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The main purpose of speaking education is to enable individuals to express their thoughts accurately and effectively in every environment they communicate. This is possible with the teaching plan and measurement tools for different speech types. This research focuses on students' persuasive speaking skills. In this study, we aimed to develop a rubric to evaluate the persuasive speaking skills of primary school fourth grade students in Turkish. The research was designed with a quantitative research method and survey design. The study group consists of 100 students studying in the fourth grade of primary school. A convenience sampling technique was used to determine the study group. The study data were collected in five weeks through the students' plan papers and persuasive speech video recordings. In this process, students were asked to choose one of the topic suggestions for persuasive speeches and to plan and present their speeches. The collected data were evaluated by two raters using a rubric prepared by consulting expert opinion. The evaluation results were analysed, and a valid and reliable rubric was created. It was decided that the rubric would consist of fourteen categories, including "planning", "attracting attention", "expressing the problem situation", "expressing the solution", "visualisation", "directing to action", "supporting and justifying thoughts", "appealing to emotions", "subject integrity", "starting and ending a conversation", "voice utilisation", "fluency", "body language" and "use of time" and three achievement levels as "high", "medium" and "low". The developed rubric can be used in lessons by primary school fourth grade teachers.

The aim of this research was to identify the persuasive speech skills of fourth-grade primary school students. The study employed a quantitative method and survey design, and the study group consisted of 126 students in the fourth grade of primary school selected using a convenient sampling technique. Data for the first and second sub-problems of the study were collected over a period of five weeks using student video recordings, plan sheets, and a persuasive speech rubric. These recordings and sheets were assessed by two raters. The collected data were presented in the form of themes and descriptive tables. The results of the study indicated that the persuasive speech skills of the students were largely at medium and low levels. In addition, the results showed that female students demonstrated relatively higher levels of success in terms of persuasive speech skills compared to male students. A literature review was also conducted for the third sub-problem of the research, and examples of achievements in relation to persuasive speech skills for fourth-grade students were presented. Based on the results of this study, it can be concluded that students generally require the development of their speaking skills, with a particular focus on persuasive speech.

The aim of this study is to develop a measurement tool to measure the attitude towards story writing. Validity and reliability studies of the scale, applied to 243 secondary school students, were carried out with exploratory factor analysis, measurement of internal consistency and confirmatory factor analysis. EFA revealed that the scale had three dimensions as planned in the original. Cronbach Alpha internal consistency coefficient was calculated as 0.95 in order to determine the reliability of the scale. Kaiser-Meyer-Olkin (KMO) coefficient was found as 0.94 in principal component analysis. In addition, the Barlett Sphericity test was significant (?[superscript 2] = 3529,500; p<0,01). Factor loads as a result of varimax rotation varies between 0.43 and 0.80. In CFA, it was stated that the standardized regression coefficients varied between 0.51 and 0.81, and that the items in each dimension had a significant predictive power. As a result of the analysis, a valid and reliable scale was obtained. In addition, the attitudes of 243 secondary school students towards story writing were investigated. As a result of the data, it was observed that students had a positive attitude towards story writing.

The aim of this study is to reveal the contribution of digital storytelling to the creative thinking skills of middle school seventh grade students. The study was designed as a mixed method research. The data were obtained from the digital stories created by the students through block-based coding, video recordings and student interviews. According to the findings, it was found that there are developments in fluency, originality, imagination, analytical thinking, different perspective, media elements and content dimensions. Similarly, it was found that there was an increase in the permanence test score average. The students stated that they found digital storytelling activities fun, they improved in different perspectives of critical thinking, multimedia elements made the stories attractive and the story elements were more easily noticed. It was stated that digital storytelling activities had a positive effect on Turkish lesson. During the process, student interactions in the classroom developed and they became more eager to participate in the digital storytelling process. These results show that digital storytelling contributes to creative thinking skills.

In this study, it was aimed to determine the critical writing skill levels of fourth grade Primary School students. This study is a quantitative research and was designed in a scanning pattern. The study group of the research consists of 175 students attending in the fourth grade of three different Primary Schools, which were determined by the purposive sampling method, by taking into account their gender and socioeconomic status. The research data were obtained as a result of the evaluation of the critical writings written by the students in the study group with using the critical writing rubric. The obtained data were presented as descriptive statistics (frequency, min. and max. values, arithmetic mean, standard deviation) with the help of statistical program, and analyzed with independent samples t-test and one-way analysis of variance (ANOVA). As a result of the research, it was determined that the students' scores on critical writing skills were generally at a low level. In general, students are insufficient in the dimensions of planning, presenting evidence and persuading, questioning, and multidimensional thinking of critical writing; fluency and clarity and shape/form dimensions were found to be sufficient. In addition, it was determined that student achievements differed significantly according to socioeconomic level (in favor of high socioeconomic level) and gender (in favor of female students).

In this study, it was aimed to develop a rubric for evaluating the critical writing skills of primary school fourth-grade students. The research was designed in quantitative research method and scanning design. The study group of the research consists of 215 students studying in the fourth grade of five different primary schools determined by the purposeful sampling method, taking into account their gender and socioeconomic status. Research data were collected during the development stages of the rubric and lasted for four weeks. In this process, opinions were received from 54 classroom teachers, 12 Turkish teachers, 8 doctoral students continuing their graduate education in the field of Classroom Education and Turkish Education, and 16 academicians who are experts in the field of Basic Education. In addition, the students in the study group were asked to write critical articles and the written products were evaluated through the developed scoring key. The collected data were analyzed with a statistical program. In order to ensure internal consistency in the research, Cohen's Kappa coefficient was determined in order to determine the reliability of the evaluations of the raters who scored the data. Cronbach Alpha coefficient was determined in order to determine that the dimensions and items in the developed rubric were items that were consistent with each other and that examined the same feature. As a result of the findings, it was concluded that there was a high level of consistency between the evaluations made by different raters. In addition, in line with the expert opinions received during the development of the rubric, It was concluded that the rubric exactly measured what was intended to be measured and the rubric was valid and reliable.

This study aimed to evaluate the digital story-telling activities in Secondary School Turkish textbooks and curriculum. It also sought to determine the learners and teachers' opinions about digital storytelling activities. The study was designed using the basic qualitative model. The research had two different study groups consisting of students and Turkish language teachers. The data were obtained through the 2018 Turkish curriculum, Turkish textbooks and interview forms. Content and descriptive analysis techniques were used. According to the results, a total of eight learning objectives were found in the 2018 Turkish Curriculum about story writing skills. However, there were no learning objectives related to digital storytelling. No text and activity related to the ability to create digital stories were encountered in the textbooks. Most of the teachers stated that the activities that would be done by creating digital stories would contribute to the language development of the students, and that the ability to create digital stories should be included in the Turkish curriculum. It was found that most of the students wanted to have digital story production activities in Turkish courses, and that they would be interested in preparing their stories with computers. They preferred creating a story by computers instead of writing a story in traditional ways.

The aim of this study is to increase the awareness of Dede Korkut and his stories about the fourth grade students in primary school. For this purpose, the following questions have been sought: "What is the awareness of the fourth grade students attending the research about Dede Korkut?", "How is theme-centered teaching contributing to the knowledge and recognition of Dede Korkut and his stories in primary school fourth grade students?", "What do students think about the processing of Dede Korkut and his stories with thematic teaching?", "What are the observations of the researcher during the application?" This study is a qualitative research and is designed with action research. The study group consisted of 22 students in the fourth class of a primary school. In this study, three different data collection tools were used:" Dede Korkut Awareness Form", "semi-structured interview form" and "researcher's diaries". Based on results, it is concluded that students do not know Dede Korkut and her stories which contain cultural values related to the society to which they belong, but successful results can be obtained when these works belonging to our culture are transferred to the students with appropriate methods. At the end of the interview, the students mentioned that they participated in activities related to thematic teaching and Dede Korkut and learning their stories, felt as if they had lived in that period and that they learned through these activities was permanent. In this direction, we can conclude that the theme-centered teaching method is successful in teaching Dede Korkut and his stories.

The aim of this study is to develop applications for the elimination of writing difficulties of primary school second year students. For this purpose, the following questions will be answered: "What is the contribution of letter writing practices to the elimination of writing difficulties?", "How does the practice of word writing contribute to the elimination of writing difficulties?", "How does the practice of sentence writing contribute to the elimination of writing difficulties?", "What is the contribution of text writing practices to the elimination of writing difficulties?", "What is the persistence of the applications to eliminate writing difficulties?" In this research, qualitative model and action research design were used. The participants of this research were consisted of 6 students who were found to have writing problems among the second grade students. In the study, "Repeated Dictation and Motivation Practices" were used to eliminate the writing difficulties of the participants. Multidimensional Legibility Scale was used for data collection tool before and after the applications. When the findings of the study are taken into consideration, there is a positive increase in the elimination of the writing difficulties of the participants. It can be said that the Repeated Dictation and Motivation Practices applied in the study were successful. The practice of dictation which is used in practice is carried out repeatedly in terms of letters, words, sentences and text, and the contribution of the study group to the elimination of writing difficulties is significant. We can say that the motivation studies conducted during the research support the elimination of the writing difficulties of the students. One-to-one interviews with the students, motivating them continuously and receiving family support are also important factors for success.

The present study aimed to determine the creative story writing skill levels of seventh grade middle school students. The research is a quantitative research and designed in survey design. The sample of the research consisted of a total of 121 seventh grade middle school students who were determined by convenience sampling technique. The research data were obtained by having the students in the sample write creative story texts and evaluating these texts with a rubric developed by the researcher. The collected data were presented as descriptive statistics (frequency, min. and max. values, mean and standard deviation) with the help of statistical software. As a result of the research, the scores of the students' creative story writing skills were generally low and medium level. In addition, in terms of sub-dimensions, except for two sub-dimensions (imagination, form), the students' mean scores were found to be low and medium level. [ABSTRACT FROM AUTHOR]

In this study, survey model was used, for investigating the effect of printed and electronic texts on the reading comprehension levels of teacher candidates. While dependent variable of the research comprises the levels of understanding of the teacher candidates, independent variable comprises the departments of the teacher candidates, types of the texts being read and types of printing. Working group of this research comprises 207 randomly-elected teacher candidates, of the Classroom and Social Studies Teaching and Turkish Teaching Departments, Faculty of Education, Usak University. The result of the research shows that the variables including departments of the teacher candidates and their computer utilization levels are seen not to significantly affect their reading comprehension levels in poetry, narrative, article and newsletter. But there is a statistical significant difference of their reading comprehension levels in printed type of text among the variables for all text types.

This study, which aims to determine the views of primary school administrators on school libraries, was conducted in basic qualitative research design, one of the qualitative research methods. Answers to the following questions were sought in the research: What are the opinions of primary school administrators about the staff, equipment and space features of libraries in their schools? What are the opinions of primary school administrators about the contribution of school libraries to students? What are the opinions of primary school administrators about the purposes of using school libraries by students? What are the opinions of primary school administrators about increasing the effectiveness of school libraries? The data of the study were collected with a semistructured interview form developed by the researchers. The study group consisted of 12 school administrators. According to the results of the study, it was found that school administrators think that school libraries are adequate in terms of space, equipment and content, and that the most important deficiencies are the lack of library staff and the lack of independent workspaces. In addition, primary school administrators stated that the most important contribution of school libraries is that they provide students with reading habits and desired social skills and behaviors. [ABSTRACT FROM AUTHOR]

This research is a case study which is a qualitative study model and named as example event as well. The purpose of this research is determining the effect of word repetitive reading method supported with neurological affecting model on fluent reading. In this study, False Analysis Inventory was used in order to determine the student's oral reading skill level. By using this inventory, it is possible to determine the mistakes made during oral reading, word and vocal knowledge; after silent reading the understanding level can be determined through questions. Implementation was performed with three primary education third class students. In the implementation process each student was made by the teachers read four texts every week during eight weeks. The progressing status of the student's reading was weekly assessed by the researcher. In this research, it was found that every three student's oral reading mistakes decreased significantly; their word recognition percentage, understanding level and oral reading skill increased from anxiety level to teaching level. The implementations related to the method used during this study is hoped to be a model for the teachers and researcher who want to conduct new studies in this subject.

Purpose: This paper aims to explore the effects of two work related identification (occupational and organizational) of school teachers on intention to early retirement (withdrawal) and satisfaction with the occupation and satisfaction with the school. It also seeks the influence of perceived external prestige on withdrawal and satisfaction. Design/methodology/approach: An empirical study was carried out at public schools in Canakkale, Turkey. Data collected from 238 teachers were analyzed. The correlations between identification and organizational prestige, desire for early retirement, and overall satisfaction of teachers were tested with several demographic variables such as age, gender, tenure and union membership. Ordinal logistic regression analysis (OLR) was conducted to reveal probabilistic behavior of response variables on the basis of explanatory variables. Findings: The results show that both categories of identification have reverse effect on intention to early retirement, and both categories have positive effect on job satisfaction. Perceived external prestige has no effect on intention to early retirement and job satisfaction, but it increases satisfaction from the school. Finally, the "self" and the "occupation" were found salient categories for teachers' identification. Originality/value: Identification literature has long been concentrated on organizational level identification. This paper explores the influence of both organizational and occupational categories of identification, comparatively. Being a teacher is seen as a prestigious occupation in Turkey. Findings about identity as a teacher also confirmed that "self" and "occupation" are two main identity references in the Turkish setting. (Contains 2 tables.)