This study aims to review the impact of the interactive story reading method on 48-72 month children’s vocabulary based on receptive and expressive language. The study group is 52 children in the 48-72 months age group at the nurseries of primary schools at Ankara province. The research employed a combined pattern analyzing both quantitative and qualitative data. The data were collected via "General Information Form" ,"Expressive and Receptive Language Test in Turkish (TIFALDI)" developed under the leadership of Gul Guven and Berument The "Teacher Observation Form", the "Teacher Interview Form" and the "Family Interview Form". In conclusion of the study, a significant difference in favor of the experiment group in the posttest was observed with respect to average posttest scores of experiment and control groups, following the implementation of the Interactive Story Reading Program. The comparison of the follow-up test and pretest score averages revealed a significantly high value in favor of the total for the follow-up test for the children in the experiment group. The agreement among the forms filled out by two observers with reference to the results of the observation and video analysis regarding the implementation of the "Interactive Story Reading Method" by the teachers, was assessed to be good/very good agreement. In the light of these results it can be said that the interactive story reading method have a fundamental impact on receptive and expressive vocabulary knowledge of 48-72 months old children.

This study aims to present the design and pilot testing procedures of the two specific self-report questionnaires were used to measure the two key aspects of reading motivation, self-efficacy and intrinsic motivation in the field of literary (narrative) reading, and the partial factors that jointly shape them. These instruments were outlined in advance, tested on a small scale and finally administered in a pre-post (quasi)experimental-control group research study, in order to investigate the effect of an intervention reading program to 6 graders. The measurement tools have good validity and reliability evidence, but further construct validity analysis should be done.

This study aims to examine the effect of feedback strategies on understanding and applying the concept of National ideology to students who have different achievement motivation, on learning Citizenship Education in vocational high schools. This research uses quasi experiment research design (Quasi Experiment). The subjects of this study were 133 vocational high school students. The research instrument used the achievement motivation questionnaires and test appraisal tools of understanding and application of the concept. Research data were analyzed using MANOVA (Multivariate Analysis of Variance) method with 2x2factorial. The results reveal three findings, namely: (1) there are differences in posttest score of understanding and application of concepts between groups of direct and indirect feedback strategies; (2) there is difference of posttest score of understanding and application of concept between high and low achievement motivation group: (3) interaction between feedback strategy with achievement motivation does not influence simultaneously to understanding and application of concept.

Teacher wellbeing and performance is affected by their ability to cope with the demands of the profession. This pilot non-randomized, waitlist-controlled study investigated the impact of a mindfulness intervention (Mindfulness-Based Stress Reduction) on teachers' wellbeing, self-regulation ability and classroom performance applying a mixed-method design. The sample was comprised of 32 German school teachers (93% female) which were distributed to a control and intervention group. Compared to the control condition, the intervention showed medium to high effect sizes on most outcome variables at post-test and results were sustained at follow-up. Mediation analyses showed that changes in mindfulness at post-test mediated changes in outcome variables at follow-up. Unexpectedly, the intervention seemed to negatively affect teacher engagement. Qualitative interviews highlighted the way mindfulness may influence teacher engagement and improve performance. Limitations of this study and future directions of research are discussed. 

This study offers an opportunity for learning the characteristics of elementary school students' dream books that can increase their willingness to read. In the study, for which the qualitative research method was adopted in line with this main purpose, 275 elementary school students that attended different schools at 2nd, 3rd and 4th grades were asked to describe in writing the characteristics of the book of their dreams that increases their willingness to read. The data obtained were subjected to content analysis, and the characteristics of students' dream books were categorized into "general characteristics", "physical characteristics", "themes", "protagonists" and "expectations". The study findings indicate that the book preferences of students are influenced by the changes taking place in our time. It was found out that the books of students' dreams had also characteristics of e-books as well as printed books.

According to Bronfenbrenner’s socio-ecological model, school is an essential microsystem of the developing child. Schools provide important developmental contexts for children and adolescents, as they constitute environments that might either foster or evoke students’ emotional instability. In particular, less is known about the precise and dynamic interplay of students’ socio-environmental aspects in school (i.e., sense of school belonging, social relationships with teachers and peers) and emotional instability (i.e., depressive symptoms, perceived stress, feelings of loneliness) during adolescence. To close this gap, this study examined within- and over-time cross-lagged associations based on data from a quantitative questionnaire-based survey of adolescent students (T1: N= 1088; Mage = 13.70, SD = 0.53) from 23 secondary schools in Brandenburg, Germany. Results of latent cross-lagged panel design supports the mutual relations for within-time associations, which is in line with Bronfenbrenner’s model. However, only the over-time association between school belonging and teacher-student relationship was found to be reciprocal.

One of the central aspects of displacement and migration is resilience on behalf of the affected individuals. UNHCR reports that the number of displaced people around the world reached 65 million by the end of 2015. In another report UNHCR states that the number of Syrian refugees in Iraq is 233,224. While IOM reports that the number of the internally displaced persons in Iraq between 2014 and 2016 reached to 3.4 million. As it is crucial to communication and, thus, survival, language is vital to promoting resilience of such people. Nowadays, English language learning provides numerous opportunities for individuals to succeed; hence, it is essential in building resilience among displaced populations. The current study aimed to explore resilience level of the displaced adolescents in Iraq, also to verify the impact of English language learning on their lives. The study has been conducted in camp and non-camp schools via the delivery of a CD-RISC-25 questionnaire as quantitative method, followed by interviews as qualitative method. The results concluded that the participants had medium resilience level, and learning English plays different roles in building resilience of the participants.

The effectiveness of schools, that is, their ability to achieve their pre-determined goals depends on many variables but especially the effectiveness of the administrators who are responsible for the implementation of the educational programs and curricula. An administrator must have a healthy perception of being "an effective administrator" in order to be able to demonstrate expected roles successfully. Concerning school effectiveness, in addition to the emphasis of self-efficacy of administrator, the leadership role of the educational administrators has gained importance with modern educational administration approaches. If an administrator wants to be effective, he/she must act as a leader and convince followers. In this context, when questioning the effectiveness of schools, it is important to determine the level of self-efficacy perceptions of administrators and to determine the leadership styles displayed by them. In this study, it was aimed to examine whether there is a significant relationship between the perceived self-efficacy belief and leadership style. The results show that self-efficacy perceptions of the administrators make a difference in their leadership style and there is a relationship between the self-efficacy belief and exhibitors of transformational leadership behaviors; the more administrators feel themselves efficient, the more they exhibit transformational leadership behaviors.

The aim of sports and physical effect on the course chosen and the selection (choosing different courses) students to determine the difference between the levels of social skills. Research, Sports and Physical Activities are important in determining the contribution of the social skills of course. Research elective sports and physical activities screening to determine their level of social skills among students taking the course and take the 11-14 age model is designed. The population of the 2015- 2016 academic year in the fall semester research, Malatya affiliated school in sports and physical activities constitute 11-14 age students choose the courses. Elective sports and physical activity as a data collection tool for taking the course and receive a questionnaire for students to determine their level of social skills are used. The survey consists of a personal information form and social skills inventory to determine the defining characteristics of the students in the first chapter. In the evaluation of the data obtained as a number descriptive statistical methods, percentage, mean, standard deviation is used. in comparing quantitative data between two independent groups of continuous man-Whitney U test for continuous quantitative comparison of data between more than two independent groups Kruskal wallis test. Kruskal wallis complementary test to determine differences in man-to-Whitney test after test. Research results in emotional expressivity, sensitivity, social expressivity, social sensitivity, social control, social skills and physical effect on the total level of the sport was concluded to be higher in the group selects the course.

The aim of the study is to determine views of principals regarding assignment procedure. Data were gathered with the implementation of semi-structured interview forms from 14 administrators in the center of Konya according to ‘Purposive sampling’ method. The data were analyzed by content analysis and the following findings have been reached. There should be criteria such as an examination (written and verbal), developing projects related with the school, receiving academic or in-service training in administration, having experience as assistant principal, preparation of evaluation forms aiming at objectivity and improvement, election of the assistant principal by the principal without any intervention among the successful ones from the written exams, appointment of administrators instead of assignment, acceptance of school administration as a profession, regulations respecting of the objectivity, justice and equality. It is recommended that similar studies be conducted through quantitative research.

Firstly, the researcher provides an insightful introduction into the phenomenon focused on to explicate the learners’ views about the role of school counselors in line with career selection. To attain the study objectives, the researcher used a multi-unit case study to investigate the perceptions among high-school students about school counselors’ roles and career selection. The investigator used open-ended questionnaires to harness information and then utilized the qualitative descriptive approach to analyze the data. Analysis of the information collected via open-ended questionnaires was done through thematic analysis, which was a subset of the broader qualitative descriptive technique. The findings denoted that high-school learners have varied perceptions with regards to the roles of school counselors and career selection.

Gender differences in mathematics learning outcomes are still evident in many countries participating in large scale international testing, as well as in national testing in Israel, the context in which the study reported here was conducted. The participants were 281 students from three Israeli elementary schools and were in grades 4 and 6. The students completed a questionnaire with items based on a selection of variables included in explanatory models for gender differences in mathematics. It was found that many students held gendered beliefs related to mathematics learning, particularly when the questions asked related to themselves or to significant others in their lives (parents and teachers); the views of the majority of students were gender neutral. When presented with two photographs -a man, and a woman- and asked who was the one more likely to work with mathematics, it was clear that the students’ choices and explanations echoed perceptions of mathematics as a male domain.

To determine the effectiveness of a peer tutorial strategy in the school achievement of English to high school students, whose mother tongue is not English, we made a comparison of two groups; in one, peer tutoring was carried out through the support of high average students and compared with the results of a group that did not receive the intervention. The tutors were 121 students who scored higher than 80 points in the initial exam and accepted to participate in the program. The group of tutees was formed by those who obtained scores lower than 65 and accepted to be tutored (101 formed the experimental group and 112 the control group). The peer tutoring was done in the classroom with the monitoring of the teacher, lasted 11 weeks, and focused on taking class notes and comparing them, giving feedback and clarifying doubts for 30 minutes after the teacher's explanation. The results of the midterm exam and final exam were analyzed through the Student's t-test, showing significant differences in the group that was tutored compared to the low-performing students who did not receive the intervention. The procedure was effective, finding that the use of peer support can improve school performance. It is necessary to monitor the profile of the tutors and systematize the tutorial strategy.

The purpose of this study was to assess the correlation and predictive relationship between self-determination and quality of life of college students with disabilities. Subjects were 145 senior college students recruited from northern Taiwan. Subjects' age ranged from 22 to 25 years and their disabilities varied, including visual impairments (n = 16), hearing impairments (n = 17), speech/language impairment (n = 6), physical disabilities (n = 40), specific learning disability (n = 26), emotional and behavior disorders (n = 5), multiple disabilities (n = 4), autism (n = 23), and health impairments (n = 8). Two measures, the Self-Determination Scale for College Students (SDSCS) and WHOQOL-BREF were used to collect data. The subjects completed the SDSCS in their senior year of college, whereas the WHOQOL-BREF data were collected one year after their graduation. The Pearson correlation and stepwise multiple regression analyses were used to assess the correlation between the SDSCS and the WHOQOL-BREF. Results showed that positive correlations were found between self-determination and quality of life. Subjects’ scores on the SDSCS subscales (Self-Realization, Psychological Empowerment, Autonomy) were able to explain between 30.3%-53.2% of the total variance of their scores on the WHOQOL-BREF domains (Psychological, Social Relationships, Environment). The results of this study re-confirmed the positive correlation between self-determination and quality of life of individuals with disabilities. Furthermore, the study highlighted that self-determination not only has an immediate impact on quality of life for people with disabilities, but it seems to have a long-lasting effect. Suggestions and implications are provided.

Students’ test anxiety is known to have significant influences on essential academic outcomes, and given the increased testing of school-aged children gender differences also appear in dimensions of test anxiety: thoughts, off-task behaviors, and autonomic reactions. This study examined: (i) whether there is a pattern of correlations exist among three dimensions of test anxiety that are tapped by the Children’s Test Anxiety Scale (Wren & Benson, 2004) and (ii) whether gender differences exist in the strength of these test anxiety dimensions. Students (N= 414) from 3 public schools, attending to the fourth grade (205 Females; 209 Males) were asked to rate on the thoughts (cognitive), off-task behaviors (behavioral), autonomic reactions (physiological) dimensions. The results revealed a strong relationship between thoughts and autonomic reactions (r = .57). Applying a multivariate approach, gender differences were found to be significant in overall test anxiety favoring females. Results also revealed a small female advantage for thoughts and autonomic reactions, Ƞ2 = .012 and Ƞ2= .016; but quite a small male advantage for off-task behaviors Ƞ2=.009. Taken as a whole, we need to seriously consider the implications of these differences and pay attention particularly to females in elementary schools.

Recent science education standards emphasize the importance of the instruction of nature of science (NOS) concepts at all levels of schooling from pre-K to K-12. Delivering a proper NOS education to students is excessively dependent on their teachers with an adequate understanding of NOS concepts. The present study investigated the science conceptions of preschool and elementary teacher candidates. The data collected from a total of 506 prospective teachers were analyzed with respect to the following demographic variables: majors, genders, grade levels, high schools and GPAs of teacher candidates. “Student Understanding of Science and Scientific Inquiry (SUSSI)” developed originally by Liang et al. (2008) was the instrument used to collect data in this study. The data analyses were conducted using MANOVA and Pearson Correlation Coefficient. The corresponding mean scores of the teacher candidates in specific aspects of NOS ranged from “poor” to “informed” conceptions of science. All but one of the demographic variables yielded statistically insignificant results on the NOS conceptions of teacher candidates. The majors of the teacher candidates were detected as a significant variable influencing the conceptions of the teacher candidates. The results of the study were discussed in reference with the relevant literature.

The purpose of this research is to evaluate the effectiveness of the activities, which are prepared by teaching techniques that support scientific creativity, on the scientific creativity levels of prospective pre-school teachers. In the research, combined design is used, which is one of the mixed research approaches. The study group of the research included a total of 46 prospective pre-school teachers who have studied in the Education Faculty of Kafkas University in 2016-2017 academic year. The applications were carried out in the "science education" which is one of the third-grade 5th-semester courses of the pre-primary education program. The application process was completed in 4 hours a week for a total of 40 hours. In the analysis of the quantitative data collected by Scientific Creativity Test, percentage calculation and t-test were used. Explanatory and inferential codes were used in the analysis of qualitative data obtained from the in-class observations. As a result of the research, it was seen that the course activities in which different techniques were used positively influenced the scientific creativity levels of the prospective teachers. Prospective teachers' level of skills involved in creative trait, creative process, and creative product sub-dimensions also developed. It has been suggested in the direction of these results that different techniques should be used together to develop scientific creativity.

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.

The purpose of this research is to examine experiences and opinions of nursery school administrators on natural disaster and emergency management. Therefore, 11 nursery school administrators from Izmit, Kocaeli, which suffered major damage from 1999 earthquake, participated in the research. Interview data were analyzed by content analysis. The results showed that teachers and other personnel weren’t adequately trained about intervention in emergencies, exercises couldn’t be implemented realistically and the parents didn’t have enough information about emergencies. Nursery Schools still suffer from physical disabilities, lack of financial support and educated staff, although they do meet the requirements outlined in official sources. The trainings given to school personnel regarding natural disaster and emergency management are rare and insufficient. Physical deficiencies of school buildings should be checked and schools should be in cooperation with relevant ministries and local authorities for financial support. Starting from the primary school level, training programs on natural disasters and emergencies need to be organized. As a result of the research, it was proposed to organize trainings, overcome the physical deficiencies and to provide schools with enough financial support.

The major purpose of this study was to create a path analysis model of academic success in a group of university students, which included the variables of academic confidence and psychological capital with a mediator variable - academic coping. 400 undergraduates from Marmara University and Istanbul Commerce University who were in sophomore, junior and senior years participated in the study. The Academic Behavioral Confidence Scale, the Academic Coping Strategies Scale and the Psychological Capital Test Battery composed of the Academic Self-Efficacy Scale, the Life Orientation Test, the Hope Scale and the Resilience Scale were utilized to disclose the predictive roles of these variables on academic success. The results of path analyses showed that academic confidence and psychological capital had pivotal direct and indirect effects on academic success via the mediator variable – academic coping. Academic coping had also a direct influence on academic success.  The findings of the study are essential for telling both vocational counselors and educational psychologists the fact that career interventions for university students should consider the non-cognitive factors on their academic achievements.