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Inclusive education can be defined as acting with the awareness that people have different characteristics from each other and ensuring that all children can receive education together with their peers and at the same standards. In this context, classroom teachers' attitudes towards inclusive education were examined in terms of different variables. The survey model was used in the study. Data were collected using the Attitude Scale towards Inclusive Education developed by Erçiçek et al. (2023). The scale was administered to 384 teachers working in primary schools, and the obtained data were analyzed using the SPSS 23.0 program. Acccording to the analysis results, classroom teachers' attitudes towards inclusive education are positive. Apart from this, it has been concluded that the attitudes of classroom teachers towards inclusive education do not differ significantly according to the variables of gender, age, years of seniority, educational status, however they show significant differences according to the variables of receiving training on inclusive education, having a disadvantaged acquaintance or relative, and having a disadvantaged individual in the class. [ABSTRACT FROM AUTHOR]

In this study, the relationship between student achievement, classroom climate and English attitude in the Foreign Language Oriented Fifth Grade English Curriculum, was examined. For this purpose, 566 secondary school students were included by convenient sampling method. Research data was collected by electronic forms. Students' English language course achievement was determined based on their average marks obtained in first semester. The predictor variables of the study were determined as classroom climate and English attitude and the predicted variable was determined English course success. The "Classroom Climate Short Form and The Attitude Scale for Elementary English Course were used to collect data. The multiple regression analysis was applied to data. As a result of the research, it was determined that while the classroom climate scale showed a significant relationship with English course success, the sub-dimensions of the scale were not a significant predictor of English course success in the foreign language-oriented fifth grade curriculum. In the study, a low positive correlation was found between English attitude and English course success, and it was determined that the Sensitivity dimension of the English attitude scale was a significant predictor of English course success. When the bilateral relationship was examined between classroom climate and English attitude, it was found that English attitude was a significant predictor of English course success, while classroom climate was not a significant predictor. [ABSTRACT FROM AUTHOR]

In this study, the opinions of the workshop teachers about the Design-Skill Workshop applications, which came to the agenda with the 2023 Education vision, were examined. In the study, case study design, one of the qualitative research methods, was employed to determine the opinions of Design-Skill Workshop teachers about Design-Skill Workshop practices. The participants of the research are twelve design-skill workshop teachers working at primary, secondary and high schools in Melikgazi District of Kayseri Province. Twelve teachers selected as samples were interviewed using a semi-structured interview form. Criterion sampling method, which is one of the purposive sampling methods, was used while determining the study group in the research. In the research, attention was paid to the fact that the interviewed teachers were from different types of workshops and had different years of seniority. Interviews were made with each teacher using the zoom program and recorded. Content analysis and descriptive analysis were used in the analysis of the data obtained. The questions posed to the teachers in the research were grouped under four headings. These headings are the Design-Skill Workshop teachers view about the workshop application, the problems that the Design-Skill Workshop teachers face during the practices, the suggestions of the Design-Skill Workshop teachers about the workshop lessons, and the views of the Design-Skill Workshop teachers about the attitudes of students, teachers and parents. In this context, it was detected that almost all of the workshop teachers had a positive perspective, the problems faced by the teachers were the problems arising from the school structure and from the students, the number of students was high, the course time was not enough and there were problems in the supply of materials. It was also identified that the suggestions of the teachers were aimed at teachers and practice and lesson plans. Finally, it was concluded that the students' attitudes were positive, that the students liked to attend the workshop lessons and that they were happy to be in a different environment from the classroom. [ABSTRACT FROM AUTHOR]

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Copyright of Journal of Kirsehir Education Faculty is the property of Journal of Kirsehir Education Faculty 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 International Social Research is the property of Journal of International Social 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.)