The purpose of the present study is to test a hypothetical model in order to examine the association between students’ sense of classroom belonging along with four other university class-level variables including faculty-student relationships, connected classroom climate referring peer relationships, loneliness and classroom identity. It is intended to draw attention of teacher educators to the importance of creating sense of community at classroom level through this study in order to improve the quality of teacher education. With this aim, pre-service teachers attending the faculty of education were selected as sample of the study (N= 1425). Each measures used in this study was adapted for college-level students through confirmatory factor analysis in order to test specific predictions concerning each measure’s structure and the results revealed that  all measures have adequate psychometric properties. The model examined with structural equation modeling was an excellent fit with the data, and the results indicated that the fitted model explained 50% of the variance in classroom identity; 47% of the variance in sense of classroom belonging; 14% of the variance in classroom climate; and 9% of the variance in loneliness. Results and implications are discussed.

Teacher education programs are often accused of failing to prepare preservice teachers for real life classroom situations. In the case of research on classroom management, the focal point is often classroom teachers and their educational and behavioral goals rather than students’ experiences. This study aims to explore the perspectives of preservice teachers on their attitudes and behaviors in the university classrooms. For this purpose, 40 preservice teachers, who studied in the Early Childhood Education department at a state university in Turkey, were selected. The interview was chosen as the data collection method. The interview questions were based on the questions that Cothran, Kulinna and Garrahy (2003) used in their study with the secondary physical education students. The collected data were analyzed by the constant comparison method (Glaser & Strauss, 1967) and common themes were constructed through the analytic induction method (LeCompte & Preissle, 1993). In this study, the findings indicated that incompatible behaviors served different functions in teacher education classrooms. The preservice teachers perceived punitive teacher responses to students’ negative behaviors as compelling, ineffective and mostly humiliating practices. The preservice teachers provided three main elements that affect their attitudes, behaviors and experiences in a teacher education classroom. These elements were related to students, teachers, and the context of the classroom. The preservice teachers perceived their positive or negative behaviors mostly as reactions to the behavior of the teacher and the classroom environment.

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 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.

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 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 is aimed to analyze the smartphone addiction, fear of missing out (FoMO), and perceived social and academic competence that predict social media addiction on high school students. Study group consists of 296 (136 females and  160 males) high school students studying in Anatolian High Schools and Vocational High School in Mersin during the 2017-2018 academic year. Simple random sampling was used. In the study, descriptive survey method was used. As data collection tools, Personal Information Form, Social Media Addiction Scale, Smartphone Addiction Scale, Fear of Missing Out Scale (FoMO), Perceived Competence Scale developed by Ozer et al. were used. In analyses of data, regression was used. According to stepwise regression analysis, smartphone addiction (β = .34), fear of missing out (β = .26) and perceived academic competence (β = -.12) predict social media addiction level on high school students. As the result of the study, smartphone addiction, fear of missing out, and perceived academic competence predict social media addiction on high school students. When the smartphone addiction level and fear of missing out decrease, and also perceived academic competence improve, students’ smartphone addiction levels reduce.

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.

Environmental learning in the 21st century requires students to have Higher Order Thinking Skills (HOTS). The purpose of this study was to measure HOTS students using Higher Order Thinking Skills Assessment based on Environmental Problem (HOTS-AEP). The research method used in this study was descriptive method with a total sample of 248 students consisting of Elementary School (ES), Junior High School (JHS), Bachelor Program (BP), and Master Program (MP). The results showed that students overall have a very low HOTS category. HOTS scores scale of 0-100 on ES (22.3) are still higher than JHS (20.2). Whereas at the university level, BP scores (19.9) are lower than MP (21.4). This showed that learning must be oriented towards increasing HOTS through various media development learning, learning materials, learning models, and strategies. This study concludes that the HOTS score of students was still very low and needs to be improved.

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.

Since the 2008/2009 school year, every primary school in Slovenia has had to prepare its own “school moral education plan” and undertake its moral education activities on the basis of this plan. Although the basic content areas of the moral education plan are prescribed by law, the openness of the legal provisions allows schools to exercise professional autonomy. After a decade of the implementation of moral education plans we conducted an empirical quantitative-qualitative study aimed at analysing them in terms of content. The objective was to determine the extent to which the plans include and how they define the prescribed content areas, as well as the extent to which they include and how they define additional content areas that are not prescribed by law but could be included by schools depending on their individual particularities and the specific challenges of their environment. Data were collected through publications on the websites of a representative sample of randomly selected schools and analysed with a specially prepared instrument. The research shows that upgrading moral education activities through the school moral education plan would require (1) reconsideration and upgrading of the concept, (2) continuous state support for the self-evaluation of schools specifically in this area, and (3) support for schools to gain a deeper professional understanding of current moral education challenges and of forming moral education strategies that differ with regard to the content differences in the reasons for individual moral education challenges.

This study aims to examine the English as A Foreign Language Teacher Education Program (EFLTEP)‘s curriculum of one state university in Jambi Province, Indonesia. This research employed a qualitative research design with case study involving 8 participants comprising of 4 beginner teachers and 4 teacher educators. This study used document analysis and interview as its instruments of data collection. The data revealed that beginner teachers perceived they need more practical aspects of pedagogical-related courses than theoretical aspects of teaching. Furthermore, a number of courses were overlapped and need to be redesigned, teaching and learning in large classes seems to be a crucial barrier to the effective implementation of the curriculum in the classroom, and the duration of the EFLTEP to completion is considerably longer than other pre-service teacher education programs. Based on the research findings, several recommendations have been provided. A curriculum should be able to balance the theory and pedagogical skill practice. Teachers, administrative, and other relevant stakeholders should deliberate and design the curriculum together considering other courses or credits to avoid overlapping subjects, eliciting the subjects, and integrated the similar subjects into one would be best choice to optimize the teacher education program, teachers and other stakeholders should allocate much time on Teaching English as Foreign Language (TEFL) practice and classroom management courses. At last, the curriculum should be in line with pre-service teachers’ needs to better prepare them with knowledge and skills for their teaching career in the future.

This article analyzes the impact of the Information and Communication Technologies (ICT) on students with Down syndrome through the consult of scientific articles published during the 2008 to 2018 period, in five scientific journal databases utilized in the academic world. Through a descriptive and quantitative methodology, the most significant bibliometric data according to citation index is shown. Likewise, a methodology based on the analysis of co-words and clustering techniques is applied through a bibliometric maps, in order to determine the fields of scientific study. The results show that articles published have a medium-low index of impact. There are linked with the importance of using ICT with these students, from educational inclusion and accessibility perspective.

The Computer has occupied a comprehensive coverage, especially in education scopes, including in learning-teaching processes, testing, and evaluating. This research aimed to develop computerized adaptive testing (CAT) to measure physics higher-order thinking skills (HOTS), namely PhysTHOTS-CAT. The Research Development used the 4-D developmental model carrying the four phases of define, design, development, and dissemination (4D) developed by Thiagarajan. This testing instrument can give the item test based on the student’s abilities. The research phases include (1) needs analysis and definition, (2) development design (3) development of CAT and assemble the test items into CAT, (4) validation by experts, and (5) feasibility try-out. The findings show that PhysTHOTS-CAT is valid to measure physics HOTS of the 10th-grade students of Senior High School according to 82.28% of teachers and students assessment on PhysTHOTS-CAT content and media. Therefore, it can conclude that PhysTHOTS-CAT can be used and feasible to measure physics HOTS of the 10th-grade students of the Senior High School.

The empowerment of metacognitive skills has an important role in increasing the capacity of critical thinking and active control of students' cognitive processes in learning. Metacognitive skills can be enhanced through the implementation of learning strategies involving higher-order thinking. The RQA, ADI, RQA integrated with ADI are constructivistic learning strategies that can accommodate these skills. The researches specifically examining the correlation between metacognitive skills and critical thinking skills at the implementation of RQA, ADI, and RQA integrated with ADI learning strategies are still rarely found. This research is a correlational research, aiming at revealing the correlation between metacognitive skills and critical thinking skills. The data of metacognitive skills and critical thinking skills are collected by using a valid and reliable essay test. The samples of this research are the fourth semester (IV) biology education students programming Animal Physiology course in the 2016/2017 academic year consisting of 109 students. The results of this research show that (1) there was a significant correlation between metacognitive skills and critical thinking skills at the implementation of the four learning strategies, (2) the regression equations analyzed using Anova obtain regression lines (not coincide), and non parallel regression lines (intersected); meaning that there is a difference in the increase rate and magnitude of the critical thinking skills influenced by the four learning strategies. It is expected that the teachers and the lecturers always strive to improve the quality of the learning process through the implementation of active and constructive learning strategies.

Each child has a different personality type of tendency. Personality type is closely related to emotional intelligence. Through this study, we report the analysis results of the effects of personality type tendencies and the application of learning strategies in controlling the emotional intelligence of elementary school students. This study uses the quasi-experimental method with a 2x2 factorial design in data collection. Data analysis used was a two-way analysis of variance (ANOVA) test. Research findings show that students with extrovert tendencies personality are better than students with introvert personality types. The application of inquiry strategies in learning is better at controlling emotional intelligence than the application of expository strategies.

Inclusive education as a curricular trend is implemented by countries as an action taken in response to the collective call of the Salamanca Statement. It carries the tenet that all learners should be educated alongside their peers regardless of physical, cognitive, socio-emotional, and economic, language, cultural, and other perceived differences. School children, as peers of children with special needs, are co-implementers of the inclusive agenda. Young children are competent, possess their views and agencies, and have nascent characteristics that promote inclusion. As such, it is essential to explore how knowledge, skills, attitudes, values, and ethics can further be developed and refined for the sake of creating an inclusive community through integrating them in the school curriculum. This paper sought to analyse the articulation of inclusive concepts and expressions in the K-curriculum and strategies utilized by the teachers to reinforce them. Two documents were analysed in this study to address the research questions: (a) prescribed k-curriculum currently used in the Philippines (b) interview transcripts of the key informants. Through content analysis, results of the study revealed that several inclusive concepts and expressions are articulated in the kindergarten curriculum across domains and are reinforced by teachers using varied strategies. Recommendations of the study are discussed.

Some of the most important skills of university students is to develop the capacity to resolve problems posed by their communities, which implies that students become independent, autonomous and self-regulated. Also they need to be capable of monitor, asses and modify their learning through their own process of metacognition, this way they can develop the required knowledge and improve their learning. To analyze it, the objective of this research is to evaluate the psychometric properties of the Metacognitive State Inventory in Mexican university students. For this reason, the Metacognitive State Inventory was applied to 908 students. To confirm a second order hierarchy model with four first order factors, confirmatory factor analysis was used (CFA).Four items were eliminated to obtain a better model fit. Internal consistency was accessed through McDonald's omega coefficient. In this way, evidence of the construct validity and reliability of the instrument was provided. The Inventory of the Metacognitive State was correlated with the CEVEAPEU Questionnaire, obtaining significant positive correlations between both instruments, thus providing certainty of convergent validity.

In this study we aimed to investigate the role of hope, secure attachment with the parents, and satisfaction levels of the basic psychological needs (autonomy, competence and relatedness) of university students in predicting their happiness levels. A total of 558 university students were recruited and 70% of them were female and 30% of them were male. Ages of the participants ranged from 18 to 29. The data were collected in classroom settings using personal information form, the Oxford Happiness Scale, the Attachment with the Parents Scale, the Basic Psychological Needs Scale, and the Dispositional Hope Scale. Results indicated that that the satisfaction levels of the competence needs were the most powerful predictor of happiness among university students. The satisfaction levels of autonomy, relatedness needs, and a secure attachment to the father, along with hope contributed little to the explanation of happiness; whereas, a secure attachment to the mother was not a predictor of happiness of the university students. The findings were discussed within the framework of the developmental characteristics of university students and the characteristics of collectivist societies.