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© 2022, Hacettepe University. All rights reserved.With a growing interest in integrating conversation analysis (CA) into exploring and understanding social interaction in Turkish context, the CA methodology has recently been employed in the educational research as well as the research in social sciences. Nevertheless, the number of studies in Turkish literature dealing with the methodology thoroughly seems to be rather limited. The aim of the present paper is to introduce the principles of CA, present detailed information about the phases of data collection and interaction analysis to reach valid and reliable results and shed light on the ethical issues to be taken into consideration in these phases. With the present paper focusing on the issues of validity, reliability and ethics in the CA methodology, we also aim to contribute to the existing literature on conversation and interaction analysis in Turkey and guiding researchers exploring social interaction.

The communication in language classrooms appears to be different when compared to other classes (i.e. Geography, History) since the language teacher is expected to create communicative opportunties for the learners to use and be exposed to the real language via activities. In line with this, the teacher ‘monopolises control of the discourse’ (Thornbury, 2000 as cited in Walsh, 2006) for a better communication and interaction within the classroom discourse. This essentially contributes to success of the learners in attaining communicative competence. Nevertheless, with a special focus on the classroom management, how the teacher realizes the dynamics of the classroom discourse seems to influence the quality of communicative practices. Adopting the ‘Chaotic universe model’ by Aydiner (2018) into the classroom discourse which can also be claimed to have ‘nonlinear interactions between components’, the major aim of the present research is to explore how the teacher can strategically manipulate the L2 classroom discourse in order to create better opportunities for learning and L2 practice. To this end, we analyze data from a Turkish as a Foreign/Second Language Classroom with the help of Conversation Analysis (CA) from a multimodal perspective and suggest that the teacher manages a pedagocially chaotic classroom. As an example, the manipulation and management by the teacher via non-verbal utterances (i.e., hm: or Mm hm) seems to function as ‘encouraging’ tokens matching with the embodied resources (i.e., crossing his arms and nodding his head) enabling the learner to continue even if the answers do not match with the ones in teacher’s agenda. This has simply maximized the learner participation since the learners kept interacting with the topic and the question up to a point where the teacher feels to question them to find out whether the students attempted to convey a particular meaning. Not only does the strategy help learners find a better opportunity to expand on the topic with a long student turn (relatively longer student turns) but also serves as the proof of the ‘boundary’ (Walsh, 2006, p.110) for a successful management of the classroom discourse. The findings also suggest that the teacher is not generally concerned with the turn-taking practices of the students, which can result in a chaotic context to deal with, for the sake of supporting and promoting student participation, hence, learning. The discussion of various findings from particular extracts will shed light on whether/to what extent the shape of the interaction in teaching Turkish as a Second Language (TSL) context is different when compared to teaching Turkish as a Foreign Language (TFL) by taking the distinction between EFL and ESL into account.Key words: Conversation analysis, interaction analysis, chaotic classroom management, teacher competencyReferencesAydiner,E. (2018). Chaotic universe model. Scientific Reports 8, 721. Doi: 10.1038/s41598-017-18681-4 Walsh, S. (2006). Investigating Classroom Discourse. Routledge: London

Bu çalışmanın amacı 7. sınıf “Kuvvet veEnerji” ünitesindeki kavramların nasıl öğrenildiğine ilişkin öğrenci ve annegörüşlerini almaktır. Bunun yanı sıra, kavramların öğreniminde aile katkısınıincelemektir. Çalışmada nitel araştırma yönteminin bir deseni olan olgubilim(fenomenoloji) deseni kullanılmıştır. Araştırmanın çalışma grubunu Kayseri iliKocasinan ilçesine bağlı bir devlet ortaokulunda okuyan 7. sınıf öğrencileri veaileleri oluşturmaktadır. Veriler nitel veri toplama yöntemlerinden görüşme yoluylatoplanmıştır. Yarı yapılandırılmış görüşme formu; alan yazın taraması, 7. sınıfFen Bilimleri dersi müfredat kazanımları ve uzman görüşleri alınarakhazırlanmıştır. Çalışmada aykırı örnekleme kullanılmış ve öğrenciler FenBilimleri ders başarıları dikkate alınarak seçilmiştir. Katılımcıları 4 öğrencive onların anneleri oluşturmaktadır. Verilerin analizi betimsel analiz ilegerçekleştirilmiştir. Araştırma sonucunda öğrencilerin Kuvvet ve Enerjiünitesindeki kavramları öğrenmelerinde ailelerinin katkısı olduğu görülmüştür., The aim of this study is to determine students' and mothers’ views on howthe concepts in the 7th Grade “Force and Energy” unit are learned. Inaddition, aim is to examine the family contribution to the learning ofconcepts. Phenomenology, one of the qualitative research methods, was used in thisstudy. The participants were 7th grade students studying at the publicsecondary school in Kocasinan district of Kayseri and their mothers. Data werecollected through interviews as one of the qualitative methods. Semi-structuredinterview form was prepared according to literature review, the 7th gradeScience course curriculum objectives and expert opinions. In this study, extreme case sampling was usedand the students were selected according to their Science courseachievements. The participants were fourstudents and their mothers. Qualitative descriptive analysis was utilized fordata analysis. As a result of the research, it was observed that the students’families had a contribution on their children’s concept learning in Force andEnergy.

Bu çalışma fiziksel ortamın örtük programını incelemek üzere yapılan bir gömülü kuram geliştirme çalışmasıdır. Örtük program en genel tanımı ile programlarda açıkça hedeflenmemesine rağmen, eğitim süreci içerinde öğrencilerin normlar, değerler ve inançlar hususunda olumlu olumsuz tüm kazanımlarını ifade eden program türüdür. Örtük program kapsamında çalışılan bir etmen fiziksel ortamdır. Fiziksel ortam, toplum düzeni, öğrenme sürecinin doğası, öğretmen-öğrenci rolleri ve otorite, riayet, disiplin gibi konularda öğrencilere mesaj iletmektedir. Bu bağlamda, bu çalışmanın ana amacı üniversite eğitiminde fiziksel ortamın örtük programını araştırmaktır. Gömülü kuram oluşturma çalışması olan bu çalışmayla fiziksel ortamın örtük programının teorisini oluşturmak ve bu teorinin kapsam, derinlik ve ilişki boyutlarını açıklamaktır. Veriler dolaşarak görüşme ve fotoğrafla tanımlama yöntemleri ile toplanmıştır. Bu doğrultuda 93 üniversite öğrencisi ile görüşülmüştür. Veriyi analiz etmek için, gömülü kuram geliştirme çalışması analiz aşamalarından olan açık, aksiyal ve seçici kodlama türleri kullanılmıştır. Sonuç olarak, fiziksel ortamın örtük programı 3 ana boyutta irdelenmiştir. İlk boyutta, öğrencilerin açıkça belirtmiş oldukları fiziksel ortamın öğrencilerin sosyalleşmelerine, duygularına ve binanın alana özgü olup olmadığına dair fikirlerine olan etkileri tartışılmıştır. İkinci boyutta, kampüs fiziksel ortamının üniversiteyi nasıl sembolize ettiği betimlenmiştir. Son olarak, araştırmacının çalışma alanına ve ideolojisine bağlı olarak değişen fiziksel ortamın gizli etkisi tartışılmıştır. Bu çalışma yükseköğretimde fiziksel ortamın örtük programı hakkında kavramsal, uygulamalı ve teorik bir çerçeve sunduğu için önem arzetmektedir. This is a grounded theory study of the physical environment as hidden curriculum. A hidden curriculum is one of the side effects of an educational settings that transmits unstated norms, values and beliefs which are not openly intended. One domain discussed in hidden curriculum literature is the physical environment that conveys messages about social order, the nature of the learning process, and the role of teachers and students. In this sense, main aim was to investigate the physical environment as hidden curriculum in higher education. Grounded theory was employed to develop a theory that conceptualizes and explains the physical environment as hidden curriculum in an attempt for understanding its scope, depth, and relevance. Walking interview and photo-elicitation methods were utilized to collect data from 93 undergraduate students from seven contexts. Data were analyzed with open, axial and selective coding within the grounded theory framework. The study revealed three major dimensions of the physical environment as hidden curriculum: (1) impact of the physical environment on students' socialization, feelings, and ideas on field specificity, (2) meaning of the physical environment as symbol of the university, and (3) invisible side of the physical environment depending on the researchers' backgrounds and underlying ideologies. This study presented a conceptual framework for the description of a university place, a practical framework illustrating the way learning places are used as an education tool and socialization place, and a theoretical framework for the contribution of the physical environment to undergraduate students' university life. 489

Classroom management is one of the crucial topics to be discussed in education. Classroom management refers to teaching and learning environments in which the physical setting is organized, procedures such as classroom rules and routines are set to monitor student behavior, and it provides students with optimum learning opportunities. This study is a qualitative study in which the researchers examined the classroom management behaviors of K-8 teachers with different credentials. Nineteen voluntary teachers teaching in various private and public schools in Ankara construct the sample of the study. Data reveal that teachers plan their classroom management behaviors according to five themes, namely, the physical setting, planning the first days and motivation, rules and routines, coping with misbehaviors, and establishing teacher-parent cooperation. SUMMARY Purpose and significance: Classroom management is considered as one of the most important skills for the teachers to be obtained as effective classroom management means optimizing learning time and providing opportunities for success through avoiding misbehaviors. Nevertheless, although teachers have built certain knowledge and have certain dispositions about what classroom management is, it has been rarely explored what approaches teachers adopt and what their needs are about classroom management during their teaching practices in Turkey. Based on this argument, the purpose of this study was to examine K-8 teachers' classroom management practices and their experiences through a qualitative study to explore teachers' classroom management needs. Methods: A qualitative research design was employed to conduct this study. Sample consisted of volunteer participants conveniently selected among 19 teachers teaching K-8 classrooms. Teachers were teaching in six public (n=9) and four private (n=10) schools. Among 19 teachers, all of them were female. Teacher experiences ranged from five to ten years. In order to collect data, a semi-structured interview schedule was used to explore the classroom management approaches the teachers used and the experiences they went through. The instrument was developed by the first two authors and pilot tested with eight teachers prior to data collection. A set of probing items were included in the schedule to ensure that all necessary information was explored. The dimensions included in the interview were about demographics, physical environment of the classroom, classroom management planning for first days and the learning environment, and teachers' experiences with unwanted behaviors. Results: Data were analyzed and reported based on five categories. Findings related to the physical environment indicated that the classrooms' physical structure was too small for almost all levels, and most teachers in our sample were unable to use materials that enabled student-centered activities. Especially, in public preschools, teachers found themselves more in the center of the classrooms as the authority. Moreover, to enhance effective learning, teachers established activities in which they got to know the children personally and made plans to build curiosity for the subject matter to motivate students. Second, teachers set up rules and routines to prevent any unwanted behaviors to maximize learning opportunities. Third, the teachers stated that unwanted behaviors were inevitable, fourth, they considered how they dealt with those misbehaviors, and fifth, teachers emphasized on the importance of teacher-parent collaboration and lack of parent support overall. Discussion and conclusions: Findings of this study highlight several needs for teachers to enhance effective classroom management. First, teachers are challenged with small physical classroom contexts which tend to disable teachers to build a constructivist student-centered learning. Teachers are found to be the main decision-makers in setting rules, and routines, and need the cooperation of all stakeholders, especially parents, to enforce those rules and receive help to enhance student learning. In terms of motivation, teachers are more interested in building curiosity and meaning to the subject matter and plan their classroom management plans based on developing cognitive skills rather than emotional and movement skills. Based on the findings we conclude that teachers included in this study are more likely to have traditional type of orientations towards classroom management.

Etkili bir eğitim-öğretim süreci için, sınıf yönetimi konusu, tartısılması gereken önemli konulardan biridir. Etkili bir sınıf yönetimi; öğrenmenin gerçeklestiği bir çevrenin olusturulabilmesi için sınıfın fiziksel ortamının düzenlenmesini, öğrenme düzen ve süreçlerin planlanmasını ve öğrenmenin verimli olabilmesi için kuralların ve sınıf içi hareketlerin düzenlenmesini kapsar. Bu çalısmada, anaokulları ve ilköğretim okullarında görev yapan sınıf öğretmenleri ve brans öğretmenlerinin sınıf yönetimi uygulamaları ile ilgili yasantılarını örnek olay arastırma metodu ile tespit etmek ve sınıf yönetimi konusunda öğretmenlerin ihtiyaçlarını belirlemek amaçlanmıstır. Arastırma Ankara ilinden toplam 19 öğretmenle yürütülmüstür. Bu nitel çalısmanın verileri, görüsme yoluyla elde edilmistir. Yapılan nitel analizler sonucunda, öğretmenlerin sınıf yönetimi yaklasımları bes temaya bağlı olarak farklılık göstermektedir. Bunlar: fiziksel ortam, sınıftaki ilk günler ve motivasyon, kurallar ve alısılagelmis sınıf-içi uygulamaları, dersin akısını bozan davranıslar ve veli-öğretmen-okul isbirliği olarak ortaya çıkmıstır., Classroom management is one of the crucial topics to be discussed in education. Classroom management refers to teaching and learning environments in which the physical setting is organized, procedures such as classroom rules and routines are set to monitor student behavior, and it provides students with optimum learning opportunities. This study is a qualitative study in which the researchers examined the classroom management behaviors of K-8 teachers with different credentials. Nineteen voluntary teachers teaching in various private and public schools in Ankara construct the sample of the study. Data reveal that teachers plan their classroom management behaviors according to five themes, namely, the physical setting, planning the first days and motivation, rules and routines, coping with misbehaviors, and establishing teacher-parent cooperation.

Bu araştırmanın amacı, öğretmen adaylarının eğitim gördükleri binanın fiziksel koşulları hakkında görüşlerini belirlemek ve bir öğretmen yetiştirme kurumunun fiziksel ortamının değerlendirmesini yapmaktır. Veriler araştırmacılar tarafından geliştirilen veri toplama aracı ile toplanmıştır. Veri toplama aracı üç bölümden oluşmaktadır: Katılımcı bilgileri formu, “Fiziksel Ortam Değerlendirme Ölçeği” ve “Fiziksel Ortam- Öğrenci Duygu ve Değer Ölçeği”. Çalışmaya Ankara’da bulunan bir devlet üniversitesindeki eğitim fakültesinden 127’si kadın, 78’i erkek olmak üzere toplam 205 öğretmen adayı katılmıştır. Bulgular verilerin betimsel analizi ile elde edilmiştir. Araştırmanın sonuçlarına göre öğretmen adaylarının eğitim fakültesi binası ve fiziksel olanakları hakkındaki görüşleri çoğunlukla olumsuzdur. Katılımcıların en olumlu görüşe sahip oldukları fiziksel koşullar; ısı, ışık, düzen ile ilgiliyken, en olumsuz görüşe sahip oldukları hususlar sosyal, kültürel etkinliklere elverişli ortamların ve çalışma mekânlarının yetersizliği ile ilgilidir. Eğitim fakültesi binasında sınıf-dışı etkinliklerin gerçekleşmesine olanak sağlayacak mekânlar bulunmadığı için öğretmen adayları fiziksel ortamın çalışmaya, araştırmaya ve sosyal aktivitelere katılmaya teşvik etmediğini düşünmektedirler. Ayrıca fiziksel olanakların yetersizliği, öğretmen adaylarının duygularını olumsuz etkilemekte ve eğitim alanına az önem verildiğini hissetmelerine sebep olmaktadır, The purpose of this study is to identify the views of the prospective teachers on the physical conditions of the building they are studying at and to evaluate the physical environment of a teacher training institution. Data were collected through using a data collection instrument developed by the researchers. The data collection instrument consists of three parts: the Participant Information Form, the “Physical Environment Assessment Scale”, and the “Physical Environment - Student Emotion and Value Scale”. A total of 205 prospective teachers 127 females, 78 males from a public university in Ankara participated in the study. The data were analyzed with descriptive analysis. According to the results of the study, the prospective teachers’ views about the building of the education faculty and their physical facilities are mostly negative. While the physical conditions in which the participants have the most positive view are related to heat, light and order, the issues on which they have the most negative view are related to lack of areas for social and cultural activities and study. In other words, as there are not sufficient spaces conducive to extracurricular activities in the education faculty, the prospective teachers think that the physical environment does not encourage them to participate in the study, research and social activities. The findings also indicated that the inadequacy of physical facilities created negative feelings among prospective teachers about the physical facilities of the faculty of education. This might cause them to develop negative perceptions and feelings among the participants on the importance given to the field of education at the university