In this article, the predictive power of five variables relevant for Linguo-intercultural sensitivity (flexibility) is examined. Communication aspect of intercultural interactions, specifically, the role of English as an international language are emphasized. Attitudes Towards English and Its Usage Scale (ATEUS) was applied to 194 students who attended to international colleges and schools in Sarajevo, Bosnia and Herzegovina. The results suggest that almost all variables are mutually correlated. The findings also reveal Verbal expressiveness and Verbal abilities as statistically significant predictors of linguo-intercultural sensitivity. Other predictors (English competence and Emotional attitudes) do not significantly contribute to explaining Linguo-intercultural variance.

With the break of the civil war in Syria, many Syrians have been displaced either internally or as refugees. Turkey, one of the leading host of Syrian refugees, has made changes to the policies to accommodate the needs of Syrians. Education is one of the most prominent needs of displaced refugee children. While 80 percent of refugee children living in camps have access to formal education, only small number of children living outside the camps are attending schools. With the increased number of children, many of the governmental organizations, municipalities, and NGOs have been involved in an effort to establish schools for Syrian refugee children living outside of the camps. This article reports the results of a study conducted at a newly established host community school for Syrian refugee children in the City of Gaziantep during the 2014-2015 school year. The aim of the study was to look at the experiences of administrators, teachers, and a parent who were involved in the establishment of the schools. The study made use of qualitative case study methodology, where interviews, focus group, and field notes were the data sources. The results of the study indicated that there were many systematic challenges involved in the establishment of the school, but nevertheless the teachers, administrators and the parents were happy to have the opportunity to be involved in this effort. The curriculum used in the school provided cultural relevance for the students and made their transition to the context easier. Although the school was established with support from the municipality for that year, there were not solid plans in place to provide sustainability of the school. This study provides a unique insight into the current status of Syrian refugee children living in Turkey and should serve as a bridge to policy makers in designing educational programs for refugees.

Children from southern and northern Brazil have a basic knowledge of plants, which they observe during their everyday life. Children ages between 3 to 10 years old (kindergarten & primary school), but the majority of them in the age group of 4-5 (total 145) were asked to draw what they think is a plant (total sample=332). Afterwards, a equal number of boys and girls randomly chosen were interviewed individually (mix ability) to list plants they said they knew and where they had seen them. Then they were asked to give exemplars of the local plants which they had seen. These data from the exploratory study show that pupils are in touch with their environment and recognize plants that are part of it. The everyday experiences of these children in school and out of school, at home and in leisure activities with family and friends, contribute to their knowledge about plants and such knowledge is complemented in the preschool and primary school classes by appropriate teaching. Educational implications of these findings are discussed.

Majority of NOS studies comprise of determination or assessment studies conducted with ordinary students. In order to gain further understanding on variation in NOS understandings among the students, there should be different research attempts focusing on unconventional students such as academically advanced students. The purpose of this study is to determine epistemological understanding of Finnish academically advanced science students concerning aspects of NOS. The study was a case study (N=39) conducted with qualitative perspective. Questionnaires on the students’ attitude toward science and motivation toward science learning plus a form for the teacher’s ideas and VNOS-C, were used as diagnostic tools and data collection instruments. The study revealed that the majority of the students were found to be naïve in aspects such as “empirical basis of science”, “observation and inference”, “subjectivity of scientists”, “social and cultural embeddedness”, “creativity in science”, “theories and laws” and “tentativeness”.

Previous research has found conflicting evidence in studies where students participate in the selection of their course topics in educational settings. Katz and Assor, for example, have argued that the increase in student motivation is probably not due to the mere act of choosing, but to the value of the options with respect to personal interest. The aim of our study was to investigate the impact of choice on aspects of motivation during biology lessons. Our sample consisted of five classes with 118 children of whom 63% were female. Their average age was 10.4 years (SD=0.6). One group of students was asked to select one topic out of four in a majority vote during a biology class, while a control group was simply assigned the same topic. Results: Students who chose their topic reported a higher level of intrinsic motivation than students who were not given the option. A surprising result was that the students in the voting group who did not receive their preferred choice reported the same level of motivation as those who did.

This exploratory study is concerned about the extent to which a sample of 163 pre-school, primary and secondary Brazilian school teachers, expressed their opinion on how neuroscience might help their teaching and pupils´ learning. Evaluation instruments for Brazilian pupils were analysed. Two questionnaires were completed by the teachers. Results of a quantitative analysis indicated that in general teachers believe that neuroscience may contribute to the teaching and learning of their subject matter. An outline for an elective neuroscience and education course is presented. Educational implications are discussed.

Different forms of the performance management system have been implemented in many countries for some years. As in other countries, in 1999 the government of Botswana took a decision to implement a performance management system (PMS) across the entire public service including schools. The government explained the purpose for which this reform was being implemented. Using grounded theory, school heads, deputy school heads and heads of houses in twenty-two of the twenty-seven schools were interviewed about senior management team’s perceptions of the implementation process in senior secondary schools in Botswana. These members of the senior management team are responsible for the implementation process of the PMS in schools. This paper looks at participants’ perceptions regarding the expected benefits of the PMS in senior secondary schools.

This study explored in a sample of 560 high level education students their judgment formation to perceived self-efficacy to solve mathematical tasks. Students had to read 36 experimental vignettes describing educative scenarios to learn mathematics. Each scenario presented four manipulated pieces of information (learning modality, task difficulty, task relevance, and structure). After reading each scenario students were required to provide judgments regarding their believed self-efficacy to solve mathematical tasks described in the vignette by using a scale. Results showed that in regard to how students perceived their self-efficacy they could be grouped in two clusters (high and moderate). Most relevant factors to their judgment formation were task difficulty, task relevance and structure. Here, both groups used the same cognitive algebra mechanism to integrate factor information. Here, students valuated academic performance and feedback (e.g. difficulty and relevance) as most relevant even when they are conscious that learning is a primordial target. These and other results are discussed in the paper.

Mathematics educators have reported on many issues regarding students’ mathematical education, particularly students who received mathematics education at different departments such as engineering, science or primary school, including their difficulties with mathematical concepts, their understanding of and preferences for mathematical concepts. This study aimed to investigate the opinions of primary-school teacher education students in terms of their perceptions of difficulty level of the mathematics courses, change in their achievement, if there is any, and interest in mathematics after completing these courses, and factors affecting their achievement and interest level in these courses. Being qualitative in nature, this study was a case study. The data were analyzed using the content analysis and descriptive methods. According to the results, most students stated that they faced mathematics course content with unexpected level of difficulty. After taking basic mathematics courses, the percentage of students with decreased level of interest and achievement in mathematics was found higher than the students who experienced an increase in their interest and achievement. Students underlined such significant factors for the change of their interest and achievement in mathematics as prior knowledge, lecturer(s), and content coverage. Finally, most of the students viewed mathematics courses as a beneficiary tool for their professional development.

The aim of this study was to explore the degree to which a professional development (PD) program designed using GeoGebra influences a group of Turkish middle school teachers’ beliefs in relation to mathematics and role of GeoGebra in mathematics education. In order to collect the required data, the PD course was established to provide six teachers with an opportunity to obtain practical experiences with and necessary knowledge about the use of GeoGebra in mathematics education. In this context, a multiple case study approach was utilized, in which mathematics teachers were observed and interviewed using a variety of procedures to expose qualitative data about their beliefs and the dynamics of their beliefs changes during the course. The main findings illustrated that teachers’ beliefs were transformed to some extent in favour of the use of GeoGebra, as well as using constructivist ideas in their mathematics teaching and learning can be attained through the GeoGebra based PD course. In fact, the relationship amongst stated beliefs and intended teaching practice is complex and the social issues were very influential on teachers’ pedagogical decisions. This research also introduces some suggestions for researchers who focus on professional development of mathematics teachers relative to their beliefs..

The purpose of this study is to examine the opinions of middle school mathematics teachers on the integration of mathematics course and social issues. For this purpose, qualitative research method was used in this study. As for determining the participants of the research, criterion sampling among purposeful sampling methods was used. Being a middle school mathematics teacher as an occupation was considered as a criterion for determining the participants. The participants of the research consist of 13 middle school mathematics teachers in Turkey. So as to collect the research data, the semi-structured interview form created by the researchers was used. The data analysis was performed according to the content analysis, and Nvivo 10 program was used for the analysis. As a result of this study, the themes of the situation and methods of the integration of mathematics course and social issues, the attainment of democratic values in mathematics course and the ways of its attainment, gaining awareness of social justice and equality in mathematics course and the ways of its gaining, the activities performed by teachers for social issues in mathematics course and the teachers’ suggestions for the integration of mathematics course and social issues were reached and the results were discussed within this frame.

Within the scope of restructuring the secondary education efforts of the Ministry of National Education, it has been decided to abrogate the secondary school level teachers' schools. The purpose of this study is to evaluate Turkey's teacher education practices and the quest for qualified teacher education through the perceptions of the graduates of these high schools. The study is a phenomenological research based on interpretation. Data were obtained through interviews. The data obtained were analyzed in the vetting of candidate teachers, the curriculum to be used in the education process and its accreditation, and whom to be certified as teachers. The main results of this study, conducted with participants from the secondary school level teachers schools’ graduates, show that, in terms of teacher education, teachers' high schools present various opportunities by enrolling successful candidates, educating them as leaders, preparing them for multi-cultural environments. In order to educate qualified teachers, the participants suggest teacher education programs should include individual and group activities, involve training, arts, basic science, and values education courses. In the selection and approval of tenure teacher, besides academic achievement and diploma, advanced communication skills, patience, confidence, and patriotism should be sought in the candidates.

Grammar; while originating from the natural structure of the language also is the system which makes it possible for different language functions meet within the body of common rules especially communication. Having command of the language used, speaking and writing it correctly require strong grammar knowledge actually. However only knowing the rules cannot be the indicator of using the language correctly and effectively. For the individual, who learns the rules of the language but cannot transform it to daily life, grammar teaching can be difficult and boring. Instead of considering grammar teaching as an independent and abstract lesson, realizing it through integrating with other learning fields will increase the effect and level of success in grammar teaching. The purpose of this research is to determine the views of first language teachers regarding teaching grammar. The study group of the research consist of 10 Turkish language teachers who work in a city in Turkey (Elazig). Within this research, which was carried out with qualitative pattern, the data was gathered with one on one interview technique using semi structured interview form, which consisted of 10 questions. The data gathered was analyzed with content analysis and interpreted being categorized. Regarding the findings frequency distributions were given and interpreted. As a result of the study it was seen that teaching grammar differs in terms of teachers’ views, in addition in some matters they were under expectations.

In Turkey, as in all countries of the world, education is regarded as the sole means of modernization, progress, civilization, productivity, and sustainability of all these things. The aim of the Turkish education system is to raise students with the national, moral and cultural values of the Turkish nation, to educate them as citizens of a social law state, and solve the existing or potential problems that may arise in the future. The most important document that shows how this aim will be achieved in the country is the curriculum. The purpose of this study is to reveal the frequency of the social issues included in the current curriculum at the elementary education level. Within the scope of the study, social issues presented by sociologists were established through e-Delphi panels, coded under seven titles by researchers, those who were thought to bring solutions to these problems were counted by descriptive analysis method in the specific aims, themes and achievements of the curriculum used at elementary level. Results show that curriculum adopted at the elementary education level include mostly issues related to individual life and individualization, socialization, democratic life and democratization while economic issues, and issues related to family, environment and urbanization are emphasized less. These findings are discussed with other research results.

A sample of 327 engineering bachelor students from a public university in Mexico took part in an information integration study to explore systematic thinking underlying propensity for cheating during a course exam. All study participants were provided with written descriptions of 12 scenarios pertaining to the academic evaluation criteria and were asked to rate the likelihood that they would cheat under such circumstances. The 12 scenarios reflected the experimental manipulation of three orthogonal factors: teacher’s teaching style, type of exam, and modality of assessment. Analysis results revealed four distinct attitudes toward cheating among students, two of which were independent of context (low and high desire to cheat) while the remaining two were context-dependent (low and moderate desire to cheat). All groups showed systematic thinking underlying their possible desire to cheat that was typified by the use of a summative cognitive rule for integrating information related to academic cheating. However, evaluation of factor relevance varied across the groups.

Stress is inevitable in the world of teaching and practicum training and therefore, student teachers naturally incur a certain level of stress due to the demands for them to use various knowledge and skills in real school and classroom environment. Hence, practicum stress needs to be addressed accordingly. The central focus of this study is using a partial least square-structural equation modeling to explore the inter-relationships among the student teachers’ personal resources to mitigate practicum stress. A sample of 200 student teachers selected by purposive sampling from teacher education institutions in Sabah, Malaysia was used in this study. This study collected data via survey methods using a questionnaire developed from several existing scales. Findings showed that emotional intelligence, self-efficacy, and subjective well-being were able to explain resilience with good predictive accuracy and relevance but poorly for practicum stress. These findings were suggestive of the need to include additional constructs to explain perceived practicum stress better in future exploratory research.

Summative assessment of students' writing predicts not only the extent to which the course learning objectives have been achieved but also reveals the relevance of the assessment design with the construct of writing being assessed. Any dichotomy between the assessment criteria and the construct of writing or between the assessment criteria and test scoring procedures can produce unreliable and invalid interpretations of the students' writing proficiency. Assuming cohesion as a measure of writing quality, the present study chose samples of academic writing which did not specify cohesion as a descriptor in the assessment scale. A cohesion index was, therefore, developed to investigate how cohesive devices created texture in the sample texts and correlated with the test scores. Descriptive statistics and non-parametric correlation analysis revealed that cohesive devices were positively associated with appropriate use to create texture; however, they only weakly correlated with the test scores. The findings imply that there is the need for developing assessment criteria which consistently measures the text-forming resources to reliably ascertain the writing proficiency of the students. The study recommends a research initiative based on an analytical assessment criteria to ensure a more accurate analysis of the role of cohesion in text-formation and writing quality.

Mathematics is one of the most challenging subjects for many students. A similar problem is faced by special needs students, such as students with Autism Spectrum Disorder (ASD). Various instructional strategies are implemented by specialists to help ASD students understand mathematics in schools. To explore the impacts of an instructional strategy of mathematics on ASD students, the authors conducted a review of literature from 2011 to 2017 using various databases including ProQuest Digital Dissertations and Theses Full Text, Google Scholar, and Science Direct. A total of 39 articles were found. Most of the instructional strategy aimed to assist ASD students in solving mathematics problems. The implications of the study are also discussed in this literature review, which indicates that teachers need to use the appropriate instructional strategy to meet the needs of students with ASD and maximize their mathematics learning outcomes in schools.

Covid-19 has accelerated the speed of technocratic transformation in teaching and learning. Previous researches on whether technology enhances students’ motivation towards learning or burdens them with additional layer of anxiety in learning the nitty gritty of technology itself have mixed results. The purpose of this study was to explore early undergraduate students’ beliefs about learning mathematics with technology. These research participants were first-year female undergraduate students in a public university in the United Arab Emirates (UAE). The study comprised of phase one with qualitative task-based interviews with four female first-year undergraduate students. Phase two included a quantitative belief survey with a sample of 62 students from the same institution. I constructed four major belief categories from the iterative process of interview data analysis– technology for computing and graphing, technology for speed and accuracy, technology for a short-cut but not for meaning, and affective aspects of beliefs. The quantitative survey result demonstrated that a majority of participants (about 75.8%) were found to be using some kinds of technological tools while learning mathematics. About 90% of them reported using a calculator while learning mathematics. A majority of participants (54.9%) believed that technology helps them in learning mathematics, and about 50% of them also believed that the use of technology improves their learning of mathematics.

This longitudinal study focuses on evaluating grade 7-9 school students’ perceptions of intervention modules intended to be relevant, as well as promoting learning attributes to raise awareness of science-related careers. Students are taught through six purposely developed and designed career-related teaching–learning modules (C-TLMs). Each module is initiated by means of a career-related scenario, followed up by promoting conceptual science learning plus drawing attention to careers to which each module intends to relate. Student perceptions are obtained by means of a questionnaire after each module with respect to its relevance and also the mean by which the learning environment raise interest, enjoyment and motivation associated with career awareness. Outcomes show that, in general, students participating in this study agree that the developed C-TLMs are relevant and students value the learning experienced through the different module contexts. Nevertheless, student appreciation of the specific inclusion of career awareness components in the modules is mixed.