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Stakeholders (teachers, preschool administrators, and parents) in early childhood education have struggled due to the COVID-19 outbreak. The present study explores the experiences and perceptions reflecting the perceived changes in the roles of stakeholders in early childhood education as a result of the COVID-19 pandemic in Turkey. A criterion sample of two administrators, nine teachers, and seven parents in early childhood education institutions was interviewed. We used Moustakas's (Phenomenological research methods, Sage, Thousand Oaks, 1994) phenomenological method to collect, analyze, and validate the data. The main themes showed that: (1) Stakeholders have experienced substantial challenges in online education; (2) The online delivery of instructional content has changed the administrators' financing and instructional leadership role; (3) Teachers have acquired new roles in some areas such as communication, content development, and technology use. In addition, the mentoring roles and social responsibilities of administrators and teachers have increased due to the COVID-19 pandemic; and (4) Supporting roles towards their children have been proliferated and diversified. Overall, findings from the present study provided insights into the stakeholders' perceived accumulated and altered roles in early childhood education because of the COVID-19 outbreak.

Anxiety related to foreign language has been widely held in recent years and associated studies have found a negative correlation between language anxiety and the academic performance of English-speaking students. Whenever foreign language learners express themselves in a second language, there is an anxiety about the image that is communicated through linguistic difficulties. There is a fear that his personal image will be distorted because of grammatical errors and rarefied vocabulary. This study aims to research foreign language anxiety among gifted students who are attending science, math and art classes in Science and Art Centers (BILSEM). For this purpose, 146 (81 males and 65 female) gifted and talented students aged 12-17 were selected. This study used a mixed (quantitative method and qualitative) thereby applying a Foreign Language Anxiety Scale (for English language) to participants and using semi-structured interview questions with 10 gifted students (5 sciences, 2 arts and 3 from music class). The quantitative data results were compared via SPSS and the qualitative data were examined through descriptive analysis. The study revealed that participants attending art and music classes have far lower foreign language anxiety levels than those attending science classes. This difference between group was statistically meaningful according to SPSS analysis. The qualitative study also supported the results by quantitative studies.

The purpose of this study is to determine the effect of coding instruction performed with the Lego Mindstorms EV3 robotic set on students' attitudes towards coding and their perceptions of computational thinking skills self-efficacy. Single group experimental research design was used in the research. The study group of the research consisted of 30 sixth grade students who studied at a secondary school in the 2019-2020 academic year. These students selected the Information Technologies and Software lesson within the context of Support and Training Course. The research was carried out with robotic coding activities for 7 weeks, two lessons per week. In order to collect the research data, the Attitude Scale for Coding Education and the The Self-Efficacy Perception Scale for Computational Thinking Skill were applied as pretest and posttest. According to the findings of the research, after teaching programming with robotic coding activities, there was a significant increase in students' positive attitudes towards coding and a decrease in their negative attitudes, but this decrease was not found to be statistically significant. In addition, it was found that there was a statistically significant change between pre-post and post-study in all sub-dimensions of students' computing thinking skills self-efficacy perceptions.

In this study, the positive situations that principals put forward about teachers, students, the institution and themselves, and the results of these positive situations and practices were investigated. The current study has been carried out with a descriptive purpose. The positive organizational behavior of the principals in schools and its results, which is the subject of the study, are examined within the scope of "phenomenology." The research was conducted on 32 different institutions and educators in a province in the Western Black Sea Region in the 2020-2021 academic year. In the present study, it has been obtained that the principals generally emphasize the positive organizational behaviors of teachers, students, the school and themselves. Considering the fact that positive organizational behavior in schools increases corporate and individual performance and highlights the strengths of the organization and employees, the following comment can be made: Educational institutions and managers need to make positive organizational behavior a part of the corporate culture and corporate climate.

This study aims to investigate to what extent learning objectives in the secondary school Turkish curriculum (2019) reflect and engage Gardner's theory of multiple intelligence. Furthermore, the study considers the frequency with which each intelligence type is presented in the curriculum. In the study, a total of 112 objectives are focused on. These objectives have been checked and rated by each of the experts. The study employs document analysis method as a research design. Research data has been collected and analysed through using document analysis descriptive and analysis techniques, respectively. Careful analysis of these objectives reveals that the intelligence profile of the curriculum is primarily verbal/linguistically (103). This is followed by mathematical/logical (17), visual/spatial intelligence (12), social/interpersonal (3), and bodily/kinesthetic intelligences (2), respectively. It further reveals that there are no objectives that cater to internal, musical/rhythmic and naturalistic intelligences. These findings suggest several courses of action for future researches.

This research was carried out within the scope of a Scientific Educational Activities Support Project supported by TUBITAK 2237-A. The purpose of this study is to evaluate this project in the context of participants' opinions for six days of training and examination of changes in research competencies and research intended anxieties. Twenty-four students from different graduate programs participated in the research. A questionnaire was used as a tool to collect during the interview. This study was designed by a weak experimental design. The impact of the practice in this design is tested by studies performed on a single group. Three different data collection tools were used in the research. One of these tools is the interview form, and others are graded scales. Two types of data were obtained in terms of data analysis in this study. One of these is qualitative data obtained from interview forms. The other is quantitative data obtained from graded scales. As a result of the training, almost all participants stated that they would write project and they would not be undaunted before the challenges by confronting this work. Even if learning the phases of project writing was among the project's important objective, the ultimate objective is that each participant will prepare a project by creating his/her own team. For this reason, an increase in the project writing wishes of participants is an essential indicator of attaining the aim at the end of the course.

Data mining in education predictions are made about other groups based on the big data of education. However, the extent to which training data can be accessed is relative. A group that can be described as missing data is children living or working on the street. For this reason this study aimed to deal with children working or living on the street. Children who have to live or work on the street before they can complete their development are faced with many dangers arising from the street and may be exposed to social exclusion. In this context, the aim of this study is to examine the social dimension of the problems faced by children living or working on the street and to analyze and evaluate the limited number of data on this issue. The research is a compilation study in line with the literature analysis of the sources about children living and working on the street.

In this study, the scale named "Survey of Online Reading Attitudes and Behaviours" developed by Putman (2014) was adapted to Turkish after obtaining the necessary permissions. It was concluded that the scale could be used in Turkish education to determine the attitudes and behaviours of middle school students towards online reading activities. It was observed that the predicted five-factor structure of the scale explained 43.47% of the total variance and maintained the 53 item structure in accordance with the original scale. The internal consistency coefficient is 0.83 for the whole scale; 0.78 for the effect dimension; 0.83 for the cognition dimension; 0.92 for the value dimension; it was calculated as .81 for the self regulation dimension and .789 for the anxiety dimension. The differences between the 27% lower and upper groups were examined in order to ensure the reliability procedures. In the analysis (t([subscript 742])=24.35, p<0.01), statistically significant differences were observed between the lower and upper groups. Subsequently, confirmatory factor analyzes were conducted to examine the compatibility with the original scale. As a result of the analysis, it was seen that the fit indices of the scale were in the desired range (TLI=0.90; CFI=0.87, GFI=0.89, RMSEA=0.06). As a result of all the procedures performed for the scale, it was decided that the scale is a tool that can determine the attitudes and beliefs of middle school students towards online reading.

Background. The aim of this retrospective study was to evaluate the results of patients with sacrococcygeal pilonidal sinus who underwent surgery using the Karydakis technique. Methods. Two hundred fifty-seven patients with sacrococcygeal pilonidal sinus disease were treated by the Karydakis flap procedure between December 2003 and June 2011. Patients were evaluated with respect to age, gender, preoperative symptoms, duration of preoperative symptoms, history of pilonidal sinus surgery, early postoperative complications, recurrence rates, and cosmetic satisfaction. Results. There were 223 (86.8%) male and 34 (13.2%) female patients. The mean age of the patients was years. The most frequent symptom was seropurulent discharge (57.58%). Postoperative morbidity was noted in 24 patients (9.3%). The mean hospital length of stay was days. The cosmetic satisfaction rate was 91.06%. Recurrences were noted in 6 patients (2.3%). Conclusion. The Karydakis flap procedure is a safe treatment alternative for the surgical treatment of sacrococcygeal pilonidal sinus disease owing to the associated low complication rate, short hospital length of stay, rapid healing, and a high patient satisfaction rate.