects together with formal education in the light of scientific data obtained from stakeholders is important for the development of such practices from a scientific perspective. Method: This research is a case study. In the study, a semi-structured interview form consisting of open-ended questions prepared for administrators, teachers and students was used. The working group consists of administrators, teachers and students selected from the schools that provide memory education at the secondary school level and the Qur'an courses that provide the hifz education at the theology education level. Purposeful and maximum diversity sampling was created. In the research, interviews were made with 2 administrators, 8 teachers (hifz teacher) and 16 students. Descriptive analysis technique was used to analyse the data. The answers given by the participants to open-ended questions were interpreted under different themes created based on the sub-problems of the research. With the data obtained from the study group, different dimensions of the Qur'an memorization together with both secondary and theological education were tried to be enlightened. The data obtained in the study were analysed around the structure and organization, purpose/importance, instructor and student quality, student selection, transition to memorization, memorization methods, tools and materials, guidance and sociocultural activities, measurement-evaluation and physical conditions, respectively. [ABSTRACT FROM AUTHOR]