This study aims to evaluate the academic outcomes of the flipped classroom approach in the teaching of students who are deaf or hard of hearing (DHH). Furthermore, it aims to activate the role of the teacher through encouraging both teachers and students to engage in active learning styles, while acknowledging individual differences. Participants consisted of 12 female undergraduates with hearing disabilities in a 251 CI course (applications of ICT in teaching and learning) at the College of Education, King Saud University. The study was applied throughout a semester on the contents of the course. The content material and pre-class assigned work (e.g. instructional videos and tasks) were delivered through Blackboard (learning management system), while active learning activities were carried out in class. Using mixed methods, students’ perceptions of their new learning environment were explored through a post-term questionnaire distributed at the end of the semester, in addition to writing a reflective report. Furthermore, participants were requested to write a reflective journal at the end of each lecture. Results indicated the effectiveness of the flipped classroom strategy for students. Moreover, the data indicate a positive impact on students' content learning and improved skills (e.g. collaboration and interaction). The content material which was developed for the specific course (251 CI) could be utilized for the remaining students enrolled in this course. The researcher recommends using the flipped classroom teaching strategy for courses in higher education, as the methodology can be extended and implemented through following a similar framework applied in this study.

The research was conducted to determine the opinions of students (10-11 years) on their engagement to mathematics course. These students are 5th grade students at a secondary school in Turkey. Qualitative research method was used in the research. At the study, designed as case study, a total of seven secondary school students were participated the research. The study group was constituted with “snowball sampling” technique of purposeful sampling methods. The data was collected by a semi-structured interview form. Sixteen-page interviews obtained from the interviews were transferred to the computer. Data analysis was performed in content analysis. Codes were listed as a result of analysis. Common themes were constituted from the codes. As a result of the research, three themes, (cognitive, social and emotional engagement) eleven sub-themes and eighty nine codes were determined. It was seen that the students’ most preferred superficial strategies in terms of cognitive engagement; negative opinions towards group work in terms of social engagement; value given to math course in terms of emotional engagement. Students preferred least getting support sub-theme in terms of cognitive engagement; competitive sub-theme in terms of social engagement; value to the mathematics teacher sub-theme in terms of emotional engagement.

This study aims to analyze whether academics’ organizational cynicism attitudes and levels of organizational identification in the field of sports sciences differ based on certain variables and determine if any relationship exists between these two variables. “Organizational Cynicism Scale” and “Academics’ Organizational Cynicism Scale” were applied to 106 academics as a data collection tool. Mann-Whitney U test and Kruskal Wallis test were used for nonparametric statistical data analysis. Bonferroni correction was taken into account in order to identify different groups. Spearman order correlation coefficient was calculated in order to identify the correlations among variables. The findings suggest that academics’ organizational cynicism and identification sub-dimensions did not display significant differences in terms of gender, marital status and academic title. However, significant differences were found among some sub-dimensions in terms of sufficiency of institution’s physical facilities, the status of place where the institution is located and financial aid from the institution. Additionally, negative and moderately significant correlations were found between all sub-dimensions of organization cynicism attitude and cognitive/behavioral/affective organizational identification sub-dimensions. It is considered that the present study will make important contributions to educational psychology thanks to its findings.

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 variety of teacher training system was implemented in Turkey until today. One of these systems is pedagogical formation training. The aim of this study was to determine the strengths and weaknesses of the pedagogical formation training according to the opinions of pre-service teachers and the experiences during the pedagogical formation training, to gather information about whether these experiences contributed to their teaching, and to evaluate the place of the pedagogical formation training in teacher employment in the light of this information. The research was carried out using an interview technique of qualitative analysis methods. The study group comprised of 20 pre-service teachers from different undergraduate programs, and they participated in a 14-weekinternship program at a high school in Ankara during the 2017-2018 academic year as a requirement for a training course.  Content analysis method was used for data analysis. As a result of the research, the pre-service teachers stated that they found the internship training in practice schools as useful for future teaching lives, but they did not find the theoretical training given in the classes useful for various reasons. They considered that there are some weak points of the program: the duration of the formation course is short, lessons are late in the evening, classes are crowded, and the teaching staff have negative effects on the students: they are indifferent, and there are almost the same topics in each lesson. This means that they were mostly not satisfied with its overall quality, and so its operability was enough. Like some of the suggestions, it is recommended that duration of the program should be extended to a long period, and the instructors should be selected from those who can give energy to the class, have communication skills, can create discipline in the classroom, and have experience in traditional classroom teaching.

This study aims to analyse the emotional intelligence scores of the special education teacher candidates for the predictor of multiple intelligences areas. This study was conducted through relational scanning model. 211 teacher candidates, 106 females and 105 males, participated in the study. Data were collected through Personal Information Form, Teele Multiple Intelligence Inventory and Schutte Emotional Intelligence Scale. Logistic regression analysis was used to find whether the gender and grade level variables, and optimism, utilization of emotions and the scores of emotion evaluation are statistically significant in defining predominant intelligence areas or not. SPSS 24.0 was used in the data analysis process. The results revealed that while the gender variable and optimism scores are significant variables predicting the determination of individuals in which predominant intelligence is both interpersonal and not, optimism and evaluation of emotions scores are significant variables predicting the determination of individuals whose predominant intelligence is both visual and not. However, the results suggested that demographic variables (gender and grade level) and emotional intelligence scores did not affect kinesthetic, musical, intrapersonal, logical and verbal intelligence areas which were found as the predominant intelligence areas of teachers.

The aim of this study is to reveal the suggestions of guidance and psychological counseling candidates (GPC) in dealing with math anxiety. The study analysed 50 GPC candidates’ opinions and suggestions on math anxiety. The research study utilized case study method. The participants were asked to respond what kind of studies they would suggest to their clienst in order to overcome math anxiety once they begin to work in their profession. The interviews transcripts were converted into written documents. Content analysis was made on those documents to find GPC candidates’ suggestions and opinions. Based on the findings, it can be concluded that the reasons of math anxiety can vary from individual to individual. Therefore, it was emphasized that the studies to determine the causes of math anxiety should be specific for each individual. Then, consultancy service should be formed based on the assessment of reasons that cause anxiety for each person. If the individual's math anxiety is caused by environmental factors such as teachers, families and peers, guidance and psychological counseling services should be offered to these environmental factors.

Teachers’ use of everyday cognitive heuristics can lead to biases in information processing and, thus, to unfair assessments of student characteristics. This problem can be addressed by a core aspect of research-based learning, i.e., by making use of principles and methods of empirical research in order to systematically collect information. However, pre-service teachers’ attitude towards the use of empirical research methods is usually rather low. To foster their attitudes, a total of 444 student teachers were confronted with their own biased perception during a methodology course. Biased perception was triggered by a halo effect inducing experiment. In a subsequent semester, n = 113 of these students participated in an online survey. They answered questions about their cognitive activity and affective reaction following the presentation of the results of the experiment. Moreover, they reported about perceived attitude changes towards systematic thinking and research methods. The results demonstrate the successful implementation of the halo effect, which affected the students cognitively and emotionally. Structural equation modelling showed, that attitude change was dependent on both cognitive and affective reactions. The findings indicate that the halo effect is not only easy to implement in university courses but also appears to have substantial impact on students’ attitudes towards research-based learning.

The purpose of this research is to examine the correlation between the attitude towards reading and the perception of creative reading. The sample group of the study, in which the correlational survey model among the qualitative research designs was conducted, consists of 319 students studying at fourth grade in primary schools. The scale for the perception of creative reading generated by Yurdakal and Susar Kirmizi and the scale for the attitude towards reading formed by Yurdakal and Susar Kirmizi were applied in collecting data for the research. Pearson Product-Moment Correlation Analysis and Simple and Multiple Linear Regression Analysis were implemented for the analysis of data in the study. When the data obtained from the analyses were examined, it was observed that there was a positive and high correlation between the attitude scale towards reading and its sub-dimensions. Likewise, a positive and high correlation was determined between the perception of creative reading scale and its sub-dimensions. As the attitude towards reading increases, the perception of creative reading decreases. This finding is similar for all the sub-dimensions in the scales. It was also comprehended that the attitude towards reading was a predictor of the perception of creative reading and that there were significant correlations between the perception of creative reading and the sub-dimensions of contributions, meaning, activities, and process of reading. Along with these variables, the attitude towards reading explains the perception of creative reading at a total level of 13%.

The paper is part of the qualitative research project Educational Aspirations, Opportunities and Challenges for Immigrants in University Education in Iceland, conducted in Iceland’s three biggest universities. The main goal of the paper is to investigate immigrant students’ experiences of communication with teachers during the learning process and their perspectives on multicultural group work. Furthermore, the paper explores immigrant students’ experiences of learner-centred approach and culturally responsive teaching methods applied by some teachers. The data was collected through focus group interviews and qualitative, semi-structured individual interviews with immigrant students. The theoretical framework is mainly based on the constructivist theory, which emphasises the importance of communication and the learner-centred approach. Additionally, the theoretical framework includes multicultural education theory, which puts an emphasis on applying culturally responsive teaching methods in classrooms with diverse student populations. The analysis of the interviews revealed that the participants’ experiences of communication with teachers and peers were mostly positive. However, culturally responsive teaching is still a rare phenomenon in Icelandic universities. When it comes to the participants’ perspectives on group work, the experiences ranged from being highly positive to negative.

Recently, there has been growing interest among practitioners and scientists in teaching children computer programming languages. The international efforts to raise generations who produce technologies are supported at the national level in Turkey too. Programming language education is included beginning from secondary school curricula of computer science education. However, it can be mentioned that up-to-date methodological and pedagogical requirements of the courses are not adequately researched. Therefore, the primary aim of the study is to share innovative methods regarding programming education processes with middle school computer science teachers. This paper presents the details of a project conducted to design an in-service training model for computer science teachers and funded by the Scientific and Technological Research Council of Turkey (TUBITAK) with the project number of 116B298. During the training period, up-to-date methodology and technologies were presented in workshops with an integrated approach. At the end of the courses, the participants’ development and the efficiency of the activities were investigated based on the analyses of qualitative and quantitative data and positive results about the content of proposed in-service teacher training methodology were yielded.

This research aims to explore secondary school students’ views regarding basic democratic values in terms of several variables. The research has utilized the cross-sectional survey model, which is one of the descriptive survey models. The population of the research consists of secondary school students studying at schools located within the province of Elazig. The research sample holds a total of 440 secondary school students studying at secondary schools located within the province of Elazig during 2016-2017 academic year. The participants have been selected by stratified sampling method. This research has deployed personal information form and basic democratic values as data collection tools. Descriptive statistics and multivariate analysis of variance (MANOVA) have been used during data analysis. Research results have suggested that secondary school students have a “high” level of participation regarding basic democratic values scale. While a significant difference has been identified across the dimensions of the basic democratic values in terms of gender, class level, academic achievement and socio-economic levels of the schools, parents’ educational status is free from any significant difference. Based upon the research findings, various recommendations have been provided. Future studies may be conducted on parents’ views regarding basic democratic values. Basic democratic values adopted by the students studying at schools with different socio-economic levels should be sought through observations.

The analyses described in this paper permitted an evaluation of whether capacity-building professional development practices were related to early childhood intervention practitioners’ reported use of capacity-building family-centered practices. This was ascertained by structural equation modeling for two different types of family-centered practices (participatory and relational) where the two models were compared to determine the better fitting model and the sizes of effects for the relationships among the variables in the models. Results provided converging evidence that capacity-building professional development engenders practitioners’ use of capacity-building family-centered practices. Implications for practice are described.

In this study, it was aimed to examine existing condition of parental support taken by pre-service music teachers in instrumental education according to some variables and to determine the relationship between them. 123 students, who study in Uludag University Department of Music Education, constitute the sample of the research. The data collected with “Parental Support Scale Perceived in Instrumental Education” is analyzed with t-test, ANOVA and Mann-Withney U test. The results demonstrated that parental support perceived in instrumental education does not change according to gender, living together/separate status of parents, mother’s working/not working status, income level of parents or students living together/separate with parents’ status. Nevertheless, when the class level increases, the parental support perceived in instrumental education decreases. Also, it is determined that the students who has someone playing musical instrument in their family has higher points for parental support perceived in instrumental education. There was a significant linear trend, indicating that as the education level of mother increased, both the sub-dimensions and total scores of parental support perceived in instrumental education increased proportionately. On the other hand, as the education level of father increased, only the total scores increased proportionately.

The purpose of this study was to evaluate pre-service science teachers’ argumentation skills, attitudes and knowledge levels regarding organ transplantation and donation (OTD). Teachers play a fundamental role in providing information to children/adolescents and could influence their attitudes. Organ transplantation is a life-saving hope for many people, but shortage of organs for transplantation is a universal problem. Having a positive attitude and true knowledge are essential for teachers that affect students’ future attitude toward this topic. The research method was descriptive and cross-sectional. The sample of research was 472 pre-service science teachers, who were sampled by using convenient sampling method and are students of Science Education Department at four different public universities. Data collection instruments were developed by researchers as valid and reliable questionnaire in order to determine the attitudes, knowledge levels and argumentation skills of pre-service teachers regarding OTD. Results observed that the pre-service science teachers' argumentation skills in a socio-scientific subject such as OTD were at a very low level, their attitudes were at a moderate level, and their knowledge level was above the average. Results of the study have shown that graduated high school type and grade level have played important roles in the positive attitudes, high argumentation skills and high knowledge level about organ donation. No significant difference was found in the attitudes and knowledge level of pre-service science teachers toward OTD in terms of gender. The gender only affected the ability of argumentation.

Currently, it is taken for granted that teachers have to take into account the conceptions in order to achieve some efficient learning, the latter are generally resistant and may hinder the learning. Studies have shown that learning amounts to make conceptions evolve which play a determining role in the appropriation of scientific concepts such as neurotransmission, which is the subject of our study. This concept is present in the Life Science syllabus as early as high school. The aim of this study is to assess the impact of an interactive approach on the evolution of students' conceptions of neurotransmission. For this purpose, a questionnaire was administered to the first two years’ students (second year) in the Life Sciences stream at Dhar El Mahraz Faculty of Science in Fez during the academic year 2016-2017. This questionnaire was in the form of a pre-test and a post-test on learning/teaching of neurotransmission. The results of the study showed that the approach which was adopted had a positive effect on the evolution of the students' conceptions of neurotransmission in that it apparently contributed to a conceptual change for them.

Pragmatic competence is an indispensable dimension of overall language ability, and proper interpretation of implied meanings is a major constituent of pragmatic competence. In this regard, this study aimed to investigate the efficiency of a film-based instruction program devised to facilitate the interpretation of implied meanings in English. It was conducted with a quasi-experimental design. First, a multiple-choice discourse completion test was given to 144 English language teacher trainees with 77 people in the experimental group and 67 in the control group. After the 5-week instruction given to the experimental group, the test was administered to both groups again. The results revealed significant differences in favor of the experimental group. This makes the program a promising one as it made the participants, who were also prospective English as a Foreign Language (EFL) teachers responsible for helping their own students have pragmatic competence too, significantly more equipped about processing implied meanings as a major constituent of pragmatic competence.

This research employs survey-based correlational model. This study has been carried out to reveal the relationships among perceived multi-dimensional social support and satisfaction with life, job satisfaction and job stress. The research data were gathered from 355 teachers working at schools in Hatay city in 2018-2019 academic year. Data were achieved by “Perceived Multi-Dimensional Social Support Scale”, “Job Satisfaction”, “Job Stress” and “Satisfaction with Life”. The relationships between multi-dimensional social support and job satisfaction, job stress and satisfaction with life have been determined in the measurement model. Structural equation model shows that perceived social support has a positive impact on teachers’ job satisfaction and satisfaction with life, in reverse, a negative impact on teachers’ job stress. Besides this, perceived social support positively affects teachers’ satisfaction with life through the partial mediation effects of job satisfaction and job stress. It has been concluded in this study that increasing perceived social support is an effective strategy for increasing job and life satisfaction and decreasing stress of teachers.

This descriptive and regression research was conducted to determine the influence of empowerment on organizational behaviors of 215 teachers in Catholic Higher Education Institutions in the Philippines. The results revealed that Catholic teachers have high levels of teacher empowerment. Specifically, they have very high level of status, professional growth, self-efficacy, and impact and high level of decision-making and autonomy in scheduling. Meanwhile, they also high level of organizational behaviors. Furthermore, three of the subscales of teacher empowerment tend to predict almost all dimensions of organizational behaviors of teachers in the school. The research concludes that Catholic Higher Education teachers are empowered to their organization as they feel respected, have opportunities for professional growth, feel efficient and effective in the classroom, and have the capacity to influence students and the school life. However, they do not have enough avenues to be involved in the decision-making process of their institution and do not have enough freedom and opportunities to choose their own schedules and teaching loads. Furthermore, they exhibit positive organizational behaviors in their institutions as manifested in their strong attachment to their organization, high level of involvement to their work, harmonious relationship with their supervisors and middle level managers. Also, they exhibit discretionary actions that goes beyond their functions, and have a desire and passion to continue and uphold the teaching profession.

The aim of this study is to present pre-service biology teachers with reading texts about the research of Van Helmont and Joseph Priestley relate to the subject of photosynthesis, for their familiarization with the processual and contextual aspects of science and their understanding of the nature of science, and to reveal the extent to which these texts contribute to the teacher candidates. The study was carried out by “action research method”.  The sample consisted of 66 biology pre-service teachers studying at Karadeniz Technical University between the years of 2016 to 2018. In this study, two separate reading texts were prepared in order to increase pre-service teachers’ processual and contextual understanding, and after the teacher candidates had read the texts, they were asked to answer the related questions. Percentage and frequency values were determined by grouping the answers as “correct, partially correct, incorrect and unanswered”. The fact that in this study, only 47% of the pre-service teachers were able to form a correct hypothesis means that their skills in this regard are in need of development. Candidates experienced some difficulty in interpreting statements that were not given explicitly in the text. The candidates' level of critical thinking is at a good level. It has been determined that they have post-modern view as epistemological belief. There is a need for designing instructional materials covering conceptual, processual, contextual dimensions of science in different subjects at university level and presenting them to biology teachers in book format.