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In this study, it was aimed to determine the views of the education inspectors about the in-service training (IST) they attended and the problems they experience during IST. Quantitative and qualitative design were used together in the study. The data were collected through the In-Service Training Assessment Scale (ISTA) and an open-ended questionnaire. The data obtained from 300 education inspectors who filled in the scale (working at 10 cities) and from 100 education inspectors among them who answered open-ended questions were evaluated. According to the results of the research, while the inspectors stated at "A Little" level, their IST needs have been determined, IST has been planned, the activities of IST have been evaluated and their IST needs have been met, they agreed "Moderately" that running process of IST is effective. The views of the education inspector differed in terms of age and graduation variables. Findings from qualitative research parallel with findings from quantitative data. Educational inspectors pointed out problems about the suitability of the course centers, utility of IST activities, the activities of the Ministry of National Education (MNE), the teaching staff in these activities and the number of IST. According to the results of the research, it could be said that the IST studies on education inspectors were not sufficient. [Paper presented at EYFOR (7th).]

The objective of this research is to find out the problems encountered by principals, teachers and parents about pre-schools' education processes. In the study, qualitative research method was used and it was designed in hermeneutical phenomenological method. The research was performed in primary schools having nursery classes in Korkuteli district of Antalya in 2015-2016 educational years. Study group comprised of principles, 2 vice principals 5 pre-school teachers working in 6 schools chosen according to maximum variation sampling method and 3 parents having students in these schools. Descriptive analysis and content analysis were used together in data analysis. The data collected was coded by the researchers and the themes were derived accordingly. Consequently, the problems about pre-school education via this research were reported in seven themes as: regulations, physical and material opportunities, interclass process, curriculum and training materials, top managers related issues, communication, family and environment related problems. It can be asserted that there are problems including purpose, structure, process and climate dimensions of this level of the educational organization. Based on these conclusions, action plans probable for developing this level of education can be recommended.

Distance Education has become an important educational model with the development of information and communication technologies in the world. It has also become increasingly used model in Turkey. In our country, the number of universities and educational organizations offering distance education programs increase day by day. Distance education is performed by some special software called Learning Management System (LMS). There are both commercial LMSs and several open-source LMSs that have cost advantages. It is difficult to select an appropriate LMS for many institutions to meet their standards. The decision making and selection process is crucial, because LMS functions are different from each other, and they all have various features. Because of this, in this study, it is targeted to help and facilitate the decision-making process of LMS for institutions. In this study, Fuzzy AHP (Analytic Hierarchy Process), Fuzzy TOPSIS (Technique for Order Preference by Similarity to Ideal Solution) and an integrated method were used for evaluating criteria and deciding alternatives. To help accomplish this aim, questionnaire forms was designed and used for data collection. These methods were compared with each other. Results were evaluated. According to results among different criteria, the most important criteria for selecting LMS alternatives was found Content Management and Development (96.3%) and between the alternatives Moodle was found the best alternative with the degree of 36.3%.

Theory of mind (ToM) skills involve young children's mentalizing ability to be aware of their own selves and other individuals' thoughts, beliefs, desires, and intentions (mental states). The social cognition skills are essential for processing complex social relations and overcoming interpersonal difficulties in communication. Previous studies shed light on the relationship of parenting and demographics to children's ToM skills, but do not examine the associations with both home environment and preschool education experiences. The goal of the present study is to investigate children's preschool education experience, home literacy environment (HLE), and technology usage in relation to their ToM skills. Participants were 203 preschoolers and their parents. The study data were collected using a home literacy environment questionnaire (HLEQ), theory of mind scale, and a demographic information form. The findings revealed that (a) children's ToM scores are not differentiated regarding gender, excluding the diverse belief tasks, b) children's ToM performances were differentiated in favor of children who have internet access at home, c) HLE, child age, daily TV watching, household income, maternal education, preschool experience, and shared book reading explained 46% of the total variance of preschoolers' ToM scores.

This study aims to investigate online consumer reviews on Amazon.com. Thanks to this study, learners can make use of this study when they prefer a corpus based learning strategy especially for the product reviewers. This study includes two aspects of review structure. The frequency of adverbs, adjectives and verbs that are mostly used together are main focus in this study. Adjectives and adverbs that are used more and which collocations are used more with that adjective and adverbs were examined. In addition, it was examined which verbs are used mostly when people try to show their phrases. This study is quantitative study with survey design. In order to collect data, different Apple products were analyzed such as iPhone 7, Apple Watch 1 and Apple Watch Series 3, Apple Airpods. An analysis of 1,587 reviews which were 4 or 5 stars from Amazon. com across four products pointed out that online consumer reviews have a very effective role in terms of the sales of products. To assure the validity and reliability of the process, a teacher who has a very good knowledge about linguistic checked reviews and came to an agreement with the researcher. Descriptive analysis was used in this study by calculating frequency of adverbs, adjectives and verbs. It was found out that consumers generally prefer specific verbs, adverbs and adjectives in a specific context. This study may help to understand the linguistic background of consumers. As a result of the study, it was seen that some adjectives, adverbs and verbs were mostly chosen deliberately by the users. This study also resulted that these words have some specific collocation words. These collocation words were used by the users both before and after that adjective, adverb and verb. As an implication for this study, new writing topics that this study has suggested can be integrated to the curriculum. These topics can be seen as a new way for writing lessons.

The aim of this study is to investigate high school students' geometry course achievement according to their learning styles. 11th grade students in Izmir constitute the general universe of the research and the sampling of the research comprises of 11th grade students in Karabaglar district. Sampling of the research consists of total 50 high school students, determined by using appropriate sampling method. 60% (n=30) of these students are female and 40% (n=20) of them are males. Both quantitative and qualitative research methods were used depending on the main and sub-questions of the research. Kolb's Learning Style Inventory was used in order to determine the learning styles of the students. As a result of the research, it was found out that most of the students who have diverging learning style were female students (77.8%), most of the students who have accommodating learning style were female students (75%), the number of male students (47.4%) and the number of female students (52.6%) who have assimilating learning styles are close and it was found out that, among the students who have converging learning style, female students (55.6%) were more than males. It was determined that there was no statistically significant difference between the geometry achievement scores according to learning styles and that the students' geometric achievement means were statistically significant according to gender. It was proposed that taking learning styles into account in the regulation of education environments can help to increase achievement.

The integration of technology into education is a substantial issue for supporting and updating teachers' professional development in today's world and bringing up digitally literate generations and well-educated human capital. Studies have shown that technology integration in education is a complex and multidimensional issue. TPACK transcends the triad of core knowledge types and comprises the basis for the effective integration of technology into teaching. Therefore, the present study sought to understand the contribution of the technology attitudes and usage, digital literacy skills, and online reading comprehension strategies in pre-service early childhood teachers' TPACK competencies. The participants in the study were 481 voluntary pre-service early childhood teachers (female=398, male=83). The data were collected as a cross-sectional survey. The study findings revealed that pre-service teachers' TPACK competencies are associated with their technology attitude and usage, digital literacy skills, and online reading comprehension strategies, as well as that the variables explained 38% of the variance. However, pre-service teachers' grade level and GPA are not related to their self-reported TPACK competencies. These findings can be seen as signals of the necessity for theoretical knowledge and practice to be developed in pre-service teachers' technology integration in education.

The purpose of this study is to determine the distribution of talented students' course achievements in the fields of mathematics and science, according to the learning styles. General screening method was used in this research. The universe of the research consists of Ninth grade students (2016-2017) who study at Bornova Anatolian High School. The sample of the study was composed of 11 talented students. After determining learning styles, the distribution of the students according to the learning styles was determined. At the end of the study, it was detected that mathematics course achievements' average of the students who have assimilator learning style is higher than averages of the other students's who have other learning styles. It was determined that physics course achievements' average of the students who have assimilator learning style is higher than averages of the other students who have other learning styles.

The study aims to find out the influence of Mistake-Handling Activities to determine mathematical definitions knowledge, which can be regarded as a component of mathematics content knowledge, of teachers on the development of teachers in providing mathematical definitions. Within this framework, Mistake-Handling Activities were carried out with five volunteer mathematics teachers. Written opinions and semi-structured face-to-face interviews were used as data collection tools. During the application, focus group interviews were carried out, and the application was enhanced with discussions. The data were analyzed using the document review method, and codes, categories, and themes were also determined. The results revealed that Mistake-Handling Activities yielded certain emotional advantages such as increasing teachers' interest and curiosity, critical thinking, self-confidence, awareness, and offering different viewpoints as well as yielding cognitive advantages such as recognizing their shortcomings, acknowledging the importance of knowing the definition of a concept, and using the definition.

In this study, it is aimed to investigate the problem solving skills of primary education mathematics teacher candidates according to their learning styles. The students of Primary Education Mathematics Department students of the universities in TRNC constitute the general universe of the research and the students who study in Primary Education Mathematics Department of a private university in TRNC constitute the universe of the study. Sampling of the research consists of a total 26 students studying in Primary Education Mathematics Department in 2017-2018 academic year, determined by using the appropriate sampling method. In order to determine the learning styles of primary education mathematics teacher candidates, 12-item Kolb Learning Inventory, developed (1976) and rearranged (1985) by Kolb and the applicability of which was proven by Askar and Akkoyunlu (1993) in Turkey was used in this research. Problem solving inventory used to determine teacher candidates' problem solving skills was developed in 1982 by Heppner and Petersen and adapted to Turkish by Sahin, Sahin and Heppner. As a result of the study, when students' learning styles are examined it was observed that the students with converging learning style are 42.3%, students with assimilating learning style are 38.5%, students with diverging learning style are 11.5% and students with an accommodating learning style are 7.7%. It was observed that the students who participated in the study showed a tendency towards problem solving confidence. It has been suggested that taking learning styles and problem solving skills in organizing educational environments into account can help in increasing success.

Storybook reading experiences have the potential to foster children's cognitive skills in regard to sequencing a story plot, making predictions about the outcome, comprehending the story's message, and understanding cause-and-effect relationships. Deconstruction enables children to think critically about the story's protagonist's perspectives, themes, and messages. Thus, deconstruction can be a useful method for examining a story's elements with children and triggering them to make intertextual connections among stories. This study focuses on preschoolers' intertextual connection competencies and provides them with a novel activity. Therefore, the study focused on a well-known fairytale titled "The Little Red Riding Hood" along with two different, newer versions of the story. The present study's participants included thirty preschool children (fifteen girls and fifteen boys). The following three versions of the "Red Riding Hood" stories were read twice during the small group reading activity: "The Little Red Riding Hood," "Very Little Red Riding Hood" (written by Teresa Heapy, illustrated by Sue Heap), and "Who is Afraid of Red Riding Hood?" (written by Sara Sahinkanat, illustrated by Ayse Inan Alican). The stories present different perspectives and contradictory messages regarding the same topic. The findings revealed that the children talked about intertextual linkage between story plots wherein they focused on the climaxes as dissimilar and similar points. The study findings show that half of the children retold their stories along the same lines as those in the previous stories. On the other hand, eleven children drew intertextual connections in their stories and combined different characters, plots, and/or settings from the three versions. Deconstruction can be a fruitful teaching method with which early childhood teachers may encourage children to assert perspectives, think critically, and make intertextual connections among stories to foster their story comprehension.

In this study, the effect of various local dances on prospective physical education teachers' attitudes towards the folk dance course was examined. The research was conducted by using an experimental design with pre-test/post-test control group. A total of 46 female students, which includes an experimental group consisting of 23 students attended the folk dance class and a control group consisting of 23 students did not attend the folk dance class, who are studying at Nigde Ömer Halisdemir University, School of Physical Education and Sports in the Department of Teaching in the spring term of the 2017-2018 academic year and who are aged 20 years, voluntarily participated in the study. In this research, the Folk Dance Course Attitude Scale for Prospective Physical Education Teachers developed by Turan (2015) was used. In the experimental group, the folk dances training program, which continues for 14 weeks with the program of 2 days of a week for 2 hours at each day, was conducted. The data were analyzed by using SPSS 22 (Statistical Package for the Social Sciences) package program. In the analysis of data, dependent sampling t-test was used for examining the differences between experimental and control groups. As a result of the research, it was observed that there was a significant difference in favor of students who took the folk dance training. This result shows that various local dances are effective in developing a positive attitude towards this course.

The aim of the research is to investigate the effects of mind games and games containing physical activity on the attention and visual perception levels of the primary school students. In this research, experimental design with pretest-posttest control group was used. The population of the study consists of seven-year-old children, and the sample consists of 160 volunteer students, who are chosen through purposeful sampling method and involved in game and physical activity group, mind games group, both physical activity and mind games group, and control group, studying at the Primary School in Kirsehir province in the 2017-2018 academic year. The data were collected by "Bourdon Attention Test (Letter Form)" and "Frostig Developmental Visual Perception Test". A 14-week program was applied to the students in the experimental group and the students were given two hours of practice per day for three days a week. In the analysis of the data, arithmetic mean and standard deviation values of the pre-tests were calculated according to the group variables. The dependent sample t test was used to examine the differences of measurements within the group, one-way analysis of variance was used to make comparisons between the groups and the Tukey HSD analysis was used as a post-hoc analysis to determine the difference between the groups. According to the findings of the study, the attention and visual perception pre- and post-test scores obtained from the experimental groups indicate that there is a significant difference in favor of the post-test scores. As a result, all experimental groups showed a significantly higher difference in visual perception and attention when compared to the control group. This result shows that applying mind games, games containing physical activity, both mind games and games containing physical activity together are effective in developing visual perception and attention.