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Background: This paper aimed to evaluate the effectiveness of incorporating CDK 4/6 inhibitors (CDK4/6i) into ET for the adjuvant treatment of HR + HER2-resected early-stage breast cancer (ESBC) patients, employing meta-analysis. Methods: In this paper, we compiled randomized clinical trials focusing on CDK4/6i used in the adjuvant treatment of high-risk invasive HR-positive and HER2-ESBC patients. A meta-analysis was performed in line with the PRISMA guidelines. Results: We identified four clinical trials that met our inclusion criteria and were published between 2020 and 2024. These trials involved a combined sample size of 17,749 patients diagnosed with breast cancer. The data obtained from the pooled analysis revealed a remarkable beneficial trend in terms of invasive disease-free survival (iDFS) for the use of ET in combination with CDK4/6i compared to the group receiving ET alone (HR = 0.81, 95 % CI: 0.67–0.98, p = 0.03). Of note, CDK4/6 inhibitors demonstrated a notably beneficial effect in both grade 2 (HR = 0.69, 95 % CI: 0.59–0.81, p

This study investigates elementary pre-service mathematics teachers' noticing in a video-based activity within the context of a mathematics teaching methods course. To this end, we analyzed what and how pre-service mathematics teachers noticed in the Public Release Third International Mathematics and Science Study (TIMSS) videos. Data obtained from pre-service teachers' written analysis of classroom teaching videos were then analyzed. The results indicate that pre-service teachers primarily focused on "discourse" followed by "task" and "learning environment" aspects of the classroom teaching presented in the videos. While pre-service teachers' noticing was primarily descriptive and evaluative in a general sense, there was less interpretive level noticing. It was interesting that most comments belonging to the interpretive level appeared in the task category. Additionally, pre-service mathematics teachers generally noticed the elements of instruction related to teachers (i.e., the teacher's role, movement, and pedagogy) at descriptive and evaluative levels, but were less attentive to how specific classroom events, tasks, or content were connected with students' learning. Our findings suggest that exposing pre-service mathematics teachers to multiple contexts and diverse mathematical content during the analysis of video cases of classroom practices in collaborative environments supports noticing specific aspects within classroom practice.

The study aims to investigate the level of science teachers' self-efficacy perceptions on the topic of acid-base chemistry in terms of some variables (gender, the place where the teacher works, and the frequency of using the science laboratory). In this study, a survey method was used, and the sample of the study consists of 138 science teachers. 'Acid-Base Self-Efficacy Perception Scale (ABSPS)', a five-point Likert type, was used as a data gathering tool. The validity and reliability of the ABSPS were calculated for the data obtained from the science teachers in this study. Descriptive and inferential statistics were carried out in examining the data obtained in this research. Results of the study showed that according to mean scores on items, it can be said that the acid-base self-efficacy perception of science teachers is generally at a high level. Also, results show that there was no significant difference in science teachers' self-efficacy perceptions on the topic of acid-base chemistry in terms of gender and the place where the teacher works. On the other hand, it was determined that the teachers had a positive correlation between the frequency of using science laboratories and the acid-base self-efficacy perception level.

The Measurement, Selection and Placement Center--MSPC (original acronym: Ölçme, Seçme ve Yerlestirme Merkezi--ÖSYM) administers many of the high-stake examinations applied in Türkiye. In order to support equality of opportunity in education and create a fair evaluation system, MSPC actualizes various testing accommodations by adjusting the standardization protocol for disabled test takers. In this research, we examined the views of academicians who served in the halls where disabled candidates take the test in the examinations held by MSPC about the testing accommodations for the disabled. The study design was in the basic qualitative research model. The participants consisted of 12 academicians working at a state university in Türkiye, who had served at least three times in the examination halls reserved for disabled test takers by MSPC. We collected the data via an interview form which included four items and administered it to the participants according to the drop-off and pick-up later method. The research results revealed that academician examiners have various positive opinions about MSPC's testing accommodations for disabled test takers. However, the participants also expressed that current accommodations have certain limitations that should be revised.

Teacher competency is a key research area because of the strong link between child development and the quality of early childhood education. This study aims to examine early childhood teachers' self-reported pedagogical competency profiles and to determine the factors affecting their profiles. To reach that aim, a mixed-method study was designed as an explanatory sequential design. The participants comprised 290 early childhood teachers for the quantitative portion and 15 for the qualitative. The Early Childhood Teachers Competencies Assessment Rubric and an interview form, both developed and proved valid and reliable by researchers, were used. Two-step cluster analysis and inductive content analysis approaches were used to analyze the data. Some important findings are as follows: the teachers were grouped into high-, mid-, and low-competence clusters based mainly on the differences in the areas of instructional technology and educational planning competency. As the teachers indicated, social and individual factors determine their competency profiles. Furthermore, the teachers explained about their ongoing professional development endeavors to improve their competency profiles. The results of the study are discussed in detail, and suggestions are presented for planners/practitioners of teacher professional development programs, curriculum developers and faculty members at higher education institutions, and policymakers at the national and international levels in the hard way to reach out to more qualified early childhood education.

The COVID-19 pandemic, which has affected our lives as a global pandemic, also profoundly affected the mathematics teaching processes like other areas. Therefore, this study aims to identify secondary school mathematics teachers' opinions about mathematics teaching in distance learning format, which has become a reality due to the COVID-19 pandemic. The study is conducted using the convenience sampling method with 39 secondary school mathematics teachers (21 females, 18 males) in the 2020-2021 academic year. The phenomenological method is preferred in the study conducted using qualitative research methods. The data are collected using a survey that includes eight open-ended questions formed by consulting experts and conducting a literature review. The data are analyzed using the content analysis method. Accordingly, the researchers analyzed the questionnaire form's data according to the codes on the coding sheet. Concordantly, this study presents the advantages and disadvantages, conveniences, and challenges of distance learning, which has become a reality due to COVID-19.

The outbreak of COVID-19 has pushed almost all education-based institutions to migrate their available face-to-face teaching to online teaching. However, online education has posed challenges, especially for learners who are quiet and shy to speak and feeling hard to engage in the course content. At this point, turning Web 2.0 tools into icebreaker activities and incorporating them into online courses could help these students get motivated and develop active participation skills. This study took a selective and theoretical look into the literature about exploring potential Web 2.0 tools and prescribing how to use these tools as e-icebreakers in hybrid or online courses. The findings highlighted many Web 2.0 tools and described how to utilize them in online learning platforms as e-icebreakers. Suggestions about how to design Web 2.0 tool-involved e-icebreakers were provided. The study suggested important implications for instructors striving to keep learners engaged in online or hybrid courses.

This study aims to determine the characteristics of gifted students' perceptions of intelligence and the effective factors in the formation of these perceptions. The research is based on the explanatory sequential mixed-methods design. The research group consists of gifted students studying general ability in the fifth and seventh grades at Erzincan Science and Art Center. According to quantitative data of the study, the arithmetic means of the incremental theory of intelligence were higher than those of the fixed theory of intelligence on the basis of gender and grade level variables. However, qualitative data indicated that 9 (75%) of 12 students perceived intelligence as fixed.

A sport is a branch of science that improves and affects people physically, as well as increases the quality and quality of their behavior psychologically. Good peer relations and social environment at school are also effective in the student's sports success. School has an important place in the life of every athlete in terms of features such as the discovery, development, and upbringing of children. Talented athletes with a sports culture will emerge with the cooperation of a family who guides the student correctly and a teacher who acts in accordance with the development of the student. The aim of this research is to examine the psychological well-being of the athlete students who continue their primary school education. The study group of the research consists of 11 men and 4 women, totally 15 primary school students and athletes. The research was conducted with the qualitative study method. The data collection method was carried out using a semi-structured interview form. In the study, 4-item questions prepared by the researchers were used. The questions were asked to the participants face-to-face in the form of semi-structured interviews. All the interviews were recorded with a voice recorder, informing the participants, and then transcribed. In the analysis of the data, the ideas obtained with the semi-structured interview form were evaluated with the inductive method. As a result of the research, when we look at the psychological well-being of primary school athletes, it is seen that environmental factors are more determinant besides the performance results of the athletes. It is seen that the psychological states of the athletes, family structure, parental attitudes and the effects of sisters and siblings are at the forefront.

This study aims to analyse the predictiveness of the emotion socialization behaviours of the mothers of 6-year-old children on the children's attachment levels. The study group of this descriptive research designed with the screening model, one of the quantitative research methods, included 143 pairs of mothers and 60- to 72-month-old normally-developing children attending two kindergartens affiliated with the Istanbul Basaksehir Directorate of National Education during the 2019-2020 academic term. The data collection instruments used in the study were the parent form designed by the authors to collect sociodemographic data from the children and families who participated in the study, the Incomplete Doll Family Story Scale (IDFSS), which was used to determine the children's levels of attachment, and the Coping With Children's Negative Emotions Scale (CCNES). Calculation of descriptive statistics of scores for the Incomplete Doll Family History scale and the Dealing with Children's Negative Emotions scale. The model formed at the end of the multiple linear regression analysis shows that mothers' emotion socialization behaviours accounted for 57% of the variance related to the children's attachment level. The t-test results of the multiple linear regression coefficients revealed that the mothers' emotion socialization behaviours predict children's attachment levels significantly, the problem-focused reactions and minimization reactions sub-scales of emotion socialization behaviours predict children's attachment levels significantly, while the emotion-focused reactions, punitive reactions, distress reactions and expressive reactions sub-scales do not predict children's attachment levels significantly.

The purpose of this study is to look into primary school teacher candidates' experiences with virtual museums during the pandemic. For this purpose, the study was conducted with a phenomenology design, which is one of the qualitative research designs. The study's participants are 15 teacher candidates enrolled in the faculty of education for the 2020-2021 academic year. In the study, data were collected after 10 virtual museums were experienced by the participants, who made assessments from an educational perspective. The research data were collected through a structured interview form, the Virtual Museum Evaluation Form (VMEF). The data obtained were analyzed with content analysis. According to the findings of the study, it was determined that using virtual museums in educational environments will benefit students and teachers, but also have some disadvantages. At this point, it can be said that virtual museums can be used in education due to such reasons as ensuring the active participation of students in the lesson, supporting permanent learning, making the lesson fun, etc. while being aware of the disadvantages.

In this qualitative case study, we investigated teachers' experiences of distance education during the COVID-19 pandemic in Turkey. The participants comprised 69 elementary school teachers at varying levels of experience. The purpose of the study was to explore elementary school teachers' experiences regarding advantages and challenges of distance education and the deficiencies in learning outcomes that they observed in their students during the instructional processes. To explore the teachers' experiences, we conducted semi-structured interviews with them. We analyzed the data obtained from the interviews using the coding analysis method. The results show that participants quickly learned how to use technological platforms, improved their technological literacy skills, and ensured the continuity of education for students through online learning opportunities. Participants also addressed the challenges they were confronted with in the process of adjustment. Most challenges included inequality of opportunities, problems with technology, insufficient socialization, amotivation, low involvement and poor preparation for online education, as well as non-authentic interaction. Participants stated that they observed a decrease in students' reading comprehension and writing skills, an increase in mathematical operation errors, the inability to achieve high-level goals, and a decrease in their motivation to learn during distance education. For this reason, they did not believe that distance education adequately met students' needs or educational and pedagogical standards.

Due to the pandemic in many countries, schools were closed in 2020. Therefore, education was suspended, and distance education was started. During the Coronavirus disease (COVID-19) pandemic, teachers gave lessons online in virtual classrooms. In this study, Scale of Attitudes Towards Online Formative Assessment (S-AOFA) for teachers conducting online and distance courses was developed, and the teachers' attitudes were examined with respect to demographic variables. In the study conducted in the mixed-design method, qualitative and quantitative data were collected for the scale development and survey. Data were obtained from 369 teachers (science teacher, mathematics teacher, classroom teacher, and teachers in other fields) working in school in Turkey. S-AOFA was made up of 20 items and two factors as a five-point Likert-type. When the teachers' attitudes towards online formative assessment (AOFA) was examined, it was found that the mean for the factor of "Assessment Systems" was lower than that of the "Assessment Approaches". In addition, the findings revealed that there was no significant difference in the teachers' AOFA in terms of gender and that no significant difference existed in AOFA with respect to the school levels of the teachers (elementary, secondary and high school). Moreover, the results demonstrated that there was a low negative significant relationship between the teachers' AOFA and the number of students in which virtual lessons were given online. Lastly, there was a low level positive significant relationship between the teachers' AOFA and the in-class participation percentages of the students who were taught online in virtual classrooms. S-AOFA could be used by researchers in different studies in future.

The concept of twice-exceptional is used to define individuals who are gifted or talented in one or more domains while having disability, disorder or difficulty in certain areas. This situation has made the definition and acceptance of the concept difficult since giftedness and disability are mentioned together. In order to clarify current understanding of the concept, a conceptual analysis of the term "twice-exceptional" was conducted in this study using Rodgers' evolutionary concept analysis method. Firstly, the epistemological and ontological structure of the concept was discussed. It was seen that the concept was used in different terms in literature such as "twice exceptional", "dual exceptionality", "gifted with learning difficulties", "gifted handicapped". Instead of looking for an alternative term for the concept, existing studies were reviewed and the characteristics of the concept were tried to be revealed. Although the concept has been used for almost four decades, its implications date back to gifted studies addressing learning difficulties a century ago. It was later associated with Asperger's Syndrome, Attention Deficit and Hyperactivity Disorder, Autism Spectrum Disorder and other deficits. It was concluded that definition and characteristics of relevant concepts of twice exceptionality such as giftedness and disability have changed over time, which has also affected the evolution of twice exceptionality. Therefore, a clear definition or sharp boundary of the concept cannot be claimed, but its importance has been revealed by the field studies which also contributes to the further development of the concept.

The study aims to reveal how faculty members perceive and feel about being a teacher at university, and make efforts to enhance their teaching responsibilities. The qualitative study was designed as a transcendental phenomenological study. The views of 25 faculty members at different universities in Turkey were obtained by interviewing method, and analysed through content analysis. The study found that the perceptions of being a teacher were mainly teacher- and student-centred. The faculty members got (un)happy/(in)competent depending on whether or not their students were learning, responding to questions, attending class, and paying attention to the course. They tried to enhance their teaching responsibilities through some informal ways such as getting peer assistance, and discussing with relatives/friends. After the findings were discussed in detail, some suggestions were presented for faculty members and for the researchers.

The aim of this research is to examine the physical activity levels and basic psychological needs of university students according to various variables. The survey model, the quantitative research models, was used in the study. The population of the research consists of Pamukkale University students in the 2021-2022 academic year. 41,480 university students, and the sample consists of 558 students determined by the sampling method that can be easily found from the universe. A personal information form created by the researcher to collect data, an international physical activity questionnaire to determine physical activity levels, and a basic psychological needs scale to determine basic psychological needs were used. The normality test of the data was performed with Shapiro Wilk analysis. The normal distribution of the data in physical activity and basic psychological needs scores according to gender was detected and a significant difference was analyzed in independent groups with T-Test. According to the level of physical activity, Mann Whitney U analysis was used in the difference analysis as the data did not show normal distribution. Pearson correlation analysis was used for the relationship between physical activity level and basic psychological level of need. All data were tested at 0.05 significance level. As a result of the research, there was no significant difference in the comparison of the physical activity score and the basic psychological needs score of the university students according to gender. Considering all university students and according to the gender variable, a positive relationship was found except for male students between physical activity score and psychological need score.

The first years of human life are critical in all developmental areas. In these years, shared family experiences, social interaction, and safe, responsive, and nurturing environments provided to a child constitute the determining factor in their future life. The home environment is considered to be a place where the foundations of language and literacy skills are stimulated for many children. The COVID-19 pandemic, which affected the whole world, has caused non-formal education to be carried out remotely and via digital tools to an unprecedented extent. This situation has necessitated parents to be more aware of the possibilities of the home environment and its impact on children and to better understand the importance of taking responsibility. However, very few scholars in this pandemic situation have pointed out how language and literacy opportunities can be offered in the home environment, which is the first place of education for children. Therefore, this study aims to increase parents' home literacy skills and attitudes in order to develop opportunities and resources for children's participation in literacyrelated interactions. Over a semester, 11 preschool and 12 first-year elementary school parents participated in this action research from Buca district of Izmir province in Turkey. Before implementing the action plans, parental attitudes towards home literacy competencies were assessed using a semi-structured survey prepared by the researchers. After the action plan, the parents' developmental status and attitudes towards home literacy were again evaluated with a semi-structured survey, and all data were analyzed using descriptive, percentage, frequency, and Cramer V analysis methods. According to the results, the action plan steps had a positive impact on raising awareness of the home literacy environment, building language and literacy activities, and supporting extension skills in essential language development (listening/watching, speaking, reading, and writing).

In this research, we aimed to adapt the Xenophobia Scale developed by Olonisakin and Adebayo (2021) into Turkish. We conducted research on two separate study groups comprising 563 teacher candidates. Before starting the adaptation process of the scale, we obtained necessary permissions from the authors, who developed the original form. When developing the translation form, we removed two of the scale items from the instrument because they were not suitable for the Turkish culture. Afterwards, we performed an item analysis and found that the item correlations of two of the items in the scale remained less than the threshold value of 0.030. We removed the two items in question, thereby leaving 20 items in the scale. In the applied EFA and CFA, we obtained a two-dimensional structure that overlaps with the original form of the scale. In the reliability analysis, we determined that the internal consistency coefficients exceeded 0.70 criterion values for both subscales. In conclusion, the results we acquired from psychometric analyses indicate that the Turkish form of the Xenophobia Scale yielded valid and reliable measurements.

In this study, the effects of context-based teaching (CBT) on the teaching of 'chemical change unit' (CCU) was examined under five main headings: student motivation, constructivist learning environment, student achievement, transferring chemistry knowledge to the subjects of daily life, and student and teachers' opinions on the implementation. The effects of CBT on the experimental and control group students were determined by Chemistry Motivation Questionnaire (CMQ), Constructivist Learning Environment Questionnaire (CLEQ), Chemical Changes Achievement Test (CCAT), and Chemical Changes-Context-Based Questions (CC-CBQ). At the end of the study, the only significant difference found in favour of the experimental group was the results of CBCBQ. Opinions of students and teachers are generally pleasing but they stated that CBT is not suitable for the university entrance exam. In the assessment of the students, CBT would attract more attention if the exams taken contained context-based questions.

The present study aimed to analyse the context-based problem solutions of pre-service mathematics teachers, their mathematical sentences formation skills and misconceptions. Thus, the participating pre-service mathematics teachers were asked to solve context-based problems, form mathematical sentences formation, predict misconceptions that they could experience in solving these problems and assess the related problems based on Benckert's (1997) contextual learning principles. Furthermore, the views of pre-service mathematics teachers on contextual problems were also obtained. Thus,the study was designed as a mixed-method case study that included both quantitative and qualitative data. Context-Based Problem Evaluation Form and a structured interview form developed by the authors were used as data collection instruments. Study participants included 114 (82 females, 32 males) pre-service mathematics teachers. Analysis of the study data demonstrated that preservice mathematics teachers were above-average in solving contextual problems and mathematical sentences formation, their misconceptions were below-average, and there were no significant differences between the above-mentioned study variables based on gender variable; however, there were significant differences based on student department, and mean participant score was above-average based on Benckert's principles. Furthermore, the views of pre-service mathematics teachers on contextual problems were determined and the conceptual and structural differences between the questions were analyzed.

Early childhood teachers and their preferences are very important in order to apply a balanced curriculum in the early childhood education classroom. On the other hand, the views of parents play an important role in classroom implementations; although their views can sometimes create barriers for teachers, and sometimes teachers can be inspired by them. As a result, both teachers' preferences and parents' views need to be investigated in order to understand how they affect learning activities in early childhood education classrooms. With this purpose, this study aims to investigate preschool teachers' preferences and parents' views of learning activities applied in preschool classrooms through a case study. The study included 25 preschool teachers and 33 preschool children's parents. Data collection took the form of semi-structured interviews held with the preschool teachers and the parents of preschool children. The results of the study revealed that the preschool teachers mostly preferred art, mathematics, and literacy activities, whilst science, drama, and body movement activities were the least implemented types of activities in the early childhood classroom. On the other hand, language, literacy and body movement activities were considered most important activities by parents. Moreover, the needs of the children, products, and processes were the first three reasons behind the teachers' classroom activity preferences, whilst the teachers' self-confidence in applying the activities was the least influential factor in their activity preferences.

This study systematically reviews randomly selected 155 experimental studies in education field originated in the Republic of Turkey between 2010 and 2020. Indiscriminate choice of sample size in recent publications prompted us to evaluate their statistical power and precision. First, above and beyond our review, we could not identify any large-scale experiments such as cluster-randomized or multisite randomized trials, which overcome shortcomings of small-scale experiments, better suit to the organizational structure of the education field, nevertheless require far greater effort and financial resources. Second, none of the small-scale experiments has reported or conducted ex-ante power analysis. Third, results indicate that studies are sufficiently powered to detect medium effects and above (Cohen's d [greater than or equal to] 0.50), however they are underpowered to detect small effects (Cohen's d [less than or equal to] 0.20). Trends in the past ten years indicate precision remained unchanged. We made several recommendations to increase the precision of experimental designs and improve their evidential values: Determine sample size prior to an experiment with power analysis routine, randomize subjects / clusters to obtain unbiased estimates, collect pre-test information and other relevant covariates, adjust for baseline differences beyond covariate control, document attrition, report standardized treatment effect and standardized variance parameters. Findings should be interpreted considering minimum effects in education that are relevant to education policy and practice.

The aim of this study is to investigate the relationship between a variety of non-cognitive factors and the mathematics performance levels of eighth grade students in the Trends in International Mathematics and Science Study (TIMSS). The sample group consists of 4077 Turkish students who took part in TIMSS 2019. Data were collected using the student background scales in the student questionnaire and achievements tests by TIMSS practitioners. It was interpreted through correspondence analysis as an exploratory and multivariate statistical technique. Results indicated a significant correspondence between students' achievement and attitudes towards mathematics, instructional structure, school climate, and home educational resources. High-achieving students were found to express more positive attitudes, attach higher instructional clarity to mathematics lessons, encounter less disorderly behavior during mathematics lessons, and have more home educational resources. Regarding school climate, high-achieving students had less sense of school belonging than low-achieving students. As for school discipline and safety, high-achieving students faced more bullying than intermediate-level students. Results suggest that students with low mathematics achievement should be supported in terms of both educational resources and non-cognitive factors.

The black phase of formamidinium lead iodide (FAPbI3) perovskite shows huge promise as an efficient photovoltaic, but it is not favoured energetically at room temperature, meaning that the undesirable yellow phases are always present alongside it during crystallization1-4. This problem has made it difficult to formulate the fast crystallization process of perovskite and develop guidelines governing the formation of black-phase FAPbI3 (refs. 5,6). Here we use in situ monitoring of the perovskite crystallization process to report an oriented nucleation mechanism that can help to avoid the presence of undesirable phases and improve the performance of photovoltaic devices in different film-processing scenarios. The resulting device has a demonstrated power-conversion efficiency of 25.4% (certified 25.0%) and the module, which has an area of 27.83 cm2, has achieved an impressive certified aperture efficiency of 21.4%.