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Copyright of Journal of Academic Social Science Studies is the property of Journal of Academic Social Science 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.)

The aim of this research is to identify the problems experienced by the classroom teachers who have Syrian students in their classes. This research was designed according to the survey model. The population of the research consisted of classroom teachers working in Nizip district of Gaziantep within 2019-2020 academic year. Criterion sampling, one of the purposeful sampling methods, was used to determine the sampling. The sampling of the study consisted of 361 classroom teachers working in Nizip district and having Syrian students enrolled in their classes. The data of the research were collected by a survey with 33 items that was prepared by the researchers and consisted of classroom management, communication, academic achievement, and family dimensions. The data collected within the scope of the research were analyzed using the SPSS program. Percentage, frequency, arithmetic mean and standard deviation calculations were made in the analysis of the data. In the classroom management dimension, teachers were identified to have problems due to the registering of Syrian students in the middle of the semester, enrolling of Syrian students in classes that did not comply with their development levels, and increase in their class sizes due to Syrian students. In the communication dimension, it was determined that Syrian students had a problem of understanding and being understood due to language differences, which was problem for teachers. In terms of academic success, teachers were found to experience problems due to the inability of Syrian students to internalize subjects as well as because of their absenteeism. In the family dimension, It was determined that teachers were not provided with adequate support due to the education levels of parents of Syrian students. In the light of the findings and results obtained, suggestions were developed for implementers and researchers. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Academic Social Science Studies is the property of Journal of Academic Social Science 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 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.)

Copyright of Inonu University Journal of the Faculty of Education (INUJFE) is the property of Inonu University Journal of the 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 reveal the reasons and different factors underlying the phenomenon of waiting in the class based on the opinions and experiences of classroom teachers teaching gifted students in the regular classrooms. The study was conducted as a phenomenology study, which is amongst qualitative research designs. The participants consisted of four classroom teachers teaching in regular classrooms including gifted students at a public elementary school. A series of open-ended questions developed by the researcher focusing on the phenomenon of waiting in the class were asked to the participants and responses received. Interviews with each of the participants were guided by a semi-structured interview protocol. Data were subjected to content analysis using a qualitative analysis program. Analysis of the qualitative data revealed nineteen different codes under four different themes. The themes emerged after the analysis were: state of the classroom, intra-course routines, nature of being gifted and teacher's competence. In conclusion, gifted students' waiting in the class also existed in elementary school classrooms and the reasons of the phenomenon differed from the perspective of the classroom teacher. Before the beginning of the process of supporting gifted students in regular classrooms, there is a need to implement a number of specific measures to overcome the issue. [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 Dirasat: Educational Sciences is the property of University of Jordan 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 study aimed at exploring the factors affecting classroom teachers' job performance. Maximum variation sampling was used to select the study group. 72 teachers working at primary schools in a province in Eastern Turkey participated in a qualitative dominant mixed-methods study incorporating a qualitative case study and Q methodology. The data obtained through interviews were content-analyzed, and the Q data were analyzed via the PQMethod 2.35 software program. The results indicated that organizational, managerial, and systemic factors had both negative and positive effects on teacher performance. Teachers expressed similar views via the item configurations provided and built up a similar profile about the factors affecting job performance. Besides general professional competencies, students' readiness level and teachers' mastery of course content were reported to have impacts on classroom teachers' job performance. [ABSTRACT FROM AUTHOR]

Teachers are expected to have a range of competences in order to make student development positive. The aim of this study is to determine the opinions of classroom teachers who have gifted students in formal education institutions about the competencies that will support these students in classroom settings. In our country, studies about gifted students are generally carried out through Science and Art Centers (BİLSEM), where these students are identified and continued. However, gifted students should also be supported in their own classroom settings in the formal education institution. This study was carried out by focusing on the qualifications required by the class teachers of the students attending the 2nd, 3rd and 4th grades of formal education institutions and also attending the Science and Art Center after the diagnostic process. For this purpose, the study group of the study consists of classroom teachers who work in Çanakkale city center in the 2017-2018 academic year and have gifted students in different fields. The sample of the study consists of 28 classroom teachers who were determined through purposeful sampling. In the study, phenemology design, one of the qualitative research designs, was used. The data of the study was collected by semi-structured and non-directive interview technique. The analysis of the research data was carried out by two data encoders. Cohen Kappa agreement values were used for data analysis. In the research, the importance of the professional and personal competences of classroom teachers has been revealed to support gifted students. In the light of the research findings, developing in-service training programs for class teachers, conducting workshops in which teachers will cooperate, and practical casebased teacher trainings were presented as suggestions. [ABSTRACT FROM AUTHOR]

Copyright of Inonu University Journal of the Faculty of Education (INUJFE) is the property of Inonu University Journal of the 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 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 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.)

The purpose of this research was to seek and reach a consensus on the competencies for classroom teachers to support gifted students in the regular classrooms. The Delphi Technique was used to achieve this purpose. The panel was carried out in three following rounds. Participants of the panel were thirty-six panelists including fifteen academicians holding PhD degrees and actively teaching in special or elementary education departments, and twenty-one in-service classroom teachers. Three sequential Delphi questionnaires that were included competencies in which panelists were asked to evaluate each competency on a seven point likert scale used during the panel. Calculated reliability coefficients of these questionnaires were .97, .93 and .94, respectively. One more competency was added after the analysis of first Delphi questionnaire. The three-round Delphi panel has showed that there was a consensus among experts on all thirty-five competencies. Competencies were discussed with regard to previous research and a number of suggestions for future research and implementation were developed. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Yüzüncü Yıl University, Faculty of Education is the property of Yuzuncu Yil 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 this study, it is aimed to introduce the term "mathematical curiosity" to the literature and to examine the views of classroom teachers in order to create and develop mathematical curiosity in students by starting from the concept of curiosity. For this purpose, the researcher conducted a semi-constructivist interview with 15 class teachers who were randomly selected using the phenomenological method, one of the qualitative research patterns. The classroom teachers were asked 5 questions about how they handle mathematics in general and what effect mathematical curiosity can have on the students. It is concluded in the study that it is a rather demanding but necessary task to draw the students' curiosity, interest and attention on the subject while teaching mathematics, which is abstract. Therefore, it is considered necessary for "mathematical curiosity" to be handled within the education system and improved through studies on it by both teachers and researchers. Parents can be interviewed about curiosity and how to increase the mathematical curiosity of their children and various practices can be made accordingly. [ABSTRACT FROM AUTHOR]

This research concentrates on the differences in implementing teaching programs in private and state schools within the context of the experiences of private school classroom teachers who worked at state schools. This qualitative research has a phenomenological design. Content analysis was used during data analysis. Research results have revealed that classroom teachers working at private schools stick to the content of the program, support the use of resource books and attach much more significance to some of the lessons. Due to the support of the management in private schools, the readiness of the students and physical equipment of the school, a difference has been determined in terms of the methods and techniques used in the implementation process of the teaching program. There has been no difference across measurement and evaluation except for testing students with pilot tests.