This study aimed to comparatively examine the self-efficacy and burnout levels of preschool teachers in Turkey and the United States. Of the general screening models, the study uses the relational screening model. A total of 90 teachers participated in the study. 32 of the participants were from the United States and 58 were from Turkey. The Teacher Self-Efficacy Scale and Burnout Scale were used in the study. The data were analyzed through the Whitney U-Test. According to the analyses regarding the self-efficacy levels of teachers, a significant difference in student participation sub-dimension as well as in total points in favor of the teachers in Turkey were found. However, no significant difference was found between the two countries with regards to teachers’ burnout levels. Regarding the self-efficacy levels of teachers working in Turkey, a significant difference was found in favor of teachers with two to five years of experience in the student participation sub-dimension, while no significant difference was found in the other sub-dimensions and in total points. On the other hand, no significant difference was determined was found between the self-efficacy levels and years of experience for the teachers in the United States.

Due to Finnish pupils’ achievements in international comparisons, also Finnish teacher training has been widely acknowledged. Today’s educational policies aim at making teacher training more effective in Finland. However, in order to realize this in practice, not only reforms in educational policy or institutions are enough. More attention should be paid on student teachers’ study processes as a whole. In this article, we introduce an illustration of the factors that comprise student teachers’ study processes at universities. Based on the illustration, we will discuss what makes a good study process as the teacher’s academic degree and how teacher educators can make students’ progress on their study paths motivating and fruitful. We argue that teacher educators should be more thoughtful and willing to genuinely help and confront students as individuals: teacher educators should act as mentors who further students’ engagement in studying.

The purpose of this study was to investigate the influence of gender and knowledge on scientific creativity among form three biology students (third year in secondary school cycle) in Nakuru district in Kenya. The cross- sectional survey research was employed. A sample of eight schools with a total of 363 students was selected from the population using stratified sampling technique. Two instruments, namely, Biology Achievement Test (BAT) and Biology Scientific Creativity Test (BSCT) were used to collect data. The psychological definitions of creativity tested are sensitivity, recognition, flexibility and planning. The mapping of these psychological definitions of creativity onto scientific meanings is explained using the model that guided construction of items in BSCT. Data analysis was done using quantitative methods. The findings of this study indicate that the form three biology students who participated in the study had a low level of scientific creativity. Secondly, the level of scientific creativity is knowledge and gender dependent. The findings may help teachers and other stake holders in education in inculcating creativity skills amongst science students.

This study investigated the effects of analogy on the elimination of students’ misconceptions about direct current circuits, students’ achievement and the attitudes towards physics lessons. The sample of this study consisted of 51 11th grade students from two different classes. While one of the classes was the experimental group where analogy was used in the lessons, the other class was the control group where the traditional methods are employed in lessons and this selection was made randomly. When the obtained results were examined, it was seen that teaching with analogy has a significantly positive effect on the elimination of misconception and achievement although it has almost no effect on the attitudes of towards physics.

Motivation to learn foreign languages is a significant determinant of successful language acquisition. The subject has been widely researched in the past, and since the early 1990s a great deal of empirical research related to the classroom environment has been proposed to expand theory into everyday classroom practice. I present an empirical, longitudinal (3-year) study to explore the relationship between and changes in foreign language learning motivation, learning motivation and self-concept in the 5th, 6th and 8th forms of elementary school. The same tests (Kozéki-Entwistle’s Learning Motivation Questionnaire, the Tenessee SelfConcept Scale, and Clément, Dörnyei and Noels’ Foreign Language Learning Motivation questionnaire) were administered three times, so I was able to compare the results and draw conclusions about developmental tendencies. A strong correlation was found between motivational and self-esteem scores, and between learning and foreign language learning motivation subscales. It is necessary to highlight the importance of the Moral, Family and Social Self, which draws our attention to the family values and beliefs students are equipped with, when they enter the school. The significant decrease in motivation and self-esteem in the period under investigation focuses our attention on problems of adolescence, and challanges language teachers to establish a highly motivating classroom practice.

The study investigated the present position of literacy, information and communication technology (ICT} in Prisons by examining the perception of inmates .The study adopted a descriptive survey using structured questionnaire and observation guides on a randomly and purposively drawn sample of 664 inmates out of a population of 47,628 inmates nationally. Frequency counts and percentage were used to analyze the data. The results indicated that in the 21 prisons studied in 12 Nigerian states, the literacy level was low; that inmates were inadequately rehabilitated and that the presence of information and communication technology was lacking. The findings have important implication for literacy development, information and communication technology programmes in Prisons for empowering inmates and reducing recidivism. This paper points to the need to retrace, redirect, restructure and refocus their services and activities on literacy, rehabilitation, information and communication technology so as to empower the inmates.

Character education is a growing discipline with the deliberate attempt to optimize students’ ethical behavior. The outcome of character education has always been encouraging, solidly, and continually preparing the leaders of tomorrow. The promotion of character education should not just a leap service but has an action plan for practice. In order words, education policy should take the lead to actualize moral education. Taken together, parents, teachers, and administrators as stakeholders, should join this camp to encourage students to manifest those good values in their lives. The outline of this paper is that first the definition of character education is provided. Then, the historical perspective of character education is reviewed. Third, the issue of context in character education is disclosed. The challenge and controversy of implementation of character education is also presented. Finally, the implication and further research are discussed.

All over the world, countries are paying close attention to how teachers are recruited, selected, and prepared for the nation’s schools. Increasingly, teachers are expected to teach all students to high standards at the same time that they play a major role in meeting rising expectations regarding social equity. Preparing teachers for these challenges is among the most pressing and complex tasks in teacher education. In response to these and other challenges, some initial teacher education programs now include among their major goals preparing teachers to teach for social justice, work toward equity and access for all students, and/or challenge inequities in existing educational systems and policies. This article focuses on three initial teacher education programs—one each in the United States, New Zealand, and Ireland. Although these programs differ from one another in many ways, they also share some goals related to teaching for social justice and equity. The article examines longitudinal survey data regarding teacher candidates’ scores on the “Learning to Teach for Social Justice-Beliefs” scale, which was designed to measure candidates’ endorsement of beliefs consistent with the concept of teaching for social justice. For each of the three research sites, the article analyzes: (a) demographic and teacher quality contexts, (b) initial teacher education program goals related to social justice/social equity, and (c) the results of surveys administered to teacher candidates at entry to and exit from the programs. The article concludes with discussion of learning to teach for social justice as a cross-cultural concept.

This paper explores the challenges faced by teachers and educators in the online classroom, especially in light of existing learner differences among students stemming from intelligence, socioeconomic status (SES), culture, gender, among other factors. The author examines the characteristics of the online classroom and looks at learner differences as significant factors impacting teacher responsibilities in the online setting. Several challenges common to facilitated online learning (FOL) and independent online learning (IOL) in the online classroom are examined and brought into perspective as the author applies social science theories such as self-efficacy, multiple intelligences theory, social distance theory and comparative homogeneity, pedagogy and classroom management theories in analyzing and addressing these challenges. The author makes several recommendations for online teachers and educators to address the problems and challenges that are present in the online classroom and then explores the implications for teaching and learning. Finally, the author espouses a need for research into the major issue under discussion.

The purpose of this study is to examine the pre-service teachers’ attitudes toward computers use. The impact of five variables (perceived usefulness, perceived ease of use, subjective norm, facilitating conditions, and technological complexity) on attitude towards computer was assessed. Data were collected from 230 preservice teachers through self-report and structural equation modelling was used as the technique for analysis. Results showed that 64% of the variance in attitude towards computer use was explained by the five exogenous variables. In addition, perceived usefulness, subjective norm, and technological complexity were found to be significant influences on attitude toward computer use while perceived ease of use and facilitating conditions did not.

The purpose of this study was to investigate how mental rotation strategies affect the identification of chemical structural formulas. This study conducted event-related potentials (ERPs) experiments. In addition to the data collected in the ERPs, a Chemical Structure Conceptual Questionnaire and interviews were also administered for data collection. Eighteen university students majoring in chemistry were recruited. In the ERP experiments, the participants were required to identify 2D figures, 2D chemical structural formulas, 3D objects and 3D chemical structural formulas. The contours of 2D figures are similar to those of 2D chemical structural formulas, but they contain no content knowledge. Likewise, the contours of 3D objects are similar to 3D chemical structural formulas without content knowledge. The results showed that all students used similar strategies of mental rotation in identifying 2D figures, 3D objects and 3D chemical structural formulas. However, the high-achieving students used different strategies in identifying 2D figures and chemical structural formulas, while the low-achieving students tended to use similar strategies of mental rotation in identifying both 2D figures and chemical structural formulas. The results indicate that some of the difficulties in identifying 2D chemical structural formulas that students encounter are due to their inappropriate strategies of mental rotation.

This paper describes the procedure of developing an instructional tool, ‘concept mapping’ and its effectiveness in making the material meaningful to the students. In Pakistan, the traditional way of teaching science subjects at all levels at school relies heavily on memorization. The up-to-date data obtained from qualitative and quantitative research strongly supports the value of concept mapping as an instructional tool both for cognitive and affective gains. This study seeks to contribute to this development by considering how the insights of Ausubel can be converted into an effective and efficient instructional method. It was found that concept maps help improving achievement of the students and make learning more meaningful so that retrieval is possible.

The purpose of this study is to understand in an exploratory way pupils´ perception of science and the image of scientists at primary and secondary school levels. Data was collected by means of a survey questionnaire and a drawing representing pupils´ depiction what scientists do during their working hours. A questionnaire anchored on a Likert scale was filled by 204 primary and 229 secondary school children. Pupils from this sample considered science classes enjoyable, helped to understand issues covered by media, that science is a body of knowledge whose goal is to make life more comfortable to people. A total of 433 drawings were collected at 3 urban and 1 rural schools. Drawings illustrated scientists in scientific activity, mainly working alone, wearing lab coat and eyeglasses. Scientific specialization included chemists, biologists and a few technologist and astronomers. Educational implications are discussed.

Technological Pedagogical Content Knowledge (TPACK) is a model that explains how teachers use technology more effectively in the context of technological, pedagogical, and content knowledge. Teachers' TPACK competencies play great importance in this regard. Lesson study has also been playing significant roles in the development of teachers' professional trainings. When the researches on TPACK and lesson study have been analyzed, the research is expected to provide significant contributions to the literature. This study aims to present reflections from a lesson study practice that carried out to urge techno-pedagogical competencies of the secondary school mathematics teachers and to reveal the development of teachers’ progress. The study used case study method, and it was conducted with three in-service teachers. The research data were collected through semi-structured interviews, voice recorder, and observation notes. To analyze the collected data, descriptive analysis method was used. The results have revealed that teachers have made much more progress in designing, implementing, and problem solving in terms of TPACK competencies. It has also been determined that teachers’ development of openness to the innovations was limited. This limitation appeared to emerge as a result of teachers’ time anxiety and insufficient knowledge regarding the use of technology.

In order to reflect the integration of the teachers’ content knowledge, pedagogical knowledge, and technology usage skills to the class context and to provide the expected outputs for the program's purposes, it is needed to be revealed the different dimensions of Technological Pedagogical Content Knowledge (TPACK). In this study, it was aimed to investigate the teacher training programmes related to pre-service science teachers’ TPACK. This study was designed as a cross-sectional study. In the 2015-2016 academic year, a total of 269 pre-service teachers (73 of them from 1st grade, 73 of them from 2nd grade, 87 of them from 3rd and 36 of them from 4th grade students) attending Science Education Department participated in this study. As a data collection tool, 7 subscales of “Technological Pedagogical Content Knowledge Scale of Pre-Service Teachers”; namely, technology knowledge, pedagogical knowledge, content knowledge, technological pedagogical knowledge, technological content knowledge, pedagogical content knowledge, and technological pedagogical content knowledge were used. According to the results, as the class level of pre-service teacher increases, their level of technological pedagogical content knowledge increases as well. Moreover, there is a significant difference on behalf of pre-service teachers at the 1st grade in all dimensions of technological pedagogical content knowledge scale.

The purpose of the study is to develop a valid and reliable scale to measure the teachers’ levels of student-centered education practices. The Exploratory Factor Analysis sample included a total of 426 teachers and the Confirmatory Factor Analysis of the scale was conducted on a total of 160 teachers working in the province of Duzce during the spring term of 2014-2015 education year. Exploratory Factor Analysis was performed to test the construct validity of the scale and the model was tested through the Confirmatory Factor Analysis. For the reliability, Cronbach’s Alpha internal coefficient was calculated and item analysis was performed based on the corrected item total correlation. The final form of the scale included 32 items and one dimension. These 32 items explained 40.04% of the total variance. The results of the item total correlation analysis indicated that none of the item was below 0.30 and the lowest item correlation coefficient was 0.51. Cronbach’s Alpha was found to be 0.95 for the internal consistency of the scale. The reliability and validity results for the Student-Centered Education Scale suggest that this scale is a reliable and valid tool to measure the levels of student-centered educational practices among teachers.

This study is a departure from discussions on why community college students do not transfer in large numbers, but instead, provides an analysis of Latino students from community college who have successfully transferred to Tier 1 universities. The conceptual framework included student engagement theory (Kuh, 2003), the support for student autonomy (Koestner et al., 2015), and the importance of students studying to mastery (Sarwat & Irshad, 2012).  These theories were applied to the central research question, ‘What strategies do Latino students from a community college use to create a successful transition from community college to Tier 1 colleges and universities?’ The researcher generated six themes on how Latino students experienced successful transfer: institutional support, student transfer experiences, strategies to adapt, financial support, studying to mastery, and family support as major factors for academic success.   These findings would be significant to student development specialists in community colleges.  Further, such findings can be used to support Latino community college students as they sought transfer to four-year colleges and universities.

This article deals with the problem of student dropout during the first year in a higher education institution. To date, no model on a budget has been developed and tested to prevent dropout among Engineering Students. This case study was conducted among first-year students taking evening classes in two practical engineering colleges in Israel. There are three dimensions of the dropout reduction model: social support, institutional support and personal commitment. The results of the intervention had a positive effect on all three dimensions.

This research study investigates the cognitive, psychological and personal factors affecting the accuracy and fluency of English language usage among Arab learners. Early research led by Chomsky (1965) and Krashen (1981) suggested that an individual’s Language Acquisition Device once triggered at the appropriate time and supported with adequate Comprehensible Input can lead to automatic development of an L2. Relevant research suggests that children are born with the instinct or innate facility for language acquisition provided they have no physical or mental impairment (Al Ghazali, 2006). However, past research (Engin and Seven, 2014; Hanani, 2009; Gupta, 2008; Latu, 1994) has led to the identification of additional factors that go beyond the cognitive domain. These factors were examined individually and against a background of teaching methods, phonetics application, and classroom conditions. In this research, a mixed research study was designed in which a survey and interviews were conducted with a number of university students. With minimal effect from the researcher, the data were collected to examine the influence of these factors on learners’ proficiency of English language and application. The findings reveal that Arab learners’ ability to learn English is dependent on psychological motivation, physical needs to apply it, and personal reasoning.

Acquiring the reading skills and using this skill effectively throughout life is possible by a qualified education hence qualified teachers. Therefore; teachers and candidate teachers are suggested to be; acquired the reading skills, focused on information and learning, trained well as individuals having knowledge of their fields and pedagogics. By the context; the aim of the study is suggested as examining the reading habits, interests, tendencies of the students studying at the Faculty of Education and analyzing the underlying reason behind their preferences. The descriptive phenomenology method; one of the qualitative research methods is used in the study. The studying group within the research is occurred by the 10 students from 5 different fields of Education Faculty, who read books constantly. The data acquired is collected by semi-structured interview questions and content analysis method is benefited to analyze the data. According to the results of the study; 140 discourses are observed to be expressed within the 6 themes, due to the reading habits, interests and tendencies of the students studying at the Faculty of Education. The mentioned themes herein, are formed as the following: “book type interested”, “content interested”, “topic interested”, “acquiring the reading habits”, “criteria for preferring books”, “the effect of social environment to prefer books”. While the most expressed theme is revealed as “criteria for preferring books”, the least one is about the reading habits, within the research.